The unit introduces our first sensor, the bumper switch, and our first output block, the Play music block. It also introduces "Repeat Until" loops, "If Do" statements, logical comparisons, the timer block and the music output block.
There are a several new ideas in this activity, and it is the most significant programming the students have done so far. We are still showing them a solution here, a support that will be removed in a few activities.
This is appropriate for all grade levels (3-8). Grades 6-8 should be able to do this almost on their own, while younger students may need more help from the instructor. This activity requires considerably more thought about programming, and the concepts of a repeating loop and conditionals will be difficult for the youngest students, and they will need more time and assistance than middle school students.
The most important introductions here are the Repeat While/Until logic and the If-Then conditional. These are essential foundational programming concepts, and are the basis of much of what they will be doing in future activities. In the "What Happened" section, we are trying to get students thinking about how their programs really work, and how logic works (the bumper switches are programmed as "or").
These terms are all defined in the Glossary
Each student team will need a VEX IQ robot kit and access to Robot Mesh Studio either online or installed on the school's computers.
This activity uses the Autopilot robot. Allow 30 minutes to modify the Standard Drive Base into the Autopilot Robot (see page 32 of the VEX IQ Build Instructions) if you have not yet built the Autopilot Robot.
10 minutes: configure motors and controller. Review the basics of a robotics control system including the VEX IQ Brain, radios, controller, and wiring. Refer back to the VEX IQ Robotics Education Guide for details on VEX IQ parts, and share that programming is what makes the robot useful.
10 minutes: download code and test robot.
30-40 minutes: The basic lesson could be finished in one class session, but we recommend leaving two sessions so that the students can experiment with the "What Happened" suggestions and the Activity Extensions.
Follows the I.5 activity in the VEX IQ Robotics Education Guide.
Grades | Activity | Identifier | Interim CSTA K–12 CS Standard | Framework Concept | Framework Practice |
3–5 |
Work with a partner or partners |
1B-A-2-1 | Apply collaboration strategies to support problem solving within the design cycle of a program. | Algorithms and Programs | Collaborating |
3–5 |
Complex If-then-else conditionals Using a conditional with a loop to control robot motion Programming sensors |
1B-A-5-4 | Construct programs, in order to solve a problem or for creative expression, that include sequencing, events, loops, conditionals, parallelism, and variables, using a block-based visual programming language or text-based language, both independently and collaboratively (e.g., pair programming). | Algorithms and Programs | Creating Computational Artifacts |
3–5 |
Complex If-then-else conditionals Using a conditional with a loop to control robot motion Programming sensors |
1B-A-3-6 | Decompose (break down) a larger problem into smaller sub-problems, independently or in a collaborative group. | Algorithms and Programs | Recognizing and Defining Computational Problems |
3–5 |
Complex If-then-else conditionals Using a conditional with a loop to control robot motion Programming sensors |
1B-A-3-7 | Construct and execute an algorithm (set of step-by-step instructions) that includes sequencing, loops, and conditionals to accomplish a task, both independently and collaboratively, with or without a computing device. | Algorithms and Programs | Recognizing and Defining Computational Problems |
3–5 |
Complex If-then-else conditionals Using a conditional with a loop to control robot motion Programming sensors |
1B-A-6-8 | Analyze and debug (fix) an algorithm that includes sequencing, events, loops, conditionals, parallelism, and variables. | Algorithms and Programs | Testing and Refining |
3–5 |
Complex If-then-else conditionals Using a conditional with a loop to control robot motion Programming sensors |
1B-C-6-11 | Identify, using accurate terminology, simple hardware and software problems that may occur during use, and apply strategies for solving problems (e.g., reboot device, check for power, check network availability, close and reopen app). | Computing Systems | Testing and Refining |
6–8 |
Complex If-then-else conditionals Using a conditional with a loop to control robot motion Programming sensors |
2-A-7-4 | Interpret the flow of execution of algorithms and predict their outcomes. [Clarification: Algorithms can be expressed using natural language, flow and control diagrams, comments within code, and pseudocode.] | Algorithms and Programming | Communicating about Computing |
6–8 |
Complex If-then-else conditionals Using a conditional with a loop to control robot motion Programming sensors |
2-A-3-9 | Decompose a problem into parts and create solutions for each part. | Algorithms and Programming | Recognizing and Defining Computational Problems |
6–8 |
Complex If-then-else conditionals Using a conditional with a loop to control robot motion Programming sensors |
2-A-6-10 | Use an iterative design process (e.g., define the problem, generate ideas, build, test, and improve solutions) to solve problems, both independently and collaboratively. | Algorithms and Programming | Testing and Refining |
Level | Activity | Standard |
KS-2 |
Complex If-then-else conditionals Using a conditional with a loop to control robot motion Using sensors |
Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts |
KS-2 |
Complex If-then-else conditionals Using a conditional with a loop to control robot motion Using sensors |
Use sequence, selection, and repetition in programs; work with variables and various forms of input and output |
KS-2 |
Complex If-then-else conditionals Using a conditional with a loop to control robot motion Using sensors |
Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs |
KS-3 |
Complex If-then-else conditionals Using a conditional with a loop to control robot motion Using sensors |
Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems |
KS-3 |
Complex If-then-else conditionals Using a conditional with a loop to control robot motion Using sensors |
Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users |