2020 8th Robotics 2:18-2:58-Period 11 Assignments

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. Go to vr.vex.com - click on Tutorials. Watch the video and use the drop down menu to select the board you want
    to program on.
2. After you do the tutorial and run a program that you built, send a video of what you did and learned today. 
    A video of your screen.
3. Move to the next Tutorial Video

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. Go to vr.vex.com - click on Tutorials. Watch the video and use the drop down menu to select the board you want
    to program on.
2. After you do the tutorial and run a program that you built, send a video of what you did and learned today. 
    A video of your screen.
3. Move to the next Tutorial Video

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. Go to vr.vex.com - click on Tutorials. Watch the video and use the drop down menu to select the board you want
    to program on.
2. After you do the tutorial and run a program that you built, send a video of what you did and learned today. 
    A video of your screen.
3. Move to the next Tutorial Video

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. Go to vr.vex.com - click on Tutorials. Watch the video and use the drop down menu to select the board you want
    to program on.
2. After you do the tutorial and run a program that you built, send a video of what you did and learned today. 
    A video of your screen.
3. Move to the next Tutorial Video

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. Go to vr.vex.com - click on Tutorials. Watch the video and use the drop down menu to select the board you want
    to program on.
2. After you do the tutorial and run a program that you built, send a video of what you did and learned today. 
    A video of your screen.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 8 to the end.
2. After you read and watch videos through Unit 8, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 8 to the end.
2. After you read and watch videos through Unit 8, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 8 to the end.
2. After you read and watch videos through Unit 8, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 8 to the end.
2. After you read and watch videos through Unit 8, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 8 to the end.
2. After you read and watch videos through Unit 8, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 8 to the end.
2. After you read and watch videos through Unit 8, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 8 to the end.
2. After you read and watch videos through Unit 8, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 8 to the end.
2. After you read and watch videos through Unit 8, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 8 to the end.
2. After you read and watch videos through Unit 8, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 8 to the end.
2. After you read and watch videos through Unit 8, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT we will continue to program in RobotC for VEX Cortex 2.0 next week.
SWBAT build where they left off. Mechanisms, windmill, Emergency Vehicles.

Directions:
1. Download VEX EDR for Cortex 2.0 at this site: https://www.vexrobotics.com/robotc-vexedr-vexiq.html
2. Read Natural Language - Robot Motion
3. Read RobotC - Commands and What They Do
4. 4. Today's Assignment will be to continue the program from yesterday
    - Add the 2nd Motor, leftMotor and have them start and stop separately
STUDENTS AT HOME:
If you are at home and you can not download https://www.vexrobotics.com/robotc-vexedr-vexiq.html then
keep going where you are on http://vr.vex.com 
After you finish the Lessons on Unit 1-9 you can hit the 
"TUTORIAL" button and work your way through the videos on the Tutorials Page. Some will be repeat, some will
show you how to code using loops.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 8 to the end.
2. After you read and watch videos through Unit 8, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 8 to the end.
2. After you read and watch videos through Unit 8, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Set up a computer to program in RobotC for VEX Cortex 2.0
SWBAT Code simple commands in RobotC for VEX Cortex 2.0

Directions:
1. Download VEX EDR for Cortex 2.0 at this site: https://www.vexrobotics.com/robotc-vexedr-vexiq.html
2. Read Natural Language - Robot Motion
3. Read RobotC - Commands and What They Do
4. 4. Today's Assignment will be to continue the program from yesterday
    - Add the 2nd Motor, leftMotor and have them start and stop separately
STUDENTS AT HOME:
If you are at home and you can not download https://www.vexrobotics.com/robotc-vexedr-vexiq.html then
keep going where you are on http://vr.vex.com 
After you finish the Lessons on Unit 1-9 you can hit the 
"TUTORIAL" button and work your way through the videos on the Tutorials Page. Some will be repeat, some will
show you how to code using loops.

Objectives:
SWBAT Set up a computer to program in RobotC for VEX Cortex 2.0
SWBAT Code simple commands in RobotC for VEX Cortex 2.0

Directions:
1. Download VEX EDR for Cortex 2.0 at this site: https://www.vexrobotics.com/robotc-vexedr-vexiq.html
2. Read Natural Language - Robot Motion
3. Read RobotC - Commands and What They Do
4. 4. Today's Assignment will be to continue the program from yesterday
    - Add the 2nd Motor, leftMotor and have them start and stop separately
STUDENTS AT HOME:
If you are at home and you can not download https://www.vexrobotics.com/robotc-vexedr-vexiq.html then
keep going where you are on http://vr.vex.com 
After you finish the Lessons on Unit 1-9 you can hit the 
"TUTORIAL" button and work your way through the videos on the Tutorials Page. Some will be repeat, some will
show you how to code using loops.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 8 to the end.
2. After you read and watch videos through Unit 8, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Set up a computer to program in RobotC for VEX Cortex 2.0
SWBAT Code simple commands in RobotC for VEX Cortex 2.0

Directions:
1. Download VEX EDR for Cortex 2.0 at this site: https://www.vexrobotics.com/robotc-vexedr-vexiq.html
2. Read Natural Language - Robot Motion
3. Read RobotC - Commands and What They Do
4. 4. Today's Assignment will be to continue the program from yesterday
    - Add the 2nd Motor, leftMotor and have them start and stop separately
STUDENTS AT HOME:
If you are at home and you can not download https://www.vexrobotics.com/robotc-vexedr-vexiq.html then
keep going where you are on http://vr.vex.com 
After you finish the Lessons on Unit 1-9 you can hit the 
"TUTORIAL" button and work your way through the videos on the Tutorials Page. Some will be repeat, some will
show you how to code using loops.

Objectives:
SWBAT Set up a computer to program in RobotC for VEX Cortex 2.0
SWBAT Code simple commands in RobotC for VEX Cortex 2.0

Directions:
1. Download VEX EDR for Cortex 2.0 at this site: https://www.vexrobotics.com/robotc-vexedr-vexiq.html
2. Read Natural Language - Robot Motion
3. Read RobotC - Commands and What They Do
4. 4. Today's Assignment will be to continue the program from yesterday
    - Add the 2nd Motor, leftMotor and have them start and stop separately
STUDENTS AT HOME:
If you are at home and you can not download https://www.vexrobotics.com/robotc-vexedr-vexiq.html then
keep going where you are on http://vr.vex.com 
After you finish the Lessons on Unit 1-9 you can hit the 
"TUTORIAL" button and work your way through the videos on the Tutorials Page. Some will be repeat, some will
show you how to code using loops.

Objectives:
SWBAT Set up a computer to program in RobotC for VEX Cortex 2.0
SWBAT Code simple commands in RobotC for VEX Cortex 2.0

Directions:
1. Download VEX EDR for Cortex 2.0 at this site: https://www.vexrobotics.com/robotc-vexedr-vexiq.html
2. Read Natural Language - Robot Motion
3. Read RobotC - Commands and What They Do
4. This will seem like a LOT of info - give me 4 days.


STUDENTS AT HOME:
If you are at home and you can not download https://www.vexrobotics.com/robotc-vexedr-vexiq.html then
keep going where you are on http://vr.vex.com 
After you finish the Lessons on Unit 1-9 you can hit the 
"TUTORIAL" button and work your way through the videos on the Tutorials Page. Some will be repeat, some will
show you how to code using loops.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 8 to the end.
2. After you read and watch videos through Unit 8, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 8 to the end.
2. After you read and watch videos through Unit 8, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 8 to the end.
2. After you read and watch videos through Unit 8, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 8 to the end.
2. After you read and watch videos through Unit 8, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill
SWBAT Design a PullToy


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    
Windmill
Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.


Pull Toy
ProcedureWith your knowledge of mechanisms, you and a partner will use the design process to design and build a mechanism or series of mechanisms that will meet the following criteria:
The mechanism is to be built entirely from VEX parts.
The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface where the toy will move as a result of the movement of the wheels.
A gear mechanism attached to the wheels will make another part of the pull toy move.
An illustration should be added to the output of the mechanism so as to simulate the toy.
Use the templates to document your design process.
Design Brief Template – Define the problem.
Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).
My Design P
Process Solution – Describe what steps your group takes to solve the problem.
At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 8 to the end.
2. After you read and watch videos through Unit 8, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks
SWBAT Design a Windmill


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet 
If you are done with the Mechanisms:
3. Build a windmill
    

Procedure     Using your knowledge of the mechanisms recently built in class, design and build a solution to situation A, described below. Then modify your solution to solve the problems described
     in B. Each of the situations requires a change in direction of motion by 90º but requires a different input/output speed relationship. Each of the structures you build will need to
     incorporate a mechanism to change the direction of output and possibly the input/output speed relationship. Your structure must be stable, rigid, and must hold the gears in proper
     relationship to each other.
    Sketch: Sketch what your first solution should look like. Label the input and output and present your sketch to your instructor before you begin building.




At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 8 to the end.
2. After you read and watch videos through Unit 3, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet

At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 7 to the end.
2. After you read and watch videos through Unit 3, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet

At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 7 to the end.
2. After you read and watch videos through Unit 3, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet

At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 6 to the end.
2. After you read and watch videos through Unit 3, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Packet
2. Build the Gear systems in the "Observing Mechanisms" packet

At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 5 to the end.
2. After you read and watch videos through Unit 3, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Workbook
2. Build the Gear systems in the "Observing Mechanisms" packet

At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 on opening example program. Do Lessons 4 to the end.
2. After you read and watch videos through Unit 2, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Workbook
2. Build the Gear systems in the "Observing Mechanisms" packet

At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/introduction-and-fundamentals/lesson-2-opening-an-example-and and complete the Unit 2 LESSONS 1-3
2. After you read and watch videos through Unit 2, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Workbook
2. Build the Gear systems in the "Observing Mechanisms" packet

At Home Students:
1. go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks
and complete the Unit 1 on blocks.
2. After you read and watch videos through Unit 1, click on VR.Vex.com to see where you will be programming.

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Workbook
2. Build the Gear systems in the "Observing Mechanisms" packet

At Home Students:
1. Go to https://www.vexrobotics.com/vexcode-vr
2. Read the page that tells about what you will be learning how to do.
3. Tomorrow - go to https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks
and complete the Unit 1

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Workbook
2. Build the Gear systems in the "Observing Mechanisms" packet

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Workbook
2. Build the Gear systems in the "Observing Mechanisms" packet

Objectives:
SWBAT Describe a number of places a robot may be working

Directions:
1. View 1st 5 min of Advanced Robots
2. Work with your group to answer the questions below. Presentations are Thursday and Friday.

Your group will have two days to research and prepare a presentation that includes the
following information -

a) What task does the robot perform? What human function or task does this robot simulate?
b) Where is the robot used? What is its work envelope (how many degrees of freedom or flexible joints does it have)?
c) Is the robotic end effector multi-functional? If so, what other tasks can it perform?
d) How is the robot taught to perform its task?
e) What sensors does the robot have and how does the robot use these sensors?

f) Name some advantages and disadvantages of using a robot to complete this task.
g) Describe the impact that this robot has had or could have on its intended audience.
h) What type of jobs/careers did the creation of this robot provide for employment for people?

i) Predict and explain how this robot may be altered to perform more or different tasks in the future.
j) Include sketches, pictures, and/or video of the robot performing its task in your presentation.

Objectives:
SWBAT Describe a number of places a robot may be working

Directions:
1. View 1st 5 min of Advanced Robots
2. Work with your group to answer the questions below. Presentations are Thursday and Friday.

Your group will have two days to research and prepare a presentation that includes the
following information -

a) What task does the robot perform? What human function or task does this robot simulate?
b) Where is the robot used? What is its work envelope (how many degrees of freedom or flexible joints does it have)?
c) Is the robotic end effector multi-functional? If so, what other tasks can it perform?
d) How is the robot taught to perform its task?
e) What sensors does the robot have and how does the robot use these sensors?

f) Name some advantages and disadvantages of using a robot to complete this task.
g) Describe the impact that this robot has had or could have on its intended audience.
h) What type of jobs/careers did the creation of this robot provide for employment for people?

i) Predict and explain how this robot may be altered to perform more or different tasks in the future.
j) Include sketches, pictures, and/or video of the robot performing its task in your presentation.

Objectives:
SWBAT Describe a number of places a robot may be working

Directions:
1. View 1st 5 min of Advanced Robots
2. Work with your group to answer the questions below. Presentations are Thursday and Friday.

Your group will have two days to research and prepare a presentation that includes the
following information -

a) What task does the robot perform? What human function or task does this robot simulate?
b) Where is the robot used? What is its work envelope (how many degrees of freedom or flexible joints does it have)?
c) Is the robotic end effector multi-functional? If so, what other tasks can it perform?
d) How is the robot taught to perform its task?
e) What sensors does the robot have and how does the robot use these sensors?

f) Name some advantages and disadvantages of using a robot to complete this task.
g) Describe the impact that this robot has had or could have on its intended audience.
h) What type of jobs/careers did the creation of this robot provide for employment for people?

i) Predict and explain how this robot may be altered to perform more or different tasks in the future.
j) Include sketches, pictures, and/or video of the robot performing its task in your presentation.

Objectives:
SWBAT Describe a number of places a robot may be working

Directions:
1. View 1st 5 min of Advanced Robots
2. Work with your group to answer the questions below. Presentations are Thursday and Friday.

Your group will have two days to research and prepare a presentation that includes the
following information -

a) What task does the robot perform? What human function or task does this robot simulate?
b) Where is the robot used? What is its work envelope (how many degrees of freedom or flexible joints does it have)?
c) Is the robotic end effector multi-functional? If so, what other tasks can it perform?
d) How is the robot taught to perform its task?
e) What sensors does the robot have and how does the robot use these sensors?

f) Name some advantages and disadvantages of using a robot to complete this task.
g) Describe the impact that this robot has had or could have on its intended audience.
h) What type of jobs/careers did the creation of this robot provide for employment for people?

i) Predict and explain how this robot may be altered to perform more or different tasks in the future.
j) Include sketches, pictures, and/or video of the robot performing its task in your presentation.

Objectives:
SWBAT Describe a number of places a robot may be working

Directions:
1. View 1st 5 min of Advanced Robots
2. Work with your group to answer the questions below. Presentations are Thursday and Friday.

Your group will have two days to research and prepare a presentation that includes the
following information -

a) What task does the robot perform? What human function or task does this robot simulate?
b) Where is the robot used? What is its work envelope (how many degrees of freedom or flexible joints does it have)?
c) Is the robotic end effector multi-functional? If so, what other tasks can it perform?
d) How is the robot taught to perform its task?
e) What sensors does the robot have and how does the robot use these sensors?

f) Name some advantages and disadvantages of using a robot to complete this task.
g) Describe the impact that this robot has had or could have on its intended audience.
h) What type of jobs/careers did the creation of this robot provide for employment for people?

i) Predict and explain how this robot may be altered to perform more or different tasks in the future.
j) Include sketches, pictures, and/or video of the robot performing its task in your presentation.

Objectives:
SWBAT continue their practice with algorithms to
get their partner to assemble Vex pieces in the correct order

Directions:
1. Students get the same 4 metal pieces and 5 nuts and bolts.
2. Students instruct their partner to build what they have built
without showing them the end product.
3. This is an exercise in communication.

Objectives:
SWBAT Give step by step instructions to complete a task
for someone not familiar with said task. This is an algorithm.

Directions:
1. Students will write out directions for making a PBJ to be acted out.
2. Directions should be precise, direct, and orderly.
3. This is leading up learning to program - where one must be precise, direct, and orderly
giving Step-by-Step instructions.

Objectives:
SWBAT Write a procedure that another person can follow to assemble a
Peanutbutter and Jelly Sandwich
SWBAT Recognize clear concise communication


Directions:
1. Write out the clearest procedure that you can as directions
for someone else to assemble a Peanutbutter and Jelly Sandwich
2. Listen for colloquialisms we use in our daily language
3. Prepare your instructions and listen to other's algorithms

Objectives:
SWBAT Define a problem.
SWBAT Organize and Design a solution to that problem.

Directions:
1. Present the solution you and your partner came up with to the
problem "You need a Hobby Organizer to Store your things"

You and a partner will design an organizer for your favorite hobby.
Maybe you like to shop, and you need an organizer for your purse;
maybe you like to play football, and you need an organizer to carry
your equipment and ball; maybe you like to play video games, and
you need an organizer for your games; or maybe you like to collect
jewelry, and you need an organizer for your jewelry. Later, in the
Design and Modeling unit, you will continue the design process by
modeling the organizer using 3D-modeling software.

Objectives:
SWBAT Define a problem.
SWBAT Organize and Design a solution to that problem.

Directions:
1. Define the problem with your partner
2. Come up with a solution to the problem "You need a Hobby Organizer to Store your things"

You and a partner will design an organizer for your favorite hobby.
Maybe you like to shop, and you need an organizer for your purse;
maybe you like to play football, and you need an organizer to carry
your equipment and ball; maybe you like to play video games, and
you need an organizer for your games; or maybe you like to collect
jewelry, and you need an organizer for your jewelry. Later, in the
Design and Modeling unit, you will continue the design process by
modeling the organizer using 3D-modeling software.

Objectives:
SWBAT Define a problem.
SWBAT Organize and Design a solution to that problem.

Directions:
1. Define the problem with your partner
2. Come up with a solution to the problem "You need a Hobby Organizer to Store your things"

You and a partner will design an organizer for your favorite hobby.
Maybe you like to shop, and you need an organizer for your purse;
maybe you like to play football, and you need an organizer to carry
your equipment and ball; maybe you like to play video games, and
you need an organizer for your games; or maybe you like to collect
jewelry, and you need an organizer for your jewelry. Later, in the
Design and Modeling unit, you will continue the design process by
modeling the organizer using 3D-modeling software.

Objectives:
SWBAT discuss their process in design and building the furniture

Directions:
1. Students will present their final product to the class.
2. Students will test to see if the furniture is 24" or less and can hold 1 kilogram (2 lbs)

Objectives:
SWBAT begin building their furniture of choice

Directions:
1. Students will begin measuring and cutting their furniture
2. Students will build to scale dimensions

Objectives:
SWBAT begin building their furniture of choice

Directions:
1. Students will begin measuring and cutting their furniture
2. Students will build to scale dimensions

Objectives:
SWBAT begin building their furniture of choice

Directions:
1. Students will begin measuring and cutting their furniture
2. Students will build to scale dimensions

Objectives:
SWBAT begin building their furniture of choice

Directions:
1. Students will begin measuring and cutting their furniture
2. Students will build to scale dimensions

Objectives:
SWBAT discuss important points in the Design Process
SWBAT draw their design giving it actual dimensions and scale dimensions

Directions:
1. Students will begin drawing their furniture
2. Students will measure and give actual dimensions as well as scale dimensions

Objectives:
SWBAT begin building their furniture of choice

Directions:
1. Students will begin measuring and cutting their furniture
2. Students will build to scale dimensions

Objectives:
SWBAT begin building their furniture of choice

Directions:
1. Students will begin measuring and cutting their furniture
2. Students will build to scale dimensions

Objectives:
SWBAT discuss important points in the Design Process
SWBAT draw their design giving it actual dimensions and scale dimensions

Directions:
1. Students will begin drawing their furniture
2. Students will measure and give actual dimensions as well as scale dimensions

Objectives:
SWBAT discuss important points in the Design Process

Directions:
1. Students will begin drawing objects in 3D to figure out how to draw their furniture
2. Students will copy off the board a few time and draw their own original 3D Designs.

Objectives:
SWBAT discuss important points in the Design Process

Directions:
1. Students will watch the Design Slide show and discuss the Design Process.
2. Students will experience the Design Brief

Objectives:
SWBAT Choose a career in Engineering or other field

Directions:
1. Begin to answer questions on 1-1-5c related to a Career Search -
what is it that you think you are interested in doing for a job
at this point. (it could change next week) Questions are in BLUE

3. You will produce a Tri-Fold Brochure of Career Search Results later this week.
4. What type of Job would you like to look into
5. What type of training would you have to get: Trade School/College/On the job training?
6. Where can you get this training (What Trade School, What College, What company trains on the job?)
7. What is the salary range?

These questions are located in the document in BLUE

Objectives:
SWBAT Choose a career in Engineering or other field

Directions:
1. Begin to answer questions on 1-1-5c related to a Career Search -
what is it that you think you are interested in doing for a job
at this point. (it could change next week) Questions are in BLUE

3. You will produce a Tri-Fold Brochure of Career Search Results later this week.
4. What type of Job would you like to look into
5. What type of training would you have to get: Trade School/College/On the job training?
6. Where can you get this training (What Trade School, What College, What company trains on the job?)
7. What is the salary range?

These questions are located in the document in BLUE

Objectives:
SWBAT Choose a career in Engineering or other field

Directions:
1. Begin to answer questions on 1-1-5c related to a Career Search -
what is it that you think you are interested in doing for a job
at this point. (it could change next week) Questions are in BLUE

3. You will produce a Tri-Fold Brochure of Career Search Results later this week.
4. What type of Job would you like to look into
5. What type of training would you have to get: Trade School/College/On the job training?
6. Where can you get this training (What Trade School, What College, What company trains on the job?)
7. What is the salary range?

These questions are located in the document in BLUE

Objectives:
SWBAT Choose a career in Engineering or other field


Directions:
Present the Innovation Project to the Class

When that is finished:
Directions:
1. Begin to answer questions on 1-1-5c related to a Career Search -
what is it that you think you are interested in doing for a job
at this point. (it could change next week) Questions are in BLUE

3. You will produce a Tri-Fold Brochure of Career Search Results later this week.
4. What type of Job would you like to look into
5. What type of training would you have to get: Trade School/College/On the job training?
6. Where can you get this training (What Trade School, What College, What company trains on the job?)
7. What is the salary range?

These questions are located in the document in BLUE

Objectives:
SWBAT Choose a career in Engineering or other field

Directions:
1. Begin to answer questions on 1-1-5c related to a Career Search -
what is it that you think you are interested in doing for a job
at this point. (it could change next week) Questions are in BLUE

3. You will produce a Tri-Fold Brochure of Career Search Results later this week.
4. What type of Job would you like to look into
5. What type of training would you have to get: Trade School/College/On the job training?
6. Where can you get this training (What Trade School, What College, What company trains on the job?)
7. What is the salary range?

These questions are located in the document in BLUE

Objectives:
SWBAT share out their findings on the Innovation Research

Directions:
1. Take notes of when and who developed the Products and how they were innovated over time.

When Finished:
2. Begin to answer questions on 1-1-5c related to a Career Search -
what is it that you think you are interested in doing for a job
at this point. (it could change next week) Questions are in BLUE

3. You will produce a Tri-Fold Brochure of Career Search Results later this week.
4. What type of Job would you like to look into
5. What type of training would you have to get: Trade School/College/On the job training?
6. What is the salary range?

These questions are located in the document in BLUE

Objectives:
SWBAT share out their findings on the Innovation Research

Directions:
1. Take notes of when and who developed the Products and how they were innovated over time.

Objectives:
SWBAT Finish the Innovation slide show you were working on last week
SWBAT Choose a career in Engineering or other field

Directions:
1. Finish up the Slide Show that you have been working hard on
last week about an Innovation. We will present Tuesday.
OR
2. Begin to answer questions on 1-1-5c related to a Career Search -
what is it that you think you are interested in doing for a job
at this point. (it could change next week) Questions are in BLUE

3. You will produce a Tri-Fold Brochure of Career Search Results later this week.
4. What type of Job would you like to look into
5. What type of training would you have to get: Trade School/College/On the job training?
6. What is the salary range?

These questions are located in the document in BLUE

Objective:
SWBAT - Identify the difference between a Science, Technology, and an Engineering
SWBAT -Describe the object they choose to investigate as an Invention and an Innovation



Directions:
1. Discuss today's assignment about research (2 Day Project)
2. Choose an object you and a friend will report out on (Google Slides)
3. Discuss why innovation is so important.
4. Be prepared to present your findings September 3 (Tomorrow)

Objective:
SWBAT - Identify the difference between a Science, Technology, and an Engineering
SWBAT -Describe the object they choose to investigate as an Invention and an Innovation



Directions:
1. Discuss today's assignment about research (2 Day Project)
2. Choose an object you and a friend will report out on (Google Slides)
3. Discuss why innovation is so important.
4. Be prepared to present your findings September 3 (Tomorrow)

Objective:
SWBAT - Identify the difference between a Science, Technology, and an Engineering
SWBAT -Describe the object they choose to investigate as an Invention and an Innovation



Directions:
1. Discuss today's assignment about research (2 Day Project)
2. Choose an object you and a friend will report out on (Google Slides)
3. Discuss why innovation is so important.
4. Be prepared to present your findings September 3 (Tomorrow)

Objective:
SWBAT - Identify the difference between a Science, Technology, and Engineering
SWBAT -Describe an object you would like to Innovate

Directions:
1. Discuss today's assignment about Technology
2. View Google Slides on Technology (Biotechnology, Nanotechnology)
3. Discuss why innovation is so important.
4. Answer the Ticket Out The Door: What is the Difference between Technology and Science?

Objective:
SWBAT - Identify the difference between a Science, Technology, and Engineering
SWBAT -Describe an object you would like to Innovate

Directions:
1. Discuss today's assignment about Technology
2. View Google Slides on Technology (Biotechnology, Nanotechnology)
3. Discuss why innovation is so important.
4. Answer the Ticket Out The Door: What is the Difference between Technology and Science?

Objective:
SWBAT - Identify the Procedures and how to function in this classroom.
SWBAT -Describe how they enter and exit, as well as where to locate their materials

Directions:
1. Enter the Classroom, find your seat
2. Log into Google Classroom and Join the Class Page
3. Discuss what is to be expected and projects that are coming.
4. Discuss what materials to bring to class the next day.

Objective:
SWBAT - Identify the object you could invent to make your life easier
SWBAT -Describe an object you would like to create, what it does, and how you would market it

Directions:
1. Brainstorm Issues or Problems we as a society or you as 8th Graders face daily.
2. Come up with an object you can draw, decide on a price, describe what it does, and how to market it.
3. Discuss what your invention is and share your drawing the next day.

Objective:
SWBAT - Identify the Procedures and how to function in this classroom.
SWBAT -Describe how they enter and exit, as well as where to locate their materials

Directions:
1. Enter the Classroom, find your seat
2. Log into Google Classroom and Join the Class Page
3. Discuss what is to be expected and projects that are coming.
4. Discuss what materials to bring to class the next day.

Objectives:
SWBAT Pack up and Clean Up their Workspace.
HomeLearners: SWBAT Coral Reef Cleanup using VR.Vex.com

Thank you guys for being your AWESOME SELVES - I will MISS YOU GUYS!!!
Feel free to come down in Bug Period to do more building or programming on your
own time!!!

And back in the woodshop!

Directions:
(*If you are at school)
1. Break Down and Put Away what you were building.


(*If you are at home)
1. Use what you did Friday and the day before -
Run the program Vex.vr.com and watch this video:
HoC_Tutorial_Level3.mp4
This is under the Tutorial Menu on the VR.VEX.Com page listed as
"Coral Reef Cleanup Level 3"

2. Email the screen shot you made after writing a code.

Objectives:
SWBAT troubleshoot and maximize the Torque of their cars based on what they have learned.
HomeLearners: SWBAT Coral Reef Cleanup using VR.Vex.com

Back in the classroom!!! And back in the woodshop!

Directions:
(*If you are at school)
1. Get out what you were building and make it run.
2. Lets have a Tractor Pull Today! The most weight wins!

(*If you are at home)
1. Use what you did Friday and the day before -
Run the program Vex.vr.com and watch this video:
HoC_Tutorial_Level2.mp4
This is under the Tutorial Menu on the VR.VEX.Com page listed as
"Coral Reef Cleanup Level 2"

2. Email the screen shot you made after writing a code.

Objectives:
SWBAT troubleshoot and maximize the Torque of their cars based on what they have learned.
HomeLearners: SWBAT Coral Reef Cleanup using VR.Vex.com

Back in the classroom!!! And back in the woodshop!

Directions:
(*If you are at school)
1. Get out what you were building and make it run.
2. Lets have a Tractor Pull Today! The most weight wins!

(*If you are at home)
1. Use what you did Friday and the day before -
Run the program Vex.vr.com and watch this video:
HoC_Tutorial_Level1.mp4
This is under the Tutorial Menu on the VR.VEX.Com page listed as
"Coral Reef Cleanup"

2. Email the screen shot you made after writing a code.

Objectives:
SWBAT troubleshoot and maximize the speed of their cars based on what they have learned.
HomeLearners: SWBAT Store Data using VR.Vex.com

Back in the classroom!!! And back in the woodshop!

Directions:
(*If you are at school)
1. Get out what you were building and make it run.
2. Lets have a car race toay! Fastest car wins!

(*If you are at home)
1. Use what you did Friday and the day before -
Run the program Vex.vr.com and watch this video: VR2_UsingHelp.mp4
This is under the Tutorial Menu on the VR.VEX.Com page listed as
"Using Help"

2. Email the screen shot you made after writing a code.

Objectives:
SWBAT troubleshoot and maximize the speed of their cars based on what they have learned.
HomeLearners: SWBAT Store Data using VR.Vex.com

Back in the classroom!!! And back in the woodshop!

Directions:
(*If you are at school)
1. Get out what you were building and make it run.
2. Lets have a car race toay! Fastest car wins!

(*If you are at home)
1. Use what you did Friday and the day before -
Run the program Vex.vr.com and watch this video: VR2_UsingExamples.mp4 This is under the Tutorial Menu on the VR.VEX.Com page listed as "Using Example Projects"

2. Email the screen shot you made after writing a code with a loop in it.

Objectives:
SWBAT Automate a Toll Booth with the programming and building skills they have acquired
HomeLearners: SWBAT Store Data using VR.Vex.com

Back in the classroom!!! And back in the woodshop!

Directions:
(*If you are at school)
1. Get out what you were building and make it run.
2. Lets have a car race by the end of the week! Fastest car wins!

(*If you are at home)
1. Use what you did Friday and the day before -
Run the program Vex.vr.com and watch this video: VR2_NamdingandSaving.mp4 This is under the Tutorial Menu on the VR.VEX.Com page.

2. Email the screen shot you made after writing a code with a loop in it.

Objectives:
SWBAT Automate a Toll Booth with the programming and building skills they have acquired
HomeLearners: SWBAT Store Data using VR.Vex.com

Back in the classroom!!! And back in the woodshop!

Directions:
(*If you are at school)
1. Get out what you were building and make it run.
2. Lets have a car race by the end of the week! Fastest car wins!

(*If you are at home)
1. Use what you did Friday and the day before -
Run the program Vex.vr.com and watch this video: VR2_MyBlocks.mp4 This is under the Tutorial Menu on the VR.VEX.Com page.

2. Email the screen shot you made after writing a code with a loop in it.

Objectives:
SWBAT Automate a Toll Booth with the programming and building skills they have acquired
HomeLearners: SWBAT Store Data using VR.Vex.com

Back in the classroom!!! And back in the woodshop!

Directions:
(*If you are at school)
1. Get out what you were building and make it run.
2. Lets have a car race by the end of the week! Fastest car wins!

(*If you are at home)
1. Use what you did Friday and the day before -
Run the program Vex.vr.com and watch this video: VR2_StoringData.mp4 This is under the Tutorial Menu on the VR.VEX.Com page.

2. Email the screen shot you made after writing a code with a loop in it.

Objectives:
SWBAT Automate a Toll Booth with the programming and building skills they have acquired
HomeLearners: SWBAT Program in Loops using VR.Vex.com

Back in the classroom!!! And back in the woodshop!

Directions:
(*If you are at school)
1. Get out what you were building and make it run.
2. Lets have a car race by the end of the week! Fastest car wins!

(*If you are at home)
1. Use what you did Friday and the day before -
Run the program Vex.vr.com and watch this video: VR2_UsingLoops.mp4
This is under the Tutorial Menu on the left on vr.vex.com page

2. Email the screen shot you made after writing a code with a loop in it.

Objectives:
Write a Code to accomplish a task - clean up all of the disks

Directions:
1. Look at map (this is the Disc Transport Map).
2. Write a code to do the following
3. Use sensor to see the rest of the dots, retrieve them and drop them off in their respective home box.
Yesterday you got the red ones - today you program to get them all.

4. Use this page as a resource: https://www.youtube.com/watch?v=_KpER4CZaIE

**When you program the Rover, use the Purple blocks to
**Drop down the marker to trace your pathway.



The Pause (Wait) is the yellow commands,
The Pen is the Purple commands
And the Drive and Turn commands are blue.
Show me your program working.

Objectives:
Write a Pseudocode then program block code to accomplish a task

Directions:
1. Look at map (this is the Disc Transport Map).
2. Write a code to do the following
3. Use sensor to see red dots, retrieve them and drop them off in the red home box

4. Use this page as a resource: https://www.youtube.com/watch?v=_KpER4CZaIE

**When you program the Rover, use the Purple blocks to
**Drop down the marker to trace your pathway.



The Pause (Wait) is the yellow commands,
The Pen is the Purple commands
And the Drive and Turn commands are blue.
Show me your program working.

Objectives:
Write a Pseudocode then program block code to accomplish a task

Directions:
1. Look at map (this is the Disc Mover Map).
2. Write a Psuedocode to do the following
3. Use sensor to see blue dots, retrieve them and drop them off in the blue home box.
4. Use this page as a resource: https://www.youtube.com/watch?v=ICRIs7J-NhY

**When you program the Rover, use the Purple blocks to
**Drop down the marker to trace your pathway.



The Pause (Wait) is the yellow commands,
The Pen is the Purple commands
And the Drive and Turn commands are blue.
Show me your program working.

Objectives:
Write a Pseudocode then program block code to accomplish a task

Directions:
1. Look at map (this is the Dynamic Castle Crasher Map - this time crash EVERYthing).
2. Write a Psuedocode to do the following
3. Use sensor to see red outline, turn around when it sees red - keep going for the entire 2 minutes
4. Use this page as a resource: https://education.vex.com/stemlabs/cs/computer-science-level-1-blocks/developing-algorithms/lesson-3-when-color-red-detected

**When you program the Rover, use the Purple blocks to
**Drop down the marker to trace your pathway.



The Pause (Wait) is the yellow commands,
The Pen is the Purple commands
And the Drive and Turn commands are blue.
Show me your program working.

Objectives:
Write a Pseudocode then program block code to accomplish a task

Directions:
1. Look at map (this is the Castle Crasher Map - but don't crash things).
2. Write a Psuedocode to do the following
3. The distance from Home to the movies is approximately 600 -
That bumps the movies, don’t run into the movies.

**When you program the Rover, use the Purple blocks to
**Drop down the marker to trace your pathway.


Out With Friends
The automobile company is allowing each of the winners a night of being driven around their neighborhood in a self-driving vehicle. The only catch is that you need to do the programming yourself, but you are up for the challenge! Your planned trip is to:

Start at your house.
Pick up your friend at their house.
Go to a pizza restaurant for dinner.
Go to the movie theater.
Drop your friend back at their home.
Get yourself home.

The Pause (Wait) is the yellow commands,
The Pen is the Purple commands
And the Drive and Turn commands are blue.
Show me your program working.

Objectives:
SWBAT put all the pieces back into the storage boxes and cabinets

Directions:
Disassemble anything that is not currently being built

Objectives:
SWBAT Automate a Toll Booth with the programming and building skills they have acquired

Back in the classroom!!! And back in the woodshop!

Directions:
(*If you are at home)
1. Use what you did yesterday and the day before -
Run the program Vex.vr.com and clean up the coral reef. Use the map where you
collect garbage by the Kg that Oshen was piloting for us. He put on a nice demonstration
in class.




2. Email that code me Enjoy your Friday.

(*If you are at school)
1. Grab a computer as you enter class - write down your number
2. Head down to the woodshop
3. Learn to add a motor to an axle of something you buit

Objectives:
A) SWBAT write code for a task they will be building soon
OR
B) SWBAT Block code a VR Robot through a Maze


Directions: A
1. Log on to take attendance
2. Write a program in email to code for a Tollbooth that
has a moving arm to let cars through.
3. The arm needs to rise for 0.3 seconds, stay in the air for 5 seconds, and lower for 0.2 seconds (usually gravity helps it on the way down)
4. Email code to [email protected]


Directions: B Be the fastest to get your robot through the door at the end of the maze - it stops the clock.

1. Log on to take attendance
2. Go to: https://vr.vex.com/
3. Hit "Playground" in upper right corner
4. Select "Wall Maze"
5. Begin block coding to move robot around maze. (200 mm is about 1/2 on your screen)
The recycle or reset button puts your robot back where it started. The triangle plays your code
6. This is addictive
7. If you get around a few turns, share your screen with me and show me what you have done.

Objectives:
A) SWBAT write code for a task they will be building soon
OR
B) SWBAT Block code a VR Robot through a Maze


Directions: A
1. Log on to take attendance
2. Write a program in email to code for a Tollbooth that
has a moving arm to let cars through.
3. The arm needs to rise for 0.3 seconds, stay in the air for 5 seconds, and lower for 0.2 seconds (usually gravity helps it on the way down)
4. Email code to [email protected]


Directions: B
1. Log on to take attendance
2. Go to: https://vr.vex.com/
3. Hit "Playground" in upper right corner
4. Select "Wall Maze"
5. Begin block coding to move robot around maze. (200 mm is about 1/2 on your screen)
The recycle or reset button puts your robot back where it started. The triangle plays your code
6. This is addictive
7. If you get around a few turns, share your screen with me and show me what you have done.

Objectives:
SWBAT Automate a Toll Booth with the programming and building skills they have acquired

Directions:
(*If you are at home)
1. Use what you did yesterday and the day before -
Figure out how you will coordinate a car rolling up to a toll booth, bumping the limit switch and stoppping.
The toll booth will raise the arm and stop.
The car will roll forward and stop on the other side of the toll booth.
The toll booth arm will come back down.



After the windmill, students are building a working toll booth.
It should be activated by a limit switch to turn on.

2. Email that to me and your partner at school in proper code.
It can be copied and pasted into a RobotC File by your partner.

(*If you are at school)
1. Grab a computer as you enter class - write down your number
2. Head down to the woodshop
3. Learn to add a motor to an axle of something you buit

Objectives:
SWBAT Automate a Toll Booth with the programming and building skills they have acquired

Directions:
(*If you are at home)
1. Write a program using: button1, rightMotor, limitSwitch, and lights for the following Pseudocode:
turn on a motor, run for 0.2seconds, and turn off the motor.
Wait for 5 seconds
Turn on motor in the opposite direction for 0.2 seconds. Turn off the motor

After the windmill, students are building a working toll booth.
It should be activated by a limit switch to turn on.

2. Email that to me and your partner at school in proper code.
It can be copied and pasted into a RobotC File by your partner.

(*If you are at school)
1. Grab a computer as you enter class - write down your number
2. Head down to the woodshop
3. Learn to add a motor to an axle of something you buit

Objectives:
SWBAT Automate a Toll Booth with the programming and building skills they have acquired

Directions:
(*If you are at home)
1. Write a program using: button1, rightMotor, limitSwitch, and lights for the following Pseudocode:
turn on a motor, run for 0.2seconds, and turn off the motor.
Wait for 5 seconds
Turn on motor in the opposite direction for 0.2 seconds. Turn off the motor

After the windmill, students are building a working toll booth.
It should be activated by a limit switch to turn on.

2. Email that to me and your partner at school in proper code.
It can be copied and pasted into a RobotC File by your partner.

(*If you are at school)
1. Grab a computer as you enter class - write down your number
2. Head down to the woodshop
3. Learn to add a motor to an axle of something you buit

Objectives:
SWBAT Automate Robots with the programming and building skills they have acquired

Directions:
(*If you are at home)
1. Write a program using: button1, rightMotor, limitSwitch, and lights for the following Pseudocode:
turn on a motor, run for 3 seconds, and turn off the motor.

2. Email that to me and your partner at school in proper code.
It can be copied and pasted into a RobotC File by your partner.

(*If you are at school)
1. Grab a computer as you enter class - write down your number
2. Head down to the woodshop
3. Learn to add a motor to an axle of something you buit

Objectives:
SWBAT Automate Robots with the programming and building skills they have acquired

Directions:
(*If you are at home)
1. Write a program using: button1, rightMotor, and limitSwitch for the following Pseudocode:
turn on a motor, run for 3 seconds, and turn off the motor.

2. Email that to me and your partner at school in proper code.
It can be copied and pasted into a RobotC File by your partner.

(*If you are at school)
1. Grab a computer as you enter class - write down your number
2. Head down to the woodshop
3. Learn to add a motor to an axle of something you buit

Objectives:
SWBAT Automate Robots with the programming and building skills they have acquired

Directions:
1. Grab a computer as you enter class - write down your number
2. Head down to the woodshop
3. Learn to add a motor to an axle of something you buit

Objectives:
SWBAT Describe a number of places a robot may be working and the functional parts.

Directions:
1. Check in to classroom to take attendance.
2. Take the first 15 minutes to wrap up your research.
3. Presentations are T0day and Friday.

Your group will have two days to research and prepare a presentation that includes the
following information -

a) What task does the robot perform? What human function or task does this robot simulate?
b) Where is the robot used? What is its work envelope (how many degrees of freedom or flexible joints does it have)?
c) Is the robotic end effector multi-functional? If so, what other tasks can it perform?
d) How is the robot taught to perform its task?
e) What sensors does the robot have and how does the robot use these sensors?

f) Name some advantages and disadvantages of using a robot to complete this task.
g) Describe the impact that this robot has had or could have on its intended audience.
h) What type of jobs/careers did the creation of this robot provide for employment for people?

i) Predict and explain how this robot may be altered to perform more or different tasks in the future.
j) Include sketches, pictures, and/or video of the robot performing its task in your presentation.

Objectives:
SWBAT Describe a number of places a robot may be working and the functional parts.

Directions:
1. Check in to classroom to take attendance.
2. Take the first 15 minutes to wrap up your research.
3. Presentations are T0day and Friday.

Your group will have two days to research and prepare a presentation that includes the
following information -

a) What task does the robot perform? What human function or task does this robot simulate?
b) Where is the robot used? What is its work envelope (how many degrees of freedom or flexible joints does it have)?
c) Is the robotic end effector multi-functional? If so, what other tasks can it perform?
d) How is the robot taught to perform its task?
e) What sensors does the robot have and how does the robot use these sensors?

f) Name some advantages and disadvantages of using a robot to complete this task.
g) Describe the impact that this robot has had or could have on its intended audience.
h) What type of jobs/careers did the creation of this robot provide for employment for people?

i) Predict and explain how this robot may be altered to perform more or different tasks in the future.
j) Include sketches, pictures, and/or video of the robot performing its task in your presentation.

Objectives:
SWBAT Describe a number of places a robot may be working and the functional parts.

Directions:
1. Check in to classroom to take attendance.
2. Take the first 15 minutes to wrap up your research.
3. Presentations are T0day and Friday.

Your group will have two days to research and prepare a presentation that includes the
following information -

a) What task does the robot perform? What human function or task does this robot simulate?
b) Where is the robot used? What is its work envelope (how many degrees of freedom or flexible joints does it have)?
c) Is the robotic end effector multi-functional? If so, what other tasks can it perform?
d) How is the robot taught to perform its task?
e) What sensors does the robot have and how does the robot use these sensors?

f) Name some advantages and disadvantages of using a robot to complete this task.
g) Describe the impact that this robot has had or could have on its intended audience.
h) What type of jobs/careers did the creation of this robot provide for employment for people?

i) Predict and explain how this robot may be altered to perform more or different tasks in the future.
j) Include sketches, pictures, and/or video of the robot performing its task in your presentation.

Objectives:
SWBAT Describe a number of places a robot may be working

Directions:
1. Check in to classroom to take attendance.
2. View 1st 5 min of Advanced Robots
3. Work with your group to answer the questions below. Presentations are Thursday and Friday.

Your group will have two days to research and prepare a presentation that includes the
following information -

a) What task does the robot perform? What human function or task does this robot simulate?
b) Where is the robot used? What is its work envelope (how many degrees of freedom or flexible joints does it have)?
c) Is the robotic end effector multi-functional? If so, what other tasks can it perform?
d) How is the robot taught to perform its task?
e) What sensors does the robot have and how does the robot use these sensors?

f) Name some advantages and disadvantages of using a robot to complete this task.
g) Describe the impact that this robot has had or could have on its intended audience.
h) What type of jobs/careers did the creation of this robot provide for employment for people?

i) Predict and explain how this robot may be altered to perform more or different tasks in the future.
j) Include sketches, pictures, and/or video of the robot performing its task in your presentation.

Objectives:
SWBAT Describe a number of places a robot may be working

Directions:
1. Check in to classroom to take attendance.
2. View Video on Robots in the workplace
3. Choose a robot to study for the week. Presentations are Thursday and Friday.

Your group will have two days to research and prepare a presentation that includes the
following information -

a) What task does the robot perform? What human function or task does this robot simulate?
b) Where is the robot used? What is its work envelope (how many degrees of freedom or flexible joints does it have)?
c) Is the robotic end effector multi-functional? If so, what other tasks can it perform?
d) How is the robot taught to perform its task?
e) What sensors does the robot have and how does the robot use these sensors?

f) Name some advantages and disadvantages of using a robot to complete this task.
g) Describe the impact that this robot has had or could have on its intended audience.
h) What type of jobs/careers did the creation of this robot provide for employment for people?

i) Predict and explain how this robot may be altered to perform more or different tasks in the future.
j) Include sketches, pictures, and/or video of the robot performing its task in your presentation.

Objectives:
SWBAT Set up a computer to program in RobotC for VEX Cortex 2.0
SWBAT Code simple commands in RobotC for VEX Cortex 2.0

Directions:
1. Make sure you have completed the coding for a simple project
such as the Pseudocode:
Touch a button
Turn on rightMotor
wait 3 seconds
Turn off rightMotor

2. Next, make sure you solve the Red, yellow, Green project from Monday November 16.
Red - Yellow - Green Pseudocode:

Today's Assignment will be to open a fresh program and start from scratch.
Write a program that starts with the Red LED on, wait 3 seconds.
Then the motors come on at 50 when the yellow LED turns on for 3 seconds.
Next, have the motor go 126 for 3 seconds with the green LED on.
Back the speed down to 50 for 3 seconds with the yellow LED on.
Shut down the motors and turn on the red light for 3 seconds.

3. Lastly, make sure you write your own psedocode and code for your
own personal program.

Email me your results.


Show me when you have that complete

Objectives:
SWBAT Set up a computer to program in RobotC for VEX Cortex 2.0
SWBAT Code simple commands in RobotC for VEX Cortex 2.0

Directions:
1. Download VEX EDR for Cortex 2.0 at this site: https://www.vexrobotics.com/robotc-vexedr-vexiq.html
2. Read Natural Language - Robot Motion
3. Read RobotC - Commands and What They Do

4. Today's Assignment will be to open a fresh program and start from scratch.

If you have completed Monday's Assignment (16 November)
and you wrote your own PSEUDOCODE (the part that you talk about what you want the program to do) and then coded your plan (actually write the code for what you want it to do),

Now it's time to write Pseudocode for your neighbor.
Be sure to specify where the button1, limitSwitch, rightMotor, leftMotor, and LEDs are

Show me when you have that complete

Objectives:
SWBAT Set up a computer to program in RobotC for VEX Cortex 2.0
SWBAT Code simple commands in RobotC for VEX Cortex 2.0

Directions:
1. Download VEX EDR for Cortex 2.0 at this site: https://www.vexrobotics.com/robotc-vexedr-vexiq.html
2. Read Natural Language - Robot Motion
3. Read RobotC - Commands and What They Do

4. Today's Assignment will be to open a fresh program and start from scratch.

If you have completed Monday's Assignment (16 November)
now it is your turn to write your own PSEUDOCODE (the part that you talk about what you want the program to do)
and then code your plan (actually write the code for what you want it to do).

Show me when you have that complete

Objectives:
SWBAT Set up a computer to program in RobotC for VEX Cortex 2.0
SWBAT Code simple commands in RobotC for VEX Cortex 2.0

Directions:
1. Download VEX EDR for Cortex 2.0 at this site: https://www.vexrobotics.com/robotc-vexedr-vexiq.html
2. Read Natural Language - Robot Motion
3. Read RobotC - Commands and What They Do

4. Today's Assignment will be to open a fresh program and start from scratch.
Write a program that starts with the Red LED on, wait 3 seconds.
Then the motors come on at 50 when the yellow LED turns on for 3 seconds.
Next, have the motor go 126 for 3 seconds with the green LED on.
Back the speed down to 50 for 3 seconds with the yellow LED on.
Shut down the motors and turn on the red light for 3 seconds.

Objectives:
SWBAT Set up a computer to program in RobotC for VEX Cortex 2.0
SWBAT Code simple commands in RobotC for VEX Cortex 2.0

Directions:
1. Download VEX EDR for Cortex 2.0 at this site: https://www.vexrobotics.com/robotc-vexedr-vexiq.html
2. Read Natural Language - Robot Motion
3. Read RobotC - Commands and What They Do

4. Today's Assignment will be to open a fresh program and start from scratch.
Write a program that starts with the Red LED on, wait 3 seconds.
Then the motors come on at 50 when the yellow LED turns on for 3 seconds.
Next, have the motor go 126 for 3 seconds with the green LED on.
Back the speed down to 50 for 3 seconds with the yellow LED on.
Shut down the motors and turn on the red light for 3 seconds.

If you have not learned RobotC coding yet, please look at the following 2 documents:

Objectives:
SWBAT Set up a computer to program in RobotC for VEX Cortex 2.0
SWBAT Code simple commands in RobotC for VEX Cortex 2.0

Directions:
1. Download VEX EDR for Cortex 2.0 at this site: https://www.vexrobotics.com/robotc-vexedr-vexiq.html
2. Read Natural Language - Robot Motion
3. Read RobotC - Commands and What They Do

4. Today's Assignment will be to open a fresh program and start from scratch.
Write a program that starts with the Red LED on, wait 3 seconds.
Then the motors come on at 50 when the yellow LED turns on for 3 seconds.
Next, have the motor go 126 for 3 seconds with the green LED on.
Back the speed down to 50 for 3 seconds with the yellow LED on.
Shut down the motors and turn on the red light for 3 seconds.

Objectives:
SWBAT Set up a computer to program in RobotC for VEX Cortex 2.0
SWBAT Code simple commands in RobotC for VEX Cortex 2.0

Directions:
1. Download VEX EDR for Cortex 2.0 at this site: https://www.vexrobotics.com/robotc-vexedr-vexiq.html
2. Follow directions in class for Setting up and Coding

Objectives:
SWBAT Set up a computer to program in RobotC for VEX Cortex 2.0
SWBAT Code simple commands in RobotC for VEX Cortex 2.0

Directions:
1. Download VEX EDR for Cortex 2.0 at this site: https://www.vexrobotics.com/robotc-vexedr-vexiq.html
2. Follow directions in class for Setting up and Coding

Objective:
SWBAT select the mechanisms required to construct survival equipment

Directions:
Imagine that the year is 2201. The Earth as we know it no longer exists. Through a catastrophic event the human race has nearly ceased to exist. A multi-discipline group has survived and needs to rebuild our civilization using only recycled materials that can be scavenged from the existing environment.

Design Brief Template – Define the problem.

Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).

My Design Process Solution – Describe what steps your group takes to solve the problem.

All of the listed requirements must be met. To survive, your class will need to complete all of the tasks below. Be creative, but complete the tasks.

Task 1: The surviving group needs a vehicle that will take them over the rough terrain to search for other survivors and to collect data.

Requirements:

Needs to travel over rough terrain.

Needs to use a universal joint.

Must be able to switch from two-wheel drive to four-wheel drive.

Task 2: The surviving group needs a machine that will rotate a solar collection dish from inside their labs. The machine must be located outside the building and around the corner.

Requirements:

Needs to have a minimum gear ratio of 1:5 or 5:1.

Must be located around a corner.

Needs to be angled toward the sun.

Must be able to follow the sun.

Task 3: Doctors need a machine to move all of their operating equipment and generators, at one time, from room to room. Some of these rooms are on the second floor, so the machine should be able to traverse both horizontally and vertically. One of the pieces of equipment is an old radio now used to regulate heartbeats, called a cardioregulator.

Requirements:

Must move all of the equipment at once.

Must create a cardioregulator.

The equipment is very heavy. The machine can move slowly, but it must be capable of carrying a lot of weight.

Task 4: For all members to survive, they must have food, water, and shelter. This means pumping water from the ground, cutting wood for building, and grinding grain for flour to eat.

Requirements:

Must create one machine that will perform all three tasks.

Must have only one input to run all devices in order to save energy.

Must be no larger than 10 in. x 10 in.

Objective:
SWBAT select the mechanisms required to construct survival equipment

Directions:
Imagine that the year is 2201. The Earth as we know it no longer exists. Through a catastrophic event the human race has nearly ceased to exist. A multi-discipline group has survived and needs to rebuild our civilization using only recycled materials that can be scavenged from the existing environment.

Design Brief Template – Define the problem.

Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).

My Design Process Solution – Describe what steps your group takes to solve the problem.

All of the listed requirements must be met. To survive, your class will need to complete all of the tasks below. Be creative, but complete the tasks.

Task 1: The surviving group needs a vehicle that will take them over the rough terrain to search for other survivors and to collect data.

Requirements:

Needs to travel over rough terrain.

Needs to use a universal joint.

Must be able to switch from two-wheel drive to four-wheel drive.

Task 2: The surviving group needs a machine that will rotate a solar collection dish from inside their labs. The machine must be located outside the building and around the corner.

Requirements:

Needs to have a minimum gear ratio of 1:5 or 5:1.

Must be located around a corner.

Needs to be angled toward the sun.

Must be able to follow the sun.

Task 3: Doctors need a machine to move all of their operating equipment and generators, at one time, from room to room. Some of these rooms are on the second floor, so the machine should be able to traverse both horizontally and vertically. One of the pieces of equipment is an old radio now used to regulate heartbeats, called a cardioregulator.

Requirements:

Must move all of the equipment at once.

Must create a cardioregulator.

The equipment is very heavy. The machine can move slowly, but it must be capable of carrying a lot of weight.

Task 4: For all members to survive, they must have food, water, and shelter. This means pumping water from the ground, cutting wood for building, and grinding grain for flour to eat.

Requirements:

Must create one machine that will perform all three tasks.

Must have only one input to run all devices in order to save energy.

Must be no larger than 10 in. x 10 in.

Objective:
SWBAT select the mechanisms required to construct survival equipment

Directions:
Imagine that the year is 2201. The Earth as we know it no longer exists. Through a catastrophic event the human race has nearly ceased to exist. A multi-discipline group has survived and needs to rebuild our civilization using only recycled materials that can be scavenged from the existing environment.

Design Brief Template – Define the problem.

Decision Matrix Template – Decide which solution you will pursue (each student in the group should sketch and annotate at least one idea).

My Design Process Solution – Describe what steps your group takes to solve the problem.

All of the listed requirements must be met. To survive, your class will need to complete all of the tasks below. Be creative, but complete the tasks.

Task 1: The surviving group needs a vehicle that will take them over the rough terrain to search for other survivors and to collect data.

Requirements:

Needs to travel over rough terrain.

Needs to use a universal joint.

Must be able to switch from two-wheel drive to four-wheel drive.

Task 2: The surviving group needs a machine that will rotate a solar collection dish from inside their labs. The machine must be located outside the building and around the corner.

Requirements:

Needs to have a minimum gear ratio of 1:5 or 5:1.

Must be located around a corner.

Needs to be angled toward the sun.

Must be able to follow the sun.

Task 3: Doctors need a machine to move all of their operating equipment and generators, at one time, from room to room. Some of these rooms are on the second floor, so the machine should be able to traverse both horizontally and vertically. One of the pieces of equipment is an old radio now used to regulate heartbeats, called a cardioregulator.

Requirements:

Must move all of the equipment at once.

Must create a cardioregulator.

The equipment is very heavy. The machine can move slowly, but it must be capable of carrying a lot of weight.

Task 4: For all members to survive, they must have food, water, and shelter. This means pumping water from the ground, cutting wood for building, and grinding grain for flour to eat.

Requirements:

Must create one machine that will perform all three tasks.

Must have only one input to run all devices in order to save energy.

Must be no larger than 10 in. x 10 in.

Objective:
SWBAT select the mechanisms required to construct a dynamic Pulltoy

Directions:
1. Figure 1. Pull Toys - Caterpillar, Car, Horse

A pull toy is designed to be pulled along the ground. As it is pulled, a movement is produced, such as a head nod, a tail wag, or
a figure bobbing up and down. Pull toys use mechanisms to transfer energy from the wheels to the characters that define
them.


In this project you will examine a pull toy example, identify the types of mechanisms used in the example, create sketches or
instructions to build the example, and also learn about a new mechanism

The mechanism is to be built on a small, four-wheel chassis capable of being pulled across a smooth and level surface.


A gear mechanism attached to the wheels makes another part of the pull toy move.

Objective:
SWBAT select the mechanisms required to construct a windmill

Directions:
1. Using your knowledge of the mechanisms recently built in class, design and build a
solution to situation A, described below.
2. Then modify your solution to solve the problems described in B. Each of the situations
requires a change in direction of motion by 90º but requires a different input/output
speed relationship. Each of the structures you build will need to incorporate a mechanism
to change the direction of output and possibly the input/output speed relationship. Your
structure must be stable, rigid, and must hold the gears in proper relationship to each
other.

3. Sketch: Sketch what your first solution should look like. Label the input and output and
present your sketch to your instructor before you begin building.


The output speed and torque are equal to the input speed and torque.
Mechanism’s name: __________


The output speed is < (less than) the input speed, but the output torque is greater. Mechanism’s name:________


Final Questions:
What would you have changed if you had time to redesign one part of your windmill?


Which solution to the windmill problem presented by another group was intriguing to you and why?

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Workbook
2. Build the Gear systems in the "Mechanical Gears" packet

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Workbook
2. Build the Gear systems in the "Mechanical Gears" packet

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Workbook
2. Build the Gear systems in the "Mechanical Gears" packet

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Workbook
2. Build the Gear systems in the "Mechanical Gears" packet

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Workbook
2. Build the Gear systems in the "Mechanical Gears" packet

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Workbook
2. Build the Gear systems in the "Mechanical Gears" packet

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Workbook
2. Build the Gear systems in the "Mechanical Gears" packet

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Workbook
2. Build the Gear systems in the "Observing Mechanisms" packet

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Workbook
2. Build the Gear systems in the "Observing Mechanisms" packet

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Workbook
2. Build the Gear systems in the "Observing Mechanisms" packet

Objectives:
SWBAT Students will build using Mechanical Gears and hand cranks


Directions:
1. View the Mechanical Gears Workbook
2. Build the Gear systems in the "Observing Mechanisms" packet

Objectives:
SWBAT Students will identify where they have seen or used mechanisms for directional energy change


Directions:
1. View the Slideshow on mechanisms - decide where you have seen these before
2. List where something like these mechanisms would come in handy

Objectives:
SWBAT Present your procedure that another person can follow to assemble a
Peanutbutter and Jelly Sandwich
SWBAT Recognize clear concise communication


Directions:
1. Write out the clearest procedure that you can as directions
for someone else to assemble a Peanutbutter and Jelly Sandwich
2. Listen for colloquialisms we use in our daily language
3. Prepare your instructions and listen to other's algorithms

Objectives:
SWBAT Write a procedure that another person can follow to assemble a
Peanutbutter and Jelly Sandwich
SWBAT Recognize clear concise communication


Directions:
1. Write out the clearest procedure that you can as directions
for someone else to assemble a Peanutbutter and Jelly Sandwich
2. Listen for colloquialisms we use in our daily language
3. Prepare your instructions and listen to other's algorithms

Objectives:
SWBAT Draw and Dimension (Actual Measurements and Model Measurements)
for Furniture Build
SWBAT Build a 3D Model of their Drawings

Directions:
1. Today you Present your Model Furniture to the class in your Furniture Final Presentation

Objectives:
SWBAT Draw and Dimension (Actual Measurements and Model Measurements)
for Furniture Build
SWBAT Build a 3D Model of their Drawings

Directions:
1. Preset your Furniture Build from your dimensional drawings
2. Build your Model Furniture to Scaled Down Specs
3. Present your Model Furniture to the class in your Furniture Final Presentation

Objectives:
SWBAT Draw and Dimension (Actual Measurements and Model Measurements)
for Furniture Build
SWBAT Build a 3D Model of their Drawings

Directions:
1. Preset your Furniture Build from your dimensional drawings

Objectives:
SWBAT Draw and Dimension (Actual Measurements and Model Measurements)
for Furniture Build
SWBAT Build a 3D Model of their Drawings

Directions:
1. Finish Building the furniture according to your dimensional drawings
2. Furniture Presentation on Thursday October 8

Objectives:
SWBAT Draw and Dimension (Actual Measurements and Model Measurements)
for Furniture Build
SWBAT Build a 3D Model of their Drawings

Directions:
1. Start to Build the furniture according to your dimensional drawings

Objectives:
SWBAT Determine what piece of furniture they wish to assemble.
SWBAT Draw and Dimension (Actual Measurements and Model Measurements)
for Furniture Build

Directions:
(After we complete the Hobby Organizer Presentations)
1. Turn in the 3 drawings of your furniture to be built
2. Find the Boxes appropriate to build the furniture of your choice
3. Start to Build

SWBAT - Add dimensions (measurements) to their drawings.

1. You gave me a scale of what you would build 1:4 means it's 1/4 the size of the actual size.
2. Today, redraw your Hobby Organizer in 3D orthographic view and dimension using the
scaled down measurements like you did on the Furniture Design project. Use 30 inches
as your largest size.
3. Send me a photo of your work today or attach a photo to today's assignment.

SWBAT Design and draw an organizer for their hobbies, sports, or pasttime.

Directions:'
1. Revisit your work from yesterday - touch up what you need to touch up.
2. Give your Hobby Organizer dimensions (measurements) in real life and then tell me what
scale you would build this in if you were to build it. 30" will be the maximum size on
your scale drawing
3. Send me a photo of your dimensioned product or attach a photo to today's assignment.

SWBAT Decide what needs to be involved in their Hobby Organizer to make it most efficient.

Directions:
1. Take the following into consideration - You will design an organizer for your favorite hobby. Maybe you like to shop, and you need an organizer for your purse; maybe you like to play football, and you need an organizer to carry your equipment and ball; maybe you like to play video games, and you need an organizer for your games; or maybe you like to collect jewelry, and you need an organizer for your jewelry. Later, in the Design and Modeling unit, you will continue the design process by modeling the organizer using 3D-modeling software.

It is important that you consider ergonomics in the development of your hobby organizer. Ergonomics means fitting a product to the user. For example, you and your partner will need to decide whether your organizer is for an adult or child and whether it will be used in a car, on a bus, or on a bicycle.

2. Decide if you want to draw your item like you did for the Furniture Build or design
the Hobby Organizer on Tinkercad. If you can use the software program from last
year, design your product on Tinkercad.com

--- OR ---
If you want to hand draw your Hobby Organizer, draw it on paper using a straight edge
or ruler. DRAW Everything using a RULER.

3. Email me a photo or attach a photo of your drawing to today's assignment.

Objectives:
SWBAT Determine what hobby or activity they need to build a cubby for.
SWBAT Design a Cabinet or Cubby to hold their belongings.


Directions:
1. Brainstorm the varieties of hobbies and activities you take part in. (sample brainstorm below)
2. Determine what part of your life would benefit from having a Hobby Organizer:
Sports related (Softball, basketball, football, tennis), or Academics (book shelf, calculator,
graphing paper, rulers), or friends related?
3. Draw out a 1 page brainstorm - take a picture of it and email me your brainstorm.
4. Watch the video below on the Workbox3.0

Objectives:
SWBAT Determine what piece of furniture they wish to assemble.
SWBAT Draw and Dimension (Actual Measurements and Model Measurements)
for Furniture Build

Directions:
1. Decide with your partner what you would like to build
2. Determine size requirements for what you would like to build
3. Draw in 3D (Front, Top, and Diagonal view) using straight edge and then add dimensions

4. Start to Build

Objectives:
SWBAT Determine what piece of furniture they wish to assemble.
SWBAT Draw and Dimension (Actual Measurements and Model Measurements)
for Furniture Build

Directions:
1. Decide with your partner what you would like to build
2. Determine size requirements for what you would like to build
3. Draw in 3D (Front, Top, and Diagonal view) using straight edge and then add dimensions

Objective:
SWBAT - view and draw 3 dimensional objects from 3 angles: top, front, diagonal.
SWBAT -describe the object they wish to design in the Furniture project

Directions:
1. Copy the first 3 objects off of the board in your notebook
2. Now copy the first 3 objects off of the board in your notebook using a straight edge
3. Design your own object using 3 functional drawings: top, front, diagonal.
4. Design your own object using 3 functional drawings: top, front, diagonal using a straight edge.

Objective:
SWBAT - Describe the PLTW Design Process Video (4 Minutes)
SWBAT - Discuss how this applies to the Furniture Build Assignment

Directions:
1. Enter the Classroom, find your seat
2. After all of the Career Presentations are complete, students will view
PLTW Design Process video and Design Powerpoint.
3. Discuss what is to be expected and projects that are coming.
4. Discuss what materials are required for this Furniture Build Project

Objective:
SWBAT - Identify a career path you are interested - preferably a field of Engineering but any
field will work.
SWBAT - Describe Skills you will need, classes you should take, average starting salary,
and where you can obtain required training.

Directions:
1. Present Brochure that you produced over the last few periods.
4. As the Audience - List the careers that caught your attention the most and why.

Objective:
SWBAT - Identify a career path you are interested - preferably a field of Engineering
SWBAT - Describe Skills you will need, classes you should take, average starting salary,
and training required

Directions:
1. Present Brochure that you produced over the last few periods.
4. List the careers that caught your attention the most and why.

Objective:
SWBAT - Identify a career path you are interested - preferably a field of Engineering
SWBAT - Describe Skills you will need, classes you should take, average starting salary,
and training required

Directions:
1. Brainstorm a career in Engineering or other field you would like to enter after graduation
2. View websites with current information and job prospects
3. Find the schools or training centers, years of training, starting salary, and location of jobs.
4. Use resources below and any others you find to build a Brochure (Template found below)

Objective:
SWBAT - Identify a career path you are interested - preferably a field of Engineering
SWBAT - Describe Skills you will need, classes you should take, average starting salary,
and training required

Directions:
1. Brainstorm a career in Engineering or other field you would like to enter after graduation
2. View websites with current information and job prospects
3. Find the schools or training centers, years of training, starting salary, and location of jobs.
4. Use resources below and any others you find to build a Brochure (Template found below)

Objectives:
SWBAT - Describe what type of career they are interested in at this point in their lives
SWBAT - Describe the job requirements, daily duties, and opportunities for education in the chosen field.


Directions:
1. Use the following websites to look into different types of Engineering and Technology related careers.
2. Find a career you are interested in.
3. Fill out the Google Form on Careers
4. Compile information to build a brochure you can present at a later date.

Objective:
SWBAT - Identify the object you could invent to make your life easier
SWBAT -Describe an object you would like to create, what it does, and how you would market it

Directions:
1. Come up with an object you can draw, decide on a price, describe what it does, and how to market it.
2. Present your Invention to the Class

Objective:
SWBAT - Identify a career path you are interested - preferably a field of Engineering
SWBAT - Describe Skills you will need, classes you should take, average starting salary,
and training required

Directions:
1. Brainstorm a career in Engineering or other field you would like to enter after graduation
2. View websites with current information and job prospects
3. Find the schools or training centers, years of training, starting salary, and location of jobs.
4. Use resources below and any others you find to build a Brochure (Template found below)

Objective:
SWBAT - Identify the object you could invent to make your life easier
SWBAT -Describe an object you would like to create, what it does, and how you would market it

Directions:
1. Brainstorm Issues or Problems we as a society or you as 8th Graders face daily.
2. Come up with an object you can draw, decide on a price, describe what it does, and how to market it.
3. Discuss what your invention is and share your drawing the next day.

Objective:
SWBAT - Identify the object you could invent to make your life easier
SWBAT -Describe an object you would like to create, what it does, and how you would market it

Directions:
1. Brainstorm Issues or Problems we as a society or you as 8th Graders face daily.
2. Come up with an object you can draw, decide on a price, describe what it does, and how to market it.
3. Discuss what your invention is and share your drawing the next day.

Objective:
SWBAT - Identify the difference between a Science, Technology, and Engineering
SWBAT -Describe an object you would like to Innovate

Directions:
1. Discuss today's assignment about Technology
2. View Google Slides on Technology (Biotechnology, Nanotechnology)
3. Discuss why innovation is so important.
4. Answer the Ticket Out The Door: What is the Difference between Technology and Science?

Objective:
SWBAT - Identify the Product they are investigating
SWBAT -Describe how their artifact has impacted society in a positive manner

Directions:
1. Give presentation in Google Slides
2. Use the Document from Yesterday Sept 2 Artifact of Investigation - 2 Questions to a slide
3. SHARE YOUR SLIDE SHOW with your
partner if you have one and with MR. ADAMS

Objective:
SWBAT - Identify the Product they are investigating
SWBAT -Describe how their artifact has impacted society in a positive manner

Directions:
1. Prepare to give presentation
2. Be a good audience when you are not presenting (look at presenters, do not talk)
3. When you are presenting, face your audience, make eye contact, speak loudly
4. Take note of the most interesting item on the list of presented artifacts

Objective:
SWBAT - Identify the difference between a Science, Technology, and an Engineering
SWBAT -Describe the object they choose to investigate as an Invention and an Innovation

Directions:
1. Discuss today's assignment about research
2. Choose an object you and a friend will report out on (Google Slides)
3. Discuss why innovation is so important.
4. Be prepared to present your findings September 3 (Tomorrow)

Objective:
SWBAT - Identify the Procedures and how to function in this classroom.
SWBAT -Describe how they enter and exit, as well as where to locate their materials

Directions:
1. Enter the Classroom, find your seat
2. Log into Google Classroom and Join the Class Page
3. Discuss what is to be expected and projects that are coming.
4. Discuss what materials to bring to class the next day.

Objective:
SWBAT - Identify the Procedures and how to function in this classroom.
SWBAT -Describe how they enter and exit, as well as where to locate their materials

Directions:
1. Enter the Classroom, find your seat
2. Log into Google Classroom and Join the Class Page
3. Discuss what is to be expected and projects that are coming.
4. Discuss what materials to bring to class the next day.