VEX IQ Robotics Education Guide G.

5
G.6
Object Manipulation
Lifting Mechanisms
Table of Contents G.7 Matching Exercise
G.8 Gear Ratio Simulator Assembly Instructions
Guide Overview G.9 Gear Ratio Exercises
Unit A It’s Your Future Unit H Highrise Challenge
A.1 Unit Overview H.1 Unit Overview
A.2 What is STEM? H.2 Challenge Overview
A.3 What is Engineering? H.3 Challenge Rules
A.4 What is Robotics? H.4 Robot Challenge Evaluation Rubric
A.5 Matching Exercise H.5 Idea Book Pages
A.6 Idea Book Exercise Unit I Smart Machines
Unit B Let’s Get Started I.1 Unit Overview
B.1 Unit Overview I.2 Key Terms
B.2 Using VEX IQ Hardware I.3 VEX IQ Sensor Overview
B.3 Using the VEX IQ Controller & Robot Brain I.4 Matching Exercise
B.4 Optional Activities I.5 Autopilot Robot Build
B.5 Matching Exercise I.6 Running Autopilot Modes
Unit C Your First Robot I.7 Default Sensor Functionality Exercises
C.1 Unit Overview I.8 Simple Programming Exercises using only the Robot Brain
C.2 Your First Robot Build Options I.9 Simple Programming Exercises using Programming Software
C.3 Downloadable Build Instructions I.10 Idea Book Pages with Sample
C.4 Learning Design Process Unit J Chain Reaction Programming Challenge
C.5 Your First Robot Build Rubric J.1 Unit Overview
C.6 Idea Book Pages J.2 Chain Reaction Programming Challenge Rules
Unit D Simple Machines & Motion J.3 Autonomous Chain Reaction Device Rubric
D.1 Unit Overview J.4 Idea Book Pages
D.2 Six Types of Simple Machines Unit K Smarter Machines
D.3 Simple Motion: The Pendulum K.1 Unit Overview
D.4 Matching Exercise K.2 Key Terminology
D.5 Sample Simple Machines Assembly Instructions K.3 Sensor Review
D.6 Idea Book Page: Machine Design K.4 Unit Robots
D.7 Idea Book Page: Robot Design K.5 Unit Challenges
Unit E Chain Reaction Challenge K.6 Robot Challenge Evaluation Rubric
E.1 Unit Overview K.7 Idea Book Pages
E.2 What is a Chain Reaction Device? Unit L Highrise Programming Challenge
E.3 Sample Chain Reaction Device Assembly Instructions L.1 Unit Overview
E.4 Chain Reaction Challenge Rules L.2 Challenge Overview
E.5 Unpowered Chain Reaction Device Rubric L.3 Challenge Rules
E.6 Powered Chain Reaction Device Rubric L.4 Robot Challenge
E.7 Idea Book Pages Evaluation Rubric
Unit F Key Concepts Content material L.5 Idea Book Pages

Quey[Q-E]
F.1 Unit Overview
Rubrics
F.2 Friction
Build Instructions
F.3 Center of Gravity
F.4 Speed, Torque, and Power Application exercises
F.5 Mechanical Advantage Written exercises
F.6 Matching Exercise I’m Quey, your personal VEX IQ helper,
When you see these icons,
F.7 Idea Book Exercise refer to your Kit Documentation and I’ll be with you every step of the way
Unit G Mechanisms for more information. as you learn how use VEX IQ! Watch for
G.1 Unit Overview me on the sidelines - I’ll try to offer some
G.2 DC Motors
tips and tricks that should help you out
G.3 Gear Ratio
G.4 Drivetrains
Build Control System when things get tough.
Instructions User Guide
VEX IQ Robotics Education Guide Overview
We have developed this Robotics Education Guide, the companion Teacher Supplement, and the
online VEX IQ Curriculum (available at www.vexiq.com/curriculum) as learning companions to the
A
VEX IQ platform for elementary and middle school students. This guide details 12 flexible units of It’s Your Future
instruction that can be used in sequence, in chunks, or as individual stand-alone lessons.
With these resources, students and teachers will use VEX IQ to explore the worlds of science,
technology, engineering, and mathematics.

The twelve units of instruction include:

Unit A: It’s Your Future - Learn about STEM, engineering, and robotics
Unit B: Let’s Get Started - Learn about the VEX IQ kit, the Controller, & the Robot Brain
Unit C: Your First Robot - Build and test the Clawbot IQ
Unit D: Simple Machines & Motion - Explore the world of levers, pulleys, pendulums, and more
Unit E: Chain Reaction Challenge - Design and control fun devices using simple machines
Unit F: Key Concepts - Explore and apply the science and math that engineers use
Unit G: Mechanisms - Dig deeper into mechanical design
Unit H: Highrise Challenge - Design and build a challenge-ready teleoperated robot
Unit I: Smart Machines - Learn how sensors work and the basics of programming
Unit J: Chain Reaction Programming Challenge - Apply knowledge to automate fun devices
Unit K: Smarter Machines - Expand your knowledge of sensors and programming
Unit L: Highrise Programming Challenge - Design and build a challenge-ready autonomous robot
A.1 A.3 cont.
It’s Your Future Mechanical engineering – Using design, construction, and mechanical power to create machines
and mechanical systems that solve a problem.
Unit Overview:
Specialized engineering fields – These engineering fields use two or more types of engineering
The world needs the students of today to become the scientists, engineers, and problem solving together to form a brand new kind of engineering. Biomedical and robotics engineers are
leaders of tomorrow. Science constantly presents us with new breakthroughs and challenges, two examples.
creating greater opportunities for problem solving through technology.
The solutions to such problems could help change the world, and technology-based problem A.4
solvers will be the people to make it all possible. The VEX IQ platform and curriculum provide a fun
and engaging vehicle to begin the journey toward becoming the type of problem solver our world What is Robotics?
needs the most. No matter what you see in your future, the VEX IQ platform and curriculum can Robotics is the type of specialized engineering that deals with the design, construction, operation,
help you build the kinds of skills expected of a 21st century innovator. and application of robots.

Unit Content: A Robot is any man-made machine that can perform work or other actions normally performed
- What is STEM? by humans.
- What is Engineering? Robots can be operated by remote control (known as teleoperated robots), automatically by
- What is Robotics? themselves (known as autonomous robots), or a combination of teleoperated and autonomous
operation (known as hybrid robots). Robots have become more popular over time because they are
Unit Activities: able to perform very repetitive tasks or very dangerous tasks in the place of humans.
- Matching Exercise
- Idea Book Exercise

Note: Separate copies and/or printouts of activities may be used for student work. Please see your teacher
BEFORE writing in this guide. Visit www.vexiq.com/curriculum to download and print PDFs of all exercises!

A.2
What is STEM?
STEM combines science, technology, engineering, and mathematics education to form an
engaging field of study. The VEX IQ platform is a great way for students to explore STEM
hands-on while learning.
Robotic assembly lines can build cars, computers, and Police robots can investigate risky situations while
A.3 other things that you use in everyday life. human officers control them from a safe distance.

What Is Engineering?
Engineering is all about using practical & scientific knowledge to create solutions for identified
problems. Engineers use math and science to create most of the products, buildings and structures
we see every day. Engineers often use an engineering notebook to help them think about and solve
problems. You will have the chance to use “Idea Book” pages alongside activities that help you to think
like an engineer!
There are Five Basic Types of Engineering:
Chemical engineering – Using physical and biological sciences to convert raw materials or
chemicals into more useful forms for the purpose of solving a problem.
Civil engineering - Using design, construction, and maintenance of physically and naturally built
environments to solve a problem. Environmental and structural engineers are two examples. Service robots can clean your floor, mow the lawn, or Deep sea robots crawl on the ocean’s floor, discovering
Electrical engineering – Using electricity, electronics, and electromagnetism to solve a problem. assist those with disabilities. new life that thrives nearly six miles under water.
A.5 A.6
It’s Your Future Matching Exercise It’s Your Future Idea Book Exercise
Student Name(s): Student Name(s):
Teacher/Class: Date: Teacher/Class: Date:
Instructions: Instructions:
Match terms from the word bank to the correct definition by writing terms on the correct line. Each Imagine a robot that could solve a problem that you know about.
term is only used once. Draw a picture of what that robot might look like and give it a name in the box below.
Word Bank:
Autonomous Robots Chemical Engineering Civil Engineering
Electrical Engineering Engineering Hybrid Robots
Mechanical Engineering Robot Robotics
Specialized Engineering STEM Teleoperated Robots

combines science, technology, engineering, and

mathematics education to form an engaging field of study.
is using practical & scientific knowledge to create solutions
for identified problems.
uses physical and biological sciences to convert raw
materials or chemicals into more useful forms for the purpose of solving a problem.
uses design, construction, and maintenance of physically
and naturally built environments to solve a problem.
uses electricity, electronics, and electromagnetism to
solve a problem.
uses design, construction, and mechanical power to create
machines and mechanical systems that solve a problem.
fields use two or more types of engineering together to
form a brand new kind of engineering.
is the specialized type of engineering that deals with the
design, construction, operation, and application of robots.
A is any man-made machine that can perform work or other actions Instructions:
normally performed by humans. Write about what your robot would be able to do and what problem it would solve. Write about how it
would work and what type of control it would have (autonomous, teleoperated, or hybrid).
Robots operated by remote control are called .

Robots operated automatically by themselves are called .

Robots that have both teleoperated and autonomous features are called .


B
Let’s Get Started
 B.2
Using VEX IQ Hardware
The VEX IQ platform kits provide easy, fun, and accessible tools to teach and learn about all four
legs of STEM, no matter what your learning needs and desires may be. This curriculum unit lesson
will familiarize you with the kit hardware. If you’re looking for information on the VEX IQ Controller or
Robot Brain, please see our second lesson (B.2) that covers those topics. One of the best overall
features of the VEX IQ hardware is its flexibility. If you can imagine it, you can build it with VEX IQ. The
system allows for building of non-powered models, powered mechanisms and machines, as well as
full-blown teleoperated and autonomous robots, enabling teaching and learning in a wide variety of
ways while engaging and challenging every student from beginner to expert.
Kit Hardware Overview
Beams Specialty Beams Plates
various sizes angle, tee, right-angle beams various sizes

B.1 Structural parts. Structural parts. Structural parts.

Let’s Get Started
Unit Overview:
In this unit you will learn about the VEX IQ kit contents, the VEX IQ Controller, the VEX IQ Robot
Brain, and all other important parts. You may also learn how pair the Controller with the Robot Brain
and how to use a protractor to identify Angle Beam types. Connector Pins Standoffs Standoff Connectors
several lengths several lengths several types
Unit Content:
- Using VEX IQ Hardware
- Using the VEX IQ Controller & Robot Brain

Unit Activities:
- Matching Exercise
- Pairing the Controller with the Robot Brain (see VEX IQ Kit Documentation for procedure)
- Optional: Identifying Angle Beam types with the use of a protractor (see teacher for details) Use with beams, plates, corner Maintain desired spacing Connect standoffs and
connectors, and more. between beams and plates. connector pins.
Note: Separate copies and/or printouts of activities may be used for student work. Please see your teacher
BEFORE writing in this guide. Visit www.vexiq.com/curriculum to download and print PDFs of all exercises!
B.2 cont. B.2 cont.
Shaft Shaft Bushing Shaft Lock Plates Pulleys Rubber Belts Rubber Band Anchor
several lengths multiple sizes several options several size options

Transmit power to, or allow Interfaces shafts with beams Plates that lock onto shafts Drive belts or make rollers and Use with pulleys, as a form of Use with rubber belts
rotation of, wheels, pulleys, and plates, allowing the shaft to allowing design components to small wheels. stored energy, and/or as and bands.
gears, and more. spin and be held in spin with the shaft. a fastener.
desired location.

Rubber Shaft Collars Corner Connectors Washers & Spacers Gears Wheel Hubs and Tires Smart Motor
several types several lengths several size options

Holds objects on shafts and/or Create corner connections Use with shafts, reduces Transmit power to another gear Rolling and powering Creates rotary motion.
the shaft itself in place. between beams, plates, or friction and maintains and/or mechanism. movement.
other VEX IQ parts. desired spacing.
B.3 B.5
Using the VEX IQ Controller and Robot Brain Let’s Get Started Matching Exercise
The VEX IQ Controller and Robot Brain are easy to use. This lesson will introduce their key Student Name(s):
components and get you up and running in no time. Don’t forget to see your kit documentation for
more useful information. Teacher/Class: Date:

Component Overview Instructions:

Match terms from the word bank and label correctly below each picture (pictures are NOT to scale).
Controller Robot Brain Radio
Word Bank:
Specialty Beam Beam Connector Pin Controller
Corner Connector Gear Plate Pulley
Radio Robot Brain Rubber Band Anchor Rubber Belt
Rubber Shaft Collar Shaft Shaft Bushing Smart Motor
Standoff Standoff Connector Tire Wheel Hub

Pair the Controller with a Robot Use the twelve identical smart Connects the Controller with
Brain and gain full control of ports to connect any device the Robot Brain. Both 900
your robot. Over 50 hours of to any port. Built in programs MHz and 2.4 GHz options to
battery life on a single charge. make robot building fast and accommodate worldwide use.
fun. Programmable.

Smart Cables

Cables of different lengths to

connect your Smart Motors and sensors to the Robot Brain.

B.4
Optional Activities
Pairing the VEX IQ Controller with the Robot Brain: Your teacher may choose to pair the
Controller and Robot Brain for you or have you do it. Please see your teacher and your kit
documentation for details.
Identifying Angle Beam Types: Your teacher may choose to teach you different ways to
identify Angle Beam types, including using a protractor to measure angles. Please see your
teacher for details.
C
Your First Robot
 C.2
Build and Test Clawbot IQ
There’s nothing quite like building your first robot. The Clawbot IQ enables even a complete
beginner to build and test a fully functional teleoperated robot! Just use the easy to follow
VEX IQ Clawbot Assembly Instructions and you’ll be
on your way.

Build Options
Option 1: Follow the assembly instructions to
complete and test the Standard Drive Base only.
This gives you a fully functional drivetrain that can
be operated and modified with your own creativity.
Also note that this robot base will be the basis for
other lessons as well, so your work will be used!

Option 2: Follow the assembly instructions to

complete and test the Standard Drive Base then
continue using the assembly instructions to
build and complete the claw, tower, and
C.1 object holder. Suggested test objects to
use for full Clawbot IQ testing are VEX
Your First Robot IQ Challenge game objects, tennis
Unit Overview: balls, cubes, or any similar object.
In this unit you will build and test your first VEX IQ Robot. You will follow assembly instructions
provided in your kit, and use the Your First Robot Build Rubric for evaluation. Idea Book Pages for
each part of your build will be used to help you document your process and test your finished robot.

Unit Content:
- Your First Robot Build Options
- Learning Design Process
C.3
Unit Activities:
- Robot build with assembly instructions (included with kit) and Your First Robot Build Rubric Downloadable Build Instructions
- Completion of Idea Book Pages with robot build and testing The Standard Drive Base and full Clawbot IQ build instructions can be
downloaded online. Your teacher may have a copy already made for you;
Note: Separate copies and/or printouts of activities may be used for student work. Please see your teacher
BEFORE writing in this guide. Visit www.vexiq.com/curriculum to download and print PDFs of all exercises!
if not, visit www.vexiq.com/clawbot-iq to get started!
C.4 C.5
Your First Robot Idea Book Pages: Your First Robot: Build Rubric
Learning The Design Process Evaluation Criteria Expert = 4 Proficient = 3 Emerging = 2 Novice = 1 Assessment Comments
The Your First Robot unit also comes with Idea Book Pages that help guide you through your first Design & Process Criteria
robot build and help you to learn about the design process.
Clawbot IQ Specified Functioning Specified Specified
Engineering was defined in the It’s Your Future unit as using practical & scientific knowledge Systems system(s) specified system(s) system(s)
function(s) system(s) exist; partially exist without
to create solutions for identified problems. In that unit we also learned that engineers often efficiently exist(s) function function
use an engineering notebook to help them think about and solve problems. However, if
questions and instructions aren’t already
Design Process Design process Design process Design Some
on the page, what does an engineer (documented utilized and utilized and fully process evidence that
write/draw in that notebook? in Idea Book as documented
creating
documented utilized
consistently
design process
was utilized
desired by teacher)
Engineers use a design process that is enhanced
efficiency
a series of steps that can be followed
to help solve a problem and design a
solution for something. This is similar
1.Think Utilization of
Resources
Resources
used within
Resources
utilized to
Evidence
that some
A few
resources (e.g.,
(materials and constraints maximize resources materials and
to the “Scientific Method” that is taught parts, Information and efficiency efficiency utilized parts) utilized
maximized meeting
to young scientists. There is no single and instructions, intended
people, and time)
universally accepted design process. Most purpose

engineers have their own twist for how the Technical Criteria
process works. The process is a cycle that
2. Do
Control System – Completely Consistently Functional, Non-
generally starts with a problem and ends Controller-Motor functional functional but functional or
with a solution, but steps can vary. interaction control control inconsistent incomplete
system with system control control

3.Test
all expected with some system system
system expected behaviors behaviors
behaviors system
behaviors
When simplified, the design process can
Electrical Systems Battery Battery Functional, Non-
be seen as a three-step loop: charged. Wire charged. Wire but functional or
routing safe, routing safe Inconsistent Incomplete
efficient, & consistently (battery or (battery and
& completely functional wiring issues) wiring issues)
functional
Mechanical Completely Consistently Functional, Non-
Step 1: Think about a problem or generate an idea. Don’t forget to write it down and/or draw it. Systems (drivetrain, functional and functional but functional or
Sometimes the problem or idea is given to you, but sometimes you come up with the problem or arm, claw) consistent mechanical inconsistent incomplete/
mechanical systems mechanical unsafe
idea on your own. systems systems mechanical
Step 2: This is where you take action and “do” something to solve the problem or try to prove your systems
idea. In our lessons, this is where you will build your potential solution. Unifying Themes (This area emphasizes the Interaction of Science, Technology, & Human Endeavor)
Step 3: Test what you did in Step 2. Communication Sophisticated Purposeful, Purposeful, Communi-
(written, electronic and highly consistent, partially cation very
Is your problem fully solved? In testing, if you conclude the problem is not fully solved, then you and/or oral as efficient effective consistent inconsistent
have something more to think about. This means you write down or draw your next problem (that defined by the communica- communica- communica- and lacks
teacher) tion for stated tion tion purpose
you see in testing) and repeat the cycle until your problem is fully solved. Always keep in mind that audiences
problems ARE NOT failures. They are an expected part of the design process! Teamwork Teamwork Team Team Participants
In this unit you will use one Idea Book page for each “Think-Do-Test loop” you need to solve your that members members function
maximizes define roles, partially separately
given problem of following directions to build your first functional robot. The prompts and questions outcomes is goals, & work define roles, within a
in the Idea Book Pages will lead you through the robot build, preparing you for full engineering evident together goals, & work group
notebook use when you make all of the design decisions in the future. Now, build your first robot! together
Rubric Adapted from Rubric and Evaluation Criteria for Standards-Based Robotics Competitions & Related Learning
Experiences – TSA, 2005
C.6 C.6 cont.
Your First Robot Idea Book Page: Standard Drive Base Your First Robot Idea Book Page: Clawbot IQ Tower
Student Name(s): Student Name(s):
Teacher/Class: Date: Page #: 1.Think Teacher/Class: Date: Page #:
Instructions: Instructions: 1.Think
Follow the steps on this page while you use the Clawbot IQ Instructions (build 2. Do Follow the steps on this page while you use the Clawbot IQ
steps 1-19) to build the Standard Drive Base. 3.Test Instructions (build steps 20-38) to build the Clawbot IQ Tower
(after Robot Base is done). 2. Do
3.Test
1. “THINK” - Here is where your “idea” or “problem” is written/drawn: 1. “THINK” - Here is where your “idea” or”problem” is written/drawn:
Examples: “Idea - I want to build Clawbot’s base” or “Problem - right side wheels don’t turn.” Examples: “Idea – I want to build Clawbot IQ’s Tower.” Or “Problem – Tower
doesn’t fit on the Standard Drive Base correctly.”




Draw your idea or problem here, too, if it helps you to describe it.
Draw your idea or problem here, too, if it helps you to describe it.

2. “DO” – Here is where you list your task or tasks that your “THINK” step created:
Examples: “Use Clawbot IQ Instructions to build the Standard Drive Base” or “Check right side wheels, 2. “DO” – Here is where you list your task or tasks that your “THINK” step created:
shaft, shaft collars, Smart Motor, and cable connection to Robot Brain.” Examples: “Use Clawbot IQ Instructions to build Clawbot IQ Tower” or “Double check Tower
assembly instructions for accuracy of my build.”








3. “TEST” – After your “DO” step is done, test your design. Write down your observations:
3. “TEST” – After your “DO” step is done, test your design. Write down your observations:



Does your Standard Drive Base drive and function like is expected? YES NO
Does your Clawbot IQ Tower function like is expected? YES NO
If you answered “YES” - Congratulations! You will score well on the Build Rubric. You may now move
on to build the rest of the Clawbot IQ or move on to other lessons. If you answered “YES” - Congratulations! You will score well on the Build Rubric. You may now move
on to build the rest of Clawbot IQ or move on to other lessons.
If you answered “NO” - Use your observations above and the Build Rubric to determine what problem
exists, then use another copy of this page to help solve that problem. Keep repeating this “THINK- If you answered “NO” - Use your observations above and the Build Rubric to determine what
DO-TEST” process, until your Robot Base functions correctly. problem exists, then use another copy of this page to help solve that problem. Keep repeating this
“THINK-DO-TEST” process, until your Tower functions correctly.
Problems ARE NOT failures. They are an expected part of the design process!
Problems ARE NOT failures. They are an expected part of the design process!
C.6 cont. C.6 cont.
Your First Robot Idea Book Page: Clawbot IQ Object Holder Your First Robot Idea Book Page: Clawbot IQ Claw
Student Name(s): Student Name(s):
Teacher/Class: Date: Page #: Teacher/Class: Date: Page #:
Instructions: 1.Think Instructions: 1.Think
Follow the steps on this page while you use the Clawbot IQ Follow the steps on this page while you use the Clawbot IQ
Instructions (build steps 39-48) to build the Clawbot IQ Object Instructions (build steps 49-87) to build the Clawbot IQ Claw
2. Do 2. Do
Holder (after Base and Tower are done). (after Robot Base, Tower, and Object Holder are done).
3.Test 3.Test
1. “THINK” - Here is where your “idea” or “problem” is written/drawn: 1. “THINK” - Here is where your “idea” or “problem” is written/drawn:
Examples: “Idea - I want to build the Clawbot IQ’s Object Holder” or “Problem - Examples: “Idea - I want to build the Clawbot IQ’s Claw” or “Problem -
Object Holder not correctly assembled.” Claw doesn’t open or close.”

Draw your idea or problem here, too, if it helps you to describe it. Draw your idea or problem here, too, if it helps you to describe it.

2. “DO” – Here is where you list your task or tasks that your “THINK” step created: 2. “DO” – Here is where you list your task or tasks that your “THINK” step created:
Examples: “Use Clawbot Instructions to build Clawbot IQ Object Holder” or“Check Object Holder Examples: “Use Clawbot IQ Instructions to build Clawbot IQ Tower” or “Check claw motor, shaft,
parts, compare to instructions, make necessary changes.” shaft collars, and cable connection to Robot Brain.”




3. “TEST” – After your “DO” step is done, test your design. Write down your observations: 3. “TEST” – After your “DO” step is done, test your design. Write down your observations:


Does your Clawbot Object Holder function like is expected? YES NO Does your Clawbot IQ Claw function like is expected? YES NO
If you answered “YES” - Congratulations! You will score well on the Build Rubric. You may now move If you answered “YES” - Congratulations! You will score well on the Build Rubric. You may now move
on to build the rest of Clawbot IQ or move on to other lessons. on to other lessons.
If you answered “NO” - Use your observations above and the Build Rubric to determine what problem If you answered “NO” - Use your observations above and the Build Rubric to determine what
exists, then use another copy of this page to help solve that problem. Keep repeating this “THINK- problem exists, then use another copy of this page to help solve that problem. Keep repeating this
DO-TEST” process, until your Object Holder functions correctly. “THINK-DO-TEST” process, until your Claw functions correctly.
Problems ARE NOT failures. They are an expected part of the design process! Problems ARE NOT failures. They are an expected part of the design process!
D
Simple Machines & Motion
 D.2
Simple Machines & Motion
This unit focuses on the most basic building blocks of design, simple machines, and motion.
The basic knowledge of simple machines and motion allows students to better understand how
things work, provides a foundation for designing mechanisms, and is the first step in learning the
principles of mechanical design.
Simple Machines
Simple Machines are tools used to make work easier. In science, work is defined as a force
acting on an object to move it across a distance. Pushing, pulling, and lifting are common forms
of work. A force is any push or pull that causes an object to change its position (movement),
direction, or shape.

Inclined Plane Lever Wedge

D.1
Simple Machines & Motion
Unit Overview: Screw Pulley Wheel and Axle
In this unit you will learn about the six types of simple machines, a seventh machine called a
pendulum, and all of the scientific concepts and terms that go along with these machines. Simple
machines are the basis for all mechanical systems, no matter how complex they may become.
D.3
The Six Types of Simple Machines:
Unit Content: Wheel & Axle - Makes work easier by moving objects across distances. The wheel (or round end)
- Six Types of Simple Machines: Wheel & Axle, Inclined Plane, Wedge, Lever, Pulley, and Screw turns with the axle (or cylindrical post) causing movement. On a wagon, for example, a container
- Simple Motion: The Pendulum rests on top of the axle.
- Key Terms: Work, Force, Fulcrum, Simple Harmonic Motion
Inclined Plane - A flat surface (or plane) that is slanted, or inclined, so it can help move objects
across distances. A common inclined plane is a ramp.
Unit Activities:
- Matching Exercise Wedge - Instead of using the smooth side of the inclined plane to make work easier, you can also
- Sample Simple Machines build with assembly instructions use the pointed edges to do other kinds of work. When you use the edge to push things apart, this
- Completion of Build and Idea Book Page for Machine Design and/or Robot Design movable inclined plane is called a wedge. An ax blade is one example of a wedge.
Lever - Any tool that pries something loose is a lever. Levers can also lift objects. A lever is an arm
Note: Separate copies and/or printouts of activities may be used for student work. Please see your teacher that “pivots” (or turns) against a fulcrum (the point or support on which a lever pivots). Think of the
BEFORE writing in this guide. Visit www.vexiq.com/curriculum to download and print PDFs of all exercises!
claw end of a hammer that you use to pry nails loose; it’s a lever. A see-saw is also a lever.
D.3 cont. D.5
Pulley - Instead of an axle, a wheel could also rotate a rope, cord, or belt. This variation of the wheel Simple Machines & Motion Matching Exercise
and axle is the pulley. In a pulley, a cord wraps around a wheel. As the wheel rotates, the cord moves
in either direction. Attach a hook to the cord, and now you can use the wheel’s rotation to raise and Student Name(s):
lower objects, making work easier. On a flagpole, for example, a rope is attached to a pulley to raise Teacher/Class: Date:
and lower the flag more easily. Part I Instructions:
Screw - When you wrap an inclined plane around a cylinder, its sharp edge becomes another simple Match terms from the word bank to the correct definition by writing terms on the correct line.
tool: a screw. If you put a metal screw beside a ramp, it may be hard to see similarities, but a screw is Each term is only used once.
actually just another kind of inclined plane. One example of how a screw helps you do work is that it
can be easily turned to move itself through a solid space like a block of wood. Part I Word Bank:
Force Friction Gravity Pendulum
D.4 Simple Harmonic Motion Simple Machines Work

Simple Motion: The Pendulum are tools used to make work easier.
Simple Motion (more fully known as Simple is a force acting on an object to move it across a distance.
Harmonic Motion) is what happens when an
object moves in a non-complex periodic way. A is any push or pull that causes an object to change its position, direction,
This means that: or shape.
- The object experiences a force that moves it is what happens when an object is in motion in a non-complex periodic way.
- The movement occurs, reaching some
A is a body suspended from a fixed point so that it can swing back and forth
maximum value
under the influence of gravity.
- The object returns to its “original” conditions
is the attraction between two masses, such as the earth and an object on
- The process repeats
its surface.
Let’s take the example of a pendulum and
consider what happens. A pendulum is defined is the force that resists motion through the rubbing of one object
as a body suspended from a fixed point so that against another.
it can swing back and forth under the influence
of gravity as a force. Part II Instructions:
Match terms from the word bank and label correctly below each picture.

Part II Word Bank:

Inclined Plane Lever Pulley Screw Wedge Wheel & Axle

When a pendulum is started, it swings (accelerates) down under the influence of gravity. Gravity is
the attraction between two masses, such as the earth and an object on its surface. At the bottom of
its arc, the pendulum then swings up on the other side. It continues to move up (and decelerate) until
it stops. The pendulum then begins to swing back down, reaching some maximum velocity at the
bottom of its arc before swinging back up to where it began. The pendulum has gone through one
complete cycle of its motion, and because it is a repetitive cycle, it can be said to be simple harmonic
motion. Friction (the force that resists motion through the rubbing of one object against another) will
eventually stop the pendulum, but not before several cycles have passed.
D.6 D.6 cont. 2
Simple Machines & Motion Sample Assemblies Lever Assembly
2x
Inclined Plane Assembly 1
2x 2x 228-2500-067

1 2 1x 2x 1x
228-2500-151 228-2500-143 228-2500-120
1x 4x 2x
228-2500-028 228-2500-132

228-2500-026 228-2500-127 228-2500-026

3 3 4
2x 2x
4x
4x 2x 2x
228-2500-060

228-2500-143 228-2500-120
228-2500-150 228-2500-208 228-2500-209
D.6 cont. 2 D.6 cont.
6
Pulley Assembly
5 2x 2x
1 3x 1x
304.8mm
(12”) String
(not included)
8x 228-2500-070
2x
228-2500-023
228-2500-060 228-2500-208 228-2500-209

1x
228-2500-028

3 4 7 8
4x 1x 4x 1x 8x
2x
228-2500-023
228-2500-060
228-2500-143
1x 228-2500-143
1x
1x
228-2500-164 228-2500-164 228-2500-028
228-2500-124 228-2500-124

5
D.6 cont. D.6 cont. 4
9 3 1x 1x
1x
4x 1x 228-2500-007
1x
228-2500-080
228-2500-143

228-2500-143 228-2500-208 228-2500-209

1x 228-2500-122

Pendulum Assembly
2 5 6
1
3x 1x 4x
1x 4x 228-2500-023
228-2500-023 228-2500-060
228-2500-060
228-2500-070 1x
1x 228-2500-026
228-2500-026

2
D.6 cont. D.7
Simple Machines & Motion Idea Book Page Exercise:
7
Machine Design
Student Name(s): 1.Think
Teacher/Class: Date: Page #:
Instructions: 2. Do
After you have completed building the Simple Machines & Motion Sample 3.Test
Assemblies your teacher may ask you to design a simple machine or
pendulum of your own. Following your teacher’s instructions, use this Idea
Book Exercise page to document your design.
1. “THINK” - Here is where your “idea” or “problem” is written/drawn:
5


Draw your idea and/or problem here, too, if it helps you to describe it. What might your solution look like?

2. “DO” – Here is where you list your task or tasks that your “THINK” step created:




3. “TEST” – After your “DO” step is done, test your design. Write down your observations:


Does your simple machine/pendulum function like you expected? YES NO
If you answered “YES” - Congratulations! You may now move on to repeat this task with a new
simple machine/pendulum or move on to other lessons.
If you answered “NO” - Use your observations above to determine what problem exists, then
use another copy of this page to help solve that problem. Keep repeating this “THINK-DO-TEST”
process, until your robot completes the task.
Problems ARE NOT failures. They are an expected part of the design process!
D.7 cont.
Simple Machines & Motion Idea Book Page Exercise: E
Robot Design
Student Name(s): 1.Think
Chain Reaction Challenge
Teacher/Class: Date: Page #:
Instructions: 2. Do
Starting with the Clawbot IQ Robot Base, add one simple machine or pendulum 3.Test
so the result is a teleoperated robot that moves a tennis ball, cube, or similar
round object from a floor or table top onto a 1-inch to 2-inch high platform (a book
will suffice for this exercise). Your teacher may assign which simple machine/
pendulum you are to use or you may get to pick.
1. “THINK” - Here is where your “idea” or “problem” is written/drawn:


Draw your idea and/or problem here, too, if it helps you to describe it. What might your solution look like?

2. “DO” – Here is where you list your task or tasks that your “THINK” step created:




3. “TEST” – After your “DO” step is done, test your design. Write down your observations:


Does your simple machine/pendulum function like you expected? YES NO
If you answered “YES” - Congratulations! You may now move on to repeat this task with a new simple
machine/pendulum or move on to other lessons.
If you answered “NO” - Use your observations above to determine what problem exists, then use
another copy of this page to help solve that problem. Keep repeating this “THINK-DO-TEST” process,
until your robot completes the task.
Problems ARE NOT failures. They are an expected part of the design process!
 E.2
What is a Chain Reaction Device?
A Chain Reaction Device is a complex machine that performs a very simple task in a very
complicated way. A Chain Reaction is a series of events so related to each other that each event
triggers the next event.

In this unit you will use a series of simple machine and/or pendulum assemblies to create Chain
Reaction Devices. Each individual simple machine/pendulum assembly is known as a Stage
of the overall device. Students will also build and/or design at least one Trigger Mechanism to
activate the operation/chain reaction of their device(s) in this unit.
Assembling the Sample Chain Reaction Device
Your teacher may instruct you to assemble and test the sample unpowered Chain Reaction
Device next.

E.1
Chain Reaction Challenge
Unit Overview:
In this unit you will use your knowledge of simple machines to learn about, build, and test Chain
Reaction Devices.

Unit Content:
- What is a Chain Reaction Device?
- Sample Chain Reaction Device Assembly Instructions
- Chain Reaction Challenge Rules

Unit Activities:
- Optional: Building The Sample Chain Reaction Device (see your teacher for details)
- Chain Reaction Challenge Device Build using Chain Reaction Device Rubric (unpowered,
powered, or both – see your teacher for details)
- Completion of Idea Book Pages with device build and testing

Note: Separate copies and/or printouts of activities may be used for student work. Please see your teacher
BEFORE writing in this guide. Visit www.vexiq.com/curriculum to download and print PDFs of all exercises!
E.3 E.3 cont.
Sample Chain Reaction Device Instructions Inclined Plane Assembly
Note for Teachers: This sample Chain Reaction Device is built using the Inclined Plane, Pulley, and Pendulum
Parking the Car from the Simple Machines & Motion Sample Assemblies. The Lever in this sample Chain Reaction Device
has its own assembly instructions, however this lever can also be created by modifying the lever that is part
of the Simple Machines & Motion Sample Assemblies.

1 2
1x 4x 2x

228-2500-026 228-2500-127 228-2500-026

3 4

2x 1x
4x 2x 1x
228-2500-003
228-2500-060
1x
228-2500-127
228-2500-150 228-2500-060 228-2500-150
E.3 cont. E.3 cont. 4
5 3 1x

1x 2x
2x 2x 228-2500-067
228-2500-132
1x
228-2500-151 228-2500-143 228-2500-120
228-2500-208

Lever Assembly Car Assembly

2 2
1 1
2x 1x
1x
4x 2x 2x 2x
1x 2x
228-2500-042
228-2500-120
228-2500-060
228-2500-163 228-2500-143
228-2500-132
1x 228-2500-151
228-2500-065 228-2500-165
228-2500-028
E.3 cont. E.3 cont. 2
Pulley Assembly
3 1 3x

1x 1x
8x 228-2500-070
2x 2x
228-2500-023
228-2500-060

228-2500-163
228-2500-165
228-2500-143 1x
228-2500-028

Garage Assembly
2 3 4
1
2x 4x 1x 4x 1x
4x
2x
228-2500-128
228-2500-060
228-2500-143
1x 228-2500-143
1x
228-2500-164 228-2500-164
1x 228-2500-028 228-2500-124 228-2500-124
228-2500-028
E.3 cont. E.3 cont. 2
6
Pendulum Assembly
5
8x 1 3x
2x
228-2500-023
228-2500-060

1x 1x 4x 228-2500-070
228-2500-028 228-2500-023
228-2500-060

1x
228-2500-026

7 3 4
4x 1x 228-2500-007 1x 1x
1x
1x
228-2500-143
228-2500-080
228-2500-143
1x 228-2500-122
228-2500-208 228-2500-209

5
E.3 cont. 6 E.3 cont. 2
Connecting Simple Machines &
5 Pendulum Assembly 12x
1x 4x
228-2500-023
2x 2x
1
228-2500-060
228-2500-060

1x
228-2500-026
228-2500-148 228-2500-011
10x
2x 228-2500-060 2x

228-2500-148 228-2500-007

7 3 4
2x
8x

228-2500-060
228-2500-017

5 Pendulum
Assembly

Inclined Plane 1
Assembly
E.3 cont. 6 E.3 cont. 10
5 1x 1x 1x 9
304.8mm
1x (12”) String
1x
(not included)
4x

228-2500-208 228-2500-209
228-2500-072
228-2500-021 228-2500-017

7 8 11 12

1x

228-2500-060

3 Car 2
Assembly

Pulley 4
Assembly 2
Lever
3 Assembly
E.3 cont. E.4
13 The Chain Reaction Challenge Rules: Parking the Car
Challenge Goal & Overview: The goal is to
build a Chain Reaction Device that successfully
parks the car in the garage. Your teacher will
provide you with (or ask you to build) the car
and garage models to be used in this challenge.
In most cases you will be asked to work
together in teams, but you may be asked to
work alone.

Challenge Rules for Unpowered Chain Reaction Device (grades 4-6):

1. Build a four-stage Chain Reaction Device that parks the car in the garage.
Garage
Assembly 2. Your Chain Reaction Device will be unpowered - no Smart Motors, Robot Brain, or Controller.
3. Use three or more of the following to construct your stages: Wheel & Axle, Inclined Plane,
Wedge, Lever, Pulley, Screw, or Pendulum. You may use a type of simple machine or pendulum
more than once if you wish.
4. Please see the Rubric to Evaluate Unpowered Chain Reaction Device for all of the details on how
you will be evaluated.
5. Idea Book Pages can be used for planning and troubleshooting. Your teacher will provide further
instructions on using the Idea Book Pages.

Challenge Rules for Powered Chain Reaction Device (grades 4-8):

1. Build a four-stage Chain Reaction Device that parks the car in the garage.
2. Your Chain Reaction Device will be powered using three or more Smart Motors, a Robot Brain,
and a Controller. You will be expected to teleoperate your device with the Controller.
3. Use three or more of the following to construct your stages: Wheel & Axle, Inclined Plane,
Wedge, Lever, Pulley, Screw, or Pendulum. You may use a type of simple machine or pendulum
more than once if you wish.
4. NO sensors will be used and NO programming is required for this challenge.
5. Please see the Rubric to Evaluate Powered Chain Reaction Device for all of the details on how
you will be evaluated.
6. Idea Book Pages can be used for planning and troubleshooting. Your teacher will provide further
instructions on using the Idea Book Pages.
E.5 E.6
Rubric to Evaluate Unpowered Chain Reaction Device (grades 4-6) Rubric to Evaluate Powered Chain Reaction Device (grades 4-8)
Evaluation Criteria Expert = 4 Proficient = 3 Emerging = 2 Novice = 1 Assessment Comments
Evaluation Criteria Expert = 4 Proficient = 3 Emerging = 2 Novice = 1 Assessment Comments
Design & Process Criteria
Design & Process Criteria
Creating viable Four or more, Three well Two or more A single stage
Creating viable Four or more, Three well Two or more A single solutions to the well developed developed partially that may or
solutions to the well developed developed partially stage that given challenge: stages exist stages exist developed may not be
given challenge: stages exist stages exist developed may or mechanism use meeting all meeting stages are developed is
mechanism use meeting all meeting stages are may not be challenge rules majority of evident evident
challenge rules
challenge majority of evident developed is
rules challenge evident Simple machines and Device uses Device uses One simple Attempt at
rules pendulum usage three or more two functioning machine/ using one
efficient simple simple pendulum simple
Simple machines Device uses Device One simple Attempt at machines/ machines/ exists that machine/
and pendulum three or more uses two machine/ using one pendulum pendulum functions pendulum
usage efficient functioning pendulum simple Design Process Design process Design process Design Some
simple simple exists that machine/ (defined by the utilized, utilized and fully process evidence that
machines/ machines/ functions pendulum teacher, could be Idea documented documented utilized design process
pendulum pendulum Book use) & enhances consistently was utilized
product
Design Process Design Design Design Some
(defined by the process process process evidence Utilization of Resources Resources Evidence A few
teacher, could be utilized, utilized utilized that design Resources (materials used fully within utilized to maxi- that some resources (e.g.,
and parts, information challenge rules mize efficiency resources tools
Idea Book use) documented and fully consistently process was
and instructions, and efficiency utilized & materials)
& enhances documented utilized people, and time) maximized meeting partially utilized
product challenge
Utilization of Resources Resources Evidence A few purpose
Resources used fully utilized to that some resources Technical Criteria
(materials and within maximize resources (e.g., tools
Mechanical Systems Completely Consistently Functional, but Non-functional
parts, Information challenge efficiency utilized & materials)
(mechanisms & functional and functional inconsistent or incomplete/
and instructions, rules and meeting partially triggers) consistent mechanical mechanical unsafe
people, and time) efficiency challenge utilized mechanical systems systems mechanical
maximized purpose systems systems
Technical Criteria
Electrical Systems Battery Battery Functional, but Non-functional
Mechanical Completely Consistently Functional, Non- charged. Wire charged. Wire inconsistent or incomplete
Systems functional and functional but functional or routing safe, routing safe (battery or (battery and
(mechanisms & consistent mechanical inconsistent incomplete/ efficient, & consistently wiring issues) wiring issues)
triggers) mechanical systems mechanical unsafe & completely functional
functional
systems systems mechanical
systems Mechanical Systems Completely Consistently Functional, but Non-functional
(mechanisms & functional and functional inconsistent or incomplete/
Unifying Themes (This area emphasizes the Interaction of Science, Technology, & Human Endeavor) triggers) consistent mechanical mechanical unsafe
mechanical systems systems mechanical
Communication Sophisticated Purposeful, Purposeful, Communi- systems systems
(written, electronic and highly consistent, partially cation very
and/or oral as efficient effective consistent inconsistent Unifying Themes (This area emphasizes the Interaction of Science, Technology, & Human Endeavor)
defined by the communica- communica- communica- and lacks Communication Sophisticated Purposeful, Purposeful, Communica-
teacher) tion for stated tion tion purpose (written, electronic and highly consistent, partially tion very
audiences and/or oral as defined efficient effective consistent inconsistent
by the teacher) communication communication communica- and lacks
Teamwork Teamwork Team Team Participants for stated tion purpose
that members members function audiences
maximizes define roles, partially separately
Teamwork Teamwork that Team members Team members Participants
outcomes is goals, & work define roles, within a maximizes define roles, partially define function
evident together goals, & work group outcomes is goals, & work roles, goals, & separately
together evident together work together within a group
Creativity Device is Device is Device Unique
unique, unique and/or clearly shows and/ or Creativity Device is Device is Device clearly Unique and/
unique, unique and/or shows a or imaginative
imaginative, imaginative in a unique imaginative
imaginative, imaginative in unique and/ element(s)
and functional multiple ways and/ or element(s) and functional multiple ways or imaginative unclear
imaginative unclear element
element
Rubric Adapted from Rubric and Evaluation Criteria for Standards-Based Robotics Competitions & Related Learning Rubric Adapted from Rubric and Evaluation Criteria for Standards-Based Robotics Competitions & Related Learning
Experiences – TSA, 2005 Experiences – TSA, 2005
E.7 E.7 cont.
Chain Reaction Challenge Idea Book Page: Design Plan Sketch/Describe Stage 4 of your Device Here:

Student Name(s):
Teacher/Class: Date: Page #: 1.Think
Plan and design a Four-Stage Chain Reaction Device that meets challenge and
rubric criteria on pages 1 and 2 below.
2. Do
3.Test

Machine Type (One of the Simple Machines or Pendulum):

Sketch/Describe Stage 1 of your Device, Including Trigger Mechanism Here: Plans for Connecting Each Device Stage:

Machine Type (One of the Simple Machines or Pendulum):

Sketch/Describe Stage 2 of your Device Here:

Follow through with your design plan and BUILD your device, then TEST and OBSERVE.

Testing Observations:

Machine Type (One of the Simple Machines or Pendulum):

Sketch/Describe Stage 3 of your Device Here:


Does your Device function like you expected? YES NO
If you answered “YES” - Congratulations! You will score well on the Challenge Rubric. You may
now move on to other lessons.
If you answered “NO” - Use your observations above and the Rubric to determine what
problem needs troubleshooting, then use a copy of the Troubleshooting Idea Book Page
to help solve that problem. Keep repeating this “THINK - DO - TEST” process with the
troubleshooting pages, until your device functions correctly.
Machine Type (One of the Simple Machines or Pendulum):

Remember: Problems ARE NOT failures, they are an expected part of the design process! Remember: Problems ARE NOT failures, they are an expected part of the design process!
E.7 cont.
Chain Reaction Challenge Idea Book Page: Troubleshooting
F
Student Name(s):
1.Think
Key Concepts
Teacher/Class: Date: Page #:
Use a copy of this Idea Book Page for each device problem you have 2. Do
to troubleshoot. 3.Test

Sketch/Describe Your Device Problem Here:

Sketch/Describe Your Solution to the Problem Here:

Input Input Input

Follow through with your solution and MAKE PLANNED CHANGES to your device, then TEST and OBSERVE.

Testing Observations:

Output

Output

Output

Does your Device function like you expected? YES NO
If you answered “YES” - Congratulations! You will score well on the Challenge Rubric. You may now
move on to other lessons.
If you answered “NO” - Use your observations above and the Rubric to determine what problem
needs troubleshooting next, then use another copy of this Idea Book Page to help solve that
problem. Keep repeating this “THINK - DO - TEST” process with troubleshooting pages, until your
device functions correctly.

Remember: Problems ARE NOT failures, they are an expected part of the design process!
 F.2
Friction
Friction is the force that resists motion through
the rubbing of one object against another. It
is a reaction force only. It occurs when two
surfaces are in contact and a force is applied to
a mass, causing the surfaces to slide against
one another. If an object has no forces trying
to cause motion, there is no friction. No applied
force means no reaction force.

Input Input Input F.3

Center of Gravity
Center of Gravity is the place in a system or body (such as a robot) where the weight is evenly
distributed and all sides are in balance. An example of center of gravity is the middle of a
Output seesaw when it is balanced.
Output Approximate
Center of Gravity
Output

F.1
Key Concepts
Unit Overview:
You can think of a robot’s center of gravity as the “center position” of all the weight on the robot.
In this unit you will explore key STEM concepts that many engineers use in their everyday work. Because Center of Gravity uses both weight and position, heavier objects have a greater effect
These concepts are also very useful when it comes to the design of mechanical systems. than lighter ones in determining where the center of gravity is. For example, if your robot can
collect, hold, and/or manipulate objects, those objects change the center of gravity as they are
Unit Content: being manipulated because they add weight.
- Friction
- Center of Gravity
- Speed, Torque, and Power
- Mechanical Advantage Approximate Approximate
Center of Gravity Center of Gravity

Unit Activities:
- Matching Exercise
- Idea Book Exercise

Note: Separate copies and/or printouts of activities may be used for student work. Please see your teacher
BEFORE writing in this guide. Visit www.vexiq.com/curriculum to download and print PDFs of all exercises!
Robot Arm Empty Robot Arm With Cube
F.3 cont. F.5
Likewise, pieces that are farther out have a greater effect than pieces that are near the middle Mechanical Advantage
of the robot. So, if your robot has an arm that lifts and/or reaches, its center of gravity changes
with that movement. Mechanical Advantage is the calculation of how much faster and easier a machine makes your
work. It compares the output force a mechanism or machine gives you to the input force that is
Approximate applied to that mechanism or machine to get it to work. Mechanical advantage can be adjusted to
Approximate Center of Gravity meet specific needs. For example, bicycle gears can be set one way to ride uphill, then adjusted to
Center of Gravity ride downhill. The rider has limited power, but by adjusting the mechanical advantage to appropriate
speed and torque outputs, the output from the rider’s power can be maximized in varying conditions.
With VEX IQ, changing gear ratios is also a great way to adjust mechanical advantage.

Robot Arm Down and In Robot Arm Up and Out

F.4
Speed, Torque, and Power
Speed is a way of measuring how fast an object is moving. Speed measures how far an object
will travel over a given period of time. This measure is given in units of distance per time such as
Miles per Hour or Feet per Second.
Torque is a force directed in a circle, most often rotating an object. Torque is a spinning force.
When torque is spinning an object, the object will create a linear (straight line) force at its edge,
such as an axle spinning a tire and causing the tire to move in a straight line along the ground.
Torque is measured in units of force × distance, such as Inch-Pounds or Newton-Meters.
Power is the rate at which work is done. With VEX IQ, Smart Motors convert electrical energy
into mechanical energy and produce power for a mechanical system. Power is most commonly A bike’s high-speed gear ratio can maximize its efficiency on a downhill or flat slope.
measured in Watts.
The physical principles of Speed, Torque, and Power all fit together in what engineers call
Classical Mechanics. In Classical Mechanics, speed and torque have an inverse (or opposite)
relationship – as one increases the other decreases. Higher speed means lower torque, and
higher torque means lower speed.

Input Input Input

Output
Output
Output

Also, the amount of power supplied has an effect on how much speed and/or torque can be A high-torque gear ratio can help a bike to climb up hills easily using mechanical advantage.
produced in a mechanical system.
F.6 F.7
Key Concepts Matching Exercise Key Concepts Idea Book Exercise: Mechanical Advantage
Student Name(s): Student Name(s):
Teacher/Class: Date: Teacher/Class: Date: Page #:
Instructions: Mechanical Advantage is the calculation of how much faster and easier a machine makes your
Match terms from the word bank to the correct definition by writing terms on the correct line. work. It compares the output force a mechanism or machine gives you to the input force that is
Each term is only used once. applied to that mechanism or machine to get it to work. Mechanical advantage can be adjusted to
meet specific needs.
Word Bank: Instructions:
Center of Gravity Feet per Second Friction Inch-Pounds Your task is to “imagine” a mechanism or device that can adjust its mechanical advantage to meet
Inverse Speed Weight Mechanical Advantage changing needs. For example, in the lesson on Mechanical Advantage we described a bicycle’s
ability to change gears for both uphill and downhill riding to meet varying speed and torque needs.
Torque Position Watts Power
STEP 1. “THINK” - Think of any situation (other than the bicycle) where a machine, device, or
is the force that resists motion when one object rubs against another. mechanism with the ability to change its mechanical advantage would be helpful in some way.
Describe that situation or “problem” in words below. Use terms from our unit matching exercise
is the place in a system or body where the weight is evenly distributed whenever possible (friction, center of gravity, speed, power, torque, etc.) in your description:
and all sides are in balance.

Center of Gravity uses both and .
is a measure of how fast an object is moving.

is a force directed in a circle, most often rotating an object.
STEP 2. “DO” – Draw and describe your machine, device, or mechanism. Name it, label its parts,
is the rate at which work is done. show and describe how it would work and how mechanical advantage would be changed. Use
terms from our unit matching exercise where possible (friction, center of gravity, speed, power,
Speed is measured in Miles per Hour or .
torque, etc.) in your description.
Torque is measured in units of force × distance, such as or Draw, name, and label your machine, device, or mechanism here:
Newton-Meters.
Power is most commonly measured in .
In Classical Mechanics, speed and torque have an relationship.
is the calculation of how much faster and easier a machine
makes your work.

Describe how it would work and how mechanical advantage would be changed below:




G
Mechanisms
 G.2
Mechanisms: DC Motors (Grades 4-8)
Actuators are used to act upon an environment, usually for moving or controlling a mechanism
or system. Actuators drive everything that moves on a mobile robot. The most common type of
actuator is a motor; in particular, VEX IQ utilizes Direct Current (DC) Motors.
DC Motors convert electrical energy into mechanical energy through the use of electromagnetic
fields and rotating wire coils. When a voltage is applied to a motor, it outputs a fixed amount of
mechanical power (usually to a shaft, gear, and/or wheel), spinning at some speed with some
amount of torque.
Motor Loading
Motors apply torque in response to loading. Motor
Loading happens when there is any opposing
force (such as friction or a heavy mass) acting as
a load and requiring the motor to output torque to
overcome it. The higher the load placed on a motor
output, the more the motor will “fight back” with
an opposing torque. However, as you learned in
the Key Concepts Unit, since the motor outputs a
fixed amount of power, the more torque the motor
outputs, the slower its rotational speed.
If you keep increasing the load on a motor it
eventually stops spinning or stalls.
Current Draw Motor applies torque to overcome friction
of a wheel turning against the ground.
G.1 A DC Motor draws a certain amount of electrical
current (measured in amps) depending on how
Mechanisms much load is placed on it. As the load increases on the motor, the more torque the motor
Unit Overview: outputs to overcome it and the more current the motor draws.

This unit builds on your knowledge from the Key Concepts unit by digging deeper into certain
mechanical aspects of robotics systems. These new elements will lead to higher levels of
engineering process and improved designs.

Unit Content:
- DC Motors
- Gear Ratio
- Drivetrains
- Object Manipulation
- Lifting Mechanisms

Unit Activities:
- Matching Exercise 1 lb.
- Gear Ratio Exercises using the Gear Ratio Simulator 5 lbs.
10 lbs.
Note: Separate copies and/or printouts of activities may be used for student work. Please see your teacher
BEFORE writing in this guide. Visit www.vexiq.com/curriculum to download and print PDFs of all exercises!
G.3 G.3 cont.
Mechanisms: Gear Ratio Expressing Gear Ratio and Gear Reduction (Grades 4-8)
Both Gear Ratio and Gear Reduction are mathematical expressions that describe the relationship
Gear Ratio Basics (Grades 2-8) between a Driving Gear and a Driven Gear. However, it’s important to understand the different
As you learned in other lessons, making a Gear Ratio change is one of the easiest ways to change but similar ways they are expressed. Both use the number of teeth on each gear as key values,
Mechanical Advantage in a mechanism or system to achieve desired speed and/or torque. Gear although their order is reversed.
Ratio expresses the relationship between a Driving Gear (the gear connected to the input power Driven
source, such as a motor) and a Driven Gear (the gear connected to the output, such as a wheel or Gear Ratio is expressed this way: Driving Gear
mechanism) in a system. (Driving Gear Teeth) : (Driven Gear Teeth) Gear
Gear Reduction is expressed in reverse:
(Driven Gear Teeth) / (Driving Gear Teeth)
When you have a system with a Driving Gear that is SMALLER than the Driven Gear you will
increase Torque and decrease Speed: Note: Gear Reduction is seen as a fraction that is often reduced
Making this kind of change to Mechanical Advantage is helpful when you are trying to move to simplify the expression Driven Gear.
slower mechanically, lift heavier objects, and/or have more pushing ability.
Driven
Driving Gear
Gear
Driving Gear Driving Gear Driving Gear Example 1

Say “12 to 36 Gear Ratio”

Driven Gear Gear Ratio 12 : 36
Driven Gear Gear Reduction 36 / 12

Driven Gear Say “3 to 1 Gear Reduction”

3 / 1

Driven
Gear
When you have a system with a Driving Gear that is LARGER than the Driven Gear you will Example 2
increase Speed and decrease Torque: Driving
Gear
Making this kind of change to Mechanical Advantage is helpful when you are trying to lift or move
faster mechanically, you don’t require the ability to lift heavy objects, and/or you favor agility over
pushing ability in a drivetrain.

Gear Ratio 12 : 60 Say “12 to 60 Gear Ratio”

Gear Reduction 60 / 12
Say “5 to 1 Gear Reduction”
5 / 1
G.3 cont. G.3 cont.
Gear Trains and Idler Gears (Grades 4-8) Compound Gears and Compound Gear Reductions (Grades 6-8)
A simple Gear Train is a connected set of rotating gears that transmits power from an input (like In certain situations, a design may require more mechanical advantage than a single gear ratio can
a Driving Gear connected to a motor) to an output (like a Driven Gear connected to a wheel or provide or is otherwise impractical. For example, if a VEX IQ robot design requires a 12:500 gear
mechanism). Simple Gear Trains can have any number of gears in a single row. All gears in between ratio it is a problem because there is no 500-tooth gear available. In this situation, a designer can
the Driving Gear and the Driven Gear that only transmit power are known as Idler Gears. Idler Gears use multiple gear reductions in the same mechanism. This is called a Compound Gear Reduction.
have NO EFFECT on Gear Ratio or Gear Reduction, regardless of the number of teeth they have. In a Compound Gear system, there are multiple gear pairs. Each pair has its own Gear Ratio,
and a shared axle connects the pairs to each other. The resulting Compound Gear system still
Example Gear Trains: has a Driving Gear and a Driven Gear, and still has a Gear Reduction. However, it’s now called a
Idler Gear Compound Gear Reduction and is calculated by multiplying the gear reductions of each of the
individual gear pairs.
Compound Gear
Driven Reduction
Gear Linked by
Driving Shared Axle
Driven Gear
Gear

Driving Gear

Idler Gear
Driven
Gear
Driving
Gear

12-Tooth
60-Tooth

For the above example with 12-tooth and 60-tooth gears, the overall Gear Reduction is
calculated this way:
Driven
Driving Gear
Gear

Gear Reduction (60 / 12) x (60 / 12)

Say “25 to 1 Compound
(5 / 1) x (5 / 1) = 25 / 1 Gear Reduction”
Idler Gears
That means the output (Driven Gear) shaft is 25 times slower than the input (Driving Gear)
In all three of these example Gear Trains, the Driving Gear is 12-teeth and the Driven Gear shaft, and has 25 times as much torque. Compound Gear Reductions add up quickly!
is 36-teeth, thus the Gear Ratio for all three examples is the exact same - 12:36 . Size and number of
Idler Gears have no effect on Gear Ratio or Gear Reduction, they just transmit power! Teacher Note: The VEX IQ Gear Ratio Simulator (G.8) and Gear Ratio Exercises (G.9) can be used to
help understand this section.
G.4 G.5
Mechanisms: Drivetrains (Grades 4-8) Mechanisms: Object Manipulation (Grades 4-8)
Mobile and Competition robots will vary greatly depending on the tasks they are designed for. In mobile and competition robotics, an Object Manipulator is a mechanism that allows a robot to
However, one thing common among them is that they usually have some method for moving. The interact with objects in its environment. There are three basic categories of Object Manipulators:
robotic subsystem that provides the ability to move is often known as a Drivetrain. Drivetrains may Plows, Scoops, and Friction Grabbers.
come in many different forms – two examples are wheels or treads (like a tank). The wheeled, rolling
Plows
drivetrain is the most common one found in competition robotics and one of the most popular in the
entire industry. The first Object Manipulator category applies a single force
to the side of an object. Plows move objects without actually
Drivetrain Design picking them up and are by far the easiest manipulator type to
The most basic, multi-functional competition robot Drivetrain design consists of: design and build.
- A rectangular Chassis (the structure of a mobile robot that holds wheels, motors, and/or any other
hardware used to make up a Drivetrain)
- Two Motors
- Four Wheels
Scoops
- Gears transmitting Power from the Motors to all Wheels.
The second Object Manipulator category applies force
The Clawbot IQ Standard Drive Base is one example that you can build. However, Drivetrains can underneath an object such that the object can be elevated and
come in all shapes and sizes - some don’t provide power to all wheels, use different types of wheels, carried. Once an object is on a Scoop, it can be lifted and lowered
or are not even a rectangular shape! Whatever the details of your Drivetrain, you should always be relying on gravity to keep the object on or in the Scoop.
aware of a property known as Turning Scrub.
Turning Scrub is the friction that resists turning. This friction is created from the wheels dragging
sideways on the ground as a robot (or other mobile vehicle) turns. The greater the Turning Scrub
in a Drivetrain, the harder it is for a robot to turn. Turning Scrub in a basic Drivetrain can be easily
managed and minimized in two ways:
1. Make sure that the Wheelbase (distance between Drivetrain wheels) is wider (side-to-side) than it Friction Grabbers
is long (front-to-back):
The third Object Manipulator category applies a force to an
Wheelbase wider
object in at least two places, allowing the object to be pinched or
than it is long =
LESS Turning Scrub grabbed. Thus, Friction Grabbers have the ability to hold objects
securely and are generally the manipulator type that provides
Wheelbase longer the most control over objects. The most common form of this
than it is wide = manipulator type is a pinching claw.
MORE Turning Scrub

Regardless of which category an Object Manipulator fits

2. Use different wheel and/or tire types to reduce the friction of Turning Scrub: into, some are designed to handle single objects, while
others are designed to collect and hold multiple objects.
Any specialized Object Manipulator designed to collect
Two regular VEX IQ
Four regular VEX Tires + Two VEX IQ and hold multiple objects at one time is known as an
IQ Tires = MORE Omni-directional Accumulator. Accumulators, when desired, can allow for
Turning Scrub Wheels = LESS greater efficiency of an object manipulation system.
Turning Scrub

Try building the example Drivetrains above to see the Turning Scrub effect!
G.6 G.6 cont.
Mechanisms: Lifting Mechanisms (Grades 4-8) One of the simplest and most common linkage types is the Four-Bar Linkage. This is a linkage
system that provides a wide variety of motions depending on its configuration. By varying the
Before discussing Lifting Mechanisms, it’s important to know what a Degree of Freedom is. A length of each link, one can greatly change the output motion. The most basic type of Four-Bar
Degree of Freedom refers to an object’s ability to move in a single independent direction of motion. Linkage is one where link pairs are equal length and parallel to each other, as seen below:
To be able to move in many directions means something has many Degrees of Freedom. Moving up
and down is one degree of freedom, moving right and left is another; something that can move up/
down and left/right has TWO Degrees of Freedom.
A Lifting Mechanism is any mechanism designed to move to perform tasks and/or lift objects. With
that understood, let’s look at Lifting Mechanism types. In competition robotics, there are three basic
types of Lifting Mechanisms: Rotating Joints, Elevators,
and Linkages.
Rotating Joints
The most frequently used lifting mechanism in mobile and
competition robotics is a Rotating Joint. Rotating Joints
are the simplest Lifting Mechanisms to design and build. In
VEX IQ, using a shaft and gears quickly creates an arm that
will rotate and lift. This type of Lifting Mechanism moves
on an arc, changing both the distance any manipulated
objects are from a robot base, and changing the orientation
of those objects (relative to their environment) on the
way up.
Elevators
Another lifting mechanism used in mobile and competition If you have time, try building the Four-Bar linkage show here to see how a linkage works!
robotics is an Elevator. While not as common as the
Rotating Joint, the Elevator uses linear (straight line)
motion to lift straight up. In VEX IQ, one way that elevators Rotating Joint, Elevator, or Linkage?
can be built is with Rack Gears and Linear Sliders, Elements to consider when deciding what type of Lifting Mechanism is best for your robot’s needs:
both sold as part of the Gear Kit. This type of Lifting - Elevation Required – How high do you have to lift?
Mechanism moves straight up and down, keeping the
distance between any manipulated objects and the - Object Orientation – Do the objects you are lifting have to remain in a certain orientation?
robot base, as well as the orientation of those objects, - Size Limitations – Are there design or environmental limitations to your robot’s size?
consistent on the way up. - Complexity – How many degrees of freedom are desired? What type of hardware is required?
Linkages - Motors Required – Do you have enough? Is the total number limited?
Linkages can also be used to build Lifting Mechanisms.
Linkages consist of a series of rigid bodies called links,
connected together by freely rotating joints. Linkages
convert an input motion into a different type of output
motion and can be very consistent. For example the
input motion could be a Rotating Joint, but the Linkage
could produce Elevator-like output motion. In VEX IQ,
combinations of different-sized beams, shafts, and/or
connector pins can be used to construct a Linkage.
G.7 G.7 cont.
Mechanisms Matching Exercise From Object Manipulation (grades 4-8):
Student Name(s): An is a mechanism that allows a robot to interact with objects
in its environment.
Teacher/Class: Date:
move objects without actually picking them up and they
Instructions: are by far the easiest manipulator type to design and build.
Match terms from the word bank to the correct definition by writing terms on the correct line. A applies force underneath an object such that the object
Each term is only used once. can be elevated and carried.
Word Bank: apply a force to an object in at least two places, allowing
Accumulator Chassis DC Motors the object to be pinched or grabbed.
Gear Train Degree of Freedom Driven Gear Any specialized Object Manipulator designed to collect and hold multiple objects at one time is
Driving Gear Friction Grabbers Drivetrain Elevator known as an .
Gear Ratio Idler Gears Lifting Mechanism From Lifting Mechanisms (grades 4-8):
Object Manipulator Linkages Motor Loading A refers to an object’s ability to move in a single
independent direction of motion.
Plows Rotating Joint Scoop
A is any mechanism designed to move to perform tasks
Stalls Turning Scrub Wheelbase
and/or lift objects.
From DC Motors (grades 4-8):
The most frequently used lifting mechanism in mobile and competition robotics is a
convert electrical energy into mechanical energy through .
the use of electro-magnetic fields and rotating wire coils.
An uses linear (straight line) motion to lift straight up.
happens when there is any opposing force (such as friction
convert an input motion into a different type of output motion.
or a heavy mass) acting as a load and requiring the motor to output torque to overcome it.
If you keep increasing the load on a motor it will eventually stops spinning or .
From Gear Ratio (grades 2-8):
expresses the relationship between a Driving Gear and a
Driven Gear in a system.
A is the gear connected to the input power source, such as a
motor.
A is the gear connected to the output, such as a wheel or
mechanism in a system.
A simple is a connected set of rotating gears that transmits
power from an input to an output. All gears in between the Driving Gear and the Driven Gear that only
transmit power are known as .
From Drivetrains (grades 4-8):
The robotic subsystem that provides the ability to move is often known as a
.
A is the structure of a mobile robot that holds wheels, motors,
and/or any other hardware used to make up a Drivetrain.
is the friction that resists turning.
The is the distance between Drivetrain wheels.
G.8 G.8 cont.
VEX IQ Gear Ratio Simulator Assembly Instructions Basic Gear Assembly
1 2

2x 1x 1x
4x 1x
1x
228-2500-141
228-2500-065 1x 228-2500-143 228-2500-060
228-2500-026 228-2500-172
228-2500-083

Note: The only gear combination that cannot be used is a

12-tooth gear on both input and output shafts.

3 4 5 6
1x 1x 1x 1x 1x
1x
1x 1x
1x
228-2500-141

1x 228-2500-143 228-2500-060 228-2500-079

228-2500-172 228-2500-213 228-2500-214 228-2500-214
228-2500-082 228-2500-215

3 2
2

1 1
G.8 cont. G.8 cont.
9 Assembly with Idler Gear 10
1x 1x
3

228-2500-215 228-2500-215

Assembly with Compound Gear Reduction

8 9

1x 1x
1x
1x
228-2500-079

228-2500-213 228-2500-214
228-2500-213

1
G.9 G.9 cont.
Mechanisms Gear Ratio Exercise #1: Gear Ratio Basics (Grades 2-8) Mechanisms Gear Ratio Exercise #2: Expressing Ratio and Reduction
Student Name(s): (Grades 4-8)
Teacher/Class: Date: Student Name(s):
Instructions: Teacher/Class: Date:
After learning about Gear Ratio Basics from section G.3, demonstrate what you have learned by circling Instructions:
correct answers below. You may also build and use the VEX IQ Gear Ratio Simulator along with 12-tooth, After learning about Expressing Gear Ratio and Gear Reduction from section G.3, demonstrate what
36-tooth, and 60-tooth gears to help find answers. you have learned by calculating and writing in correct answers. You may also build and use the VEX IQ
Gear Ratio Simulator along with 12-tooth, 36-tooth, and 60-tooth gears to help find answers.
Driving Gear Driven Gear What does this ratio create comparing output to input?
(Input) (Output) (Circle the correct answer below)
36-tooth 36-tooth Driving Gear Driven Gear Gear Ratio Gear Simplified Gear Is Speed
(Input) (Output) Reduction Reduction or Torque
Equal
increased?
36-tooth 36-tooth

: / /

12-tooth 60-tooth
Equal
12-tooth 60-tooth

: / /

36-tooth 12-tooth
Equal
36-tooth 12-tooth

: / /

12-tooth 36-tooth
Equal 36-tooth 60-tooth

: / /

60-tooth 12-tooth
Equal 60-tooth 12-tooth

: / /
G.9 cont. G.9 cont.
Mechanisms Gear Ratio Exercise #3: Gear Trains and Idler Gears Mechanisms Gear Ratio Exercise #4: Compound Gear Reductions
(Grades 6-8) (Grades 6-8)
Student Name(s): Student Name(s):
Teacher/Class: Date: Teacher/Class: Date:
Compound Gear
Instructions: Review of Key Points: Reduction
Linked by
After learning about Gear Trains and Idler Gears from G.3, demonstrate what you have learned In a Compound Gear system, there Shared Axle

by calculating and writing in correct answers. You may also build and use the VEX IQ Gear Ratio are multiple gear pairs. Each pair has Driven Gear
Simulator along with 12-tooth, 36-tooth, and 60-tooth gears to help find answers. its own Gear Ratio, and a shared axle
connects the pairs to each other. The
resulting Compound Gear system
Driving Gear Idler Gear Driven Gear Gear Ratio Gear Reduction Simplified Gear still has a Driving Gear and a Driven
(Input) (Output) Reduction Gear, and still has a Gear Reduction. Driving Gear
36-tooth 60-tooth 36-tooth However, it is now called a Compound
Gear Reduction that is calculated by
multiplying the gear reductions of each
: / /
of the individual gear pairs.
For the example shown with
12-tooth and 60-tooth gears, 12-Tooth
12-tooth 36-tooth 60-tooth
the overall Gear Reduction is 60-Tooth

calculated this way:

: / /
(60 / 12) x (60 / 12)
Say “25 to 1 Compound
(5 / 1) x (5 / 1) = 25 / 1 Gear Reduction”

36-tooth 12-tooth 60-tooth

Instructions:
Using the information above from Compound Gears and Compound Gear Reductions (G.3),
demonstrate what you have learned by calculating the correct Compound Gear Reductions.
: / / You may also build and use the VEX IQ Gear Ratio Simulator along with 12-tooth, 36-tooth, and
60-tooth kit gears to help find answers.
Gear Pair 1 Gear Pair 2
12-tooth 36-tooth 36-tooth Driving Gear 1 Driven Gear 1 Driving Gear 2 Driven Gear 2 Simplified Simplified Compound
Reduction 1 Reduction 2 Gear Reduction
12-tooth 60-tooth 12-tooth 36-tooth

: / /
/ / /

12-tooth 36-tooth 12-tooth 36-tooth

12-tooth 36-tooth 60-tooth

/ / /

and 36-tooth : / / 12-tooth 36-tooth 12-tooth 60-tooth

/ / /
H
Highrise Challenge
 H.2
Challenge Overview
Whether you’re going to attend an official VEX IQ Challenge Event, host your own event, or just play
the game in your classroom, it’s time to design and build a robot for a full teleoperated robotics
game! Use your knowledge of the VEX IQ platform and all you’ve learned in previous lessons to
create a VEX IQ robot for the Teamwork Challenge and/or the Robot Skills Challenge portion of
the VEX IQ Challenge Game, Highrise!

H.3
The Game Rules:
All of the rules for playing the game and other important information can be found at the VEX IQ
Challenge Highrise page: www.vexiq.com/Highrise
H.1
Important Notes
Highrise Challenge - Your teacher will need to obtain the Highrise Field & Game Elements and VEX IQ Challenge
Unit Overview: Field for this unit OR obtain just the Highrise Field & Game Elements and create a similar
field from easy to obtain items.
Feel the excitement of robotics competition as you apply you skills and knowledge from previous
- Alternatively, your teacher could get creative and challenge you to design and build for a
units to build a challenge-ready teleoperated robot capable of completing Teamwork Skills and Robot
brand new game that they design.
Skills matches in the VEX IQ Challenge game.
Idea Book Page: The Engineering Notebook
Unit Content: You are provided with an Idea Book Page in this unit that can be used to develop a full Engineering
- Challenge Overview Notebook. Use as many of these pages as you need to document your robot ideas, builds, fixes,
- Challenge Rules (http://www.vexiq.com/Highrise) changes, and improvements for the game challenge. Alternatively, teachers and students are
encouraged, when comfortable, to use the Robotics Engineering Notebook (provided to registered
Note: Your teacher may also decide to use a different VEX IQ Challenge Game for this unit or a game of their own VEX IQ Challenge teams and also sold separately) for this purpose instead.
creation. See your teacher for details.
Robot Challenge Evaluation Rubric:
Unit Activities: This rubric can be used to assess your challenge robot in up to eleven technical and non-technical
- Challenge Robot Build using Robot Challenge Evaluation Rubric categories. No matter how your teacher chooses to use the rubric, it will be obvious that your
- Completion of Idea Book Pages (or Engineering Notebook) with robot build and testing PROCESS and your PRODUCT (robot) are equally important.

Note: Separate copies and/or printouts of activities may be used for student work. Please see your teacher
BEFORE writing in this guide. Visit www.vexiq.com/curriculum to download and print PDFs of all exercises!
H.4 H.5
Robot Challenge Evaluation Rubric Idea Book Page: The Engineering Notebook 1.Think
Evaluation Criteria Expert = 4 Proficient = 3 Emerging = 2 Novice = 1 Assessment Comments
Student Name(s):
Design & Process Criteria
Teacher/Class: Date: Page #: 2. Do
Creating Viable Multiple, well Multiple Multiple, A solution that
3.Test
Solutions to the developed solutions are undeveloped may or may not Use as many of these pages as you need to document your robot ideas,
stated Challenge solutions exist evident & one solutions are be developed
meeting all is developed evident is evident build, fixes, changes, and improvements for the game challenge. Remember
critical criteria meeting majority the “Think-Do-Test Loop” you learned in the Your First Robot Unit. Number
of criteria
Simple and/or All simple and/ or Functioning Multiple simple One
each page and use the space as you see fit for ideas, notes, observations, drawings with labels,
Complex Systems complex systems simple and/ systems exist functioning calculations, and more. Alternatively, teachers and students are encouraged, when comfortable,
are identified
& function
or complex
systems exist
that may
function
simple system
exists (e.g.
to use the Robotics Engineering Notebook (P/N 276-3023, provided to registered VEX IQ
efficiently drivetrain only) Challenge teams and also sold separately) for this purpose instead. Be sure to make as many
Design Process Formal design Formal design Formal design Some copies of this page as you think you’ll need BEFORE writing in it!
(documented in Idea process utilized, process utilized process evidence that
Book or Engineering documented and fully utilized formal design
Notebook) & enhances documented consistently process was
efficiency utilized
Utilization of Resources Resources Evidence A few
Resources (materials used within utilized to that some resources (e.g.
and parts, information constraints, maximize resources tools
and instructions, efficiency efficiency utilized meet- & materials)
people, and time) maximized, ing intended utilized
purpose randomly

Technical Criteria
Programming Efficiency Consistency Functional, but Programming
(Autonomous and/ or evident in all evident in one inconsistent incomplete
teleoperated) programming or more parts programming or rarely
of program- functional
ming
Control Systems Completely Consistently Functional, but Non-functional
functional and functional con- inconsistent or incomplete
consistent con- trol systems control control
trol systems systems systems
Electrical Systems Battery Battery Functional, but Non-functional
charged. Wire charged. Wire inconsistent or incomplete
routing safe, routing safe (battery or (battery and
efficient, & consistently wiring issues) wiring issues)
& completely functional
functional
Mechanical Systems Completely Consistently Functional, but Non-functional
functional and functional inconsistent or incom-
consistent mechanical mechanical plete/ unsafe
mechanical systems systems mechanical
systems systems

Unifying Themes (This area emphasizes the Interaction of Science, Technology, & Human Endeavor)
Communication Sophisticated Purposeful, Purposeful, Communica-
(written, electronic and highly effi- consistent, fairly consis- tion very
and/or oral as defined cient commu- effective tent communi- inconsistent
by the teacher) nication for all communication cation and lacks
audiences purpose
Teamwork Integrated team- Teammates Teammates Participants
work that maxi- fully define partially define function
mizes outcomes roles, goals, & roles, goals, & separately
is evident work together work together within a group
Creativity Robot is unique, Robot is unique Robot clearly Unique and/
imaginative, and/or imagina- shows a unique or imaginative
and functional tive in multiple and/ or imagi- element(s)
ways native element unclear

Rubric Adapted from Rubric and Evaluation Criteria for Standards-Based Robotics Competitions & Related Learning
Experiences – TSA, 2005
Remember: Problems ARE NOT failures, they are an expected part of the design process!
I
Smart Machines
I.1
Smart Machines
Unit Overview:
This unit introduces students to Sensors and Programming with VEX IQ. VEX IQ Sensors allow for
autonomous and hybrid control of VEX IQ robots and other creations. VEX IQ Sensors connect to
a robot or mechanism quickly and are easily programmed to help measure time, position distance,
rotation, sense touch, provide feedback, allow for human-to-robot interaction, and much more.
I.2
Key Terms
Unit Content: A Sensor is a device that detects and responds to some type of input from the physical
- Key Terms: Sensor, Programming, Ultrasonic Sound Waves, Distance Sensor, Gyroscope, environment. VEX IQ sensors can detect light, color, objects, motion, and more!
Degrees of Turn, Encoder
- VEX IQ Sensor Overview Programming is the process of providing a computer or other machine, such as a robot and its
components, with coded instructions for the automatic performance of a particular task.

Unit Activities: Ultrasonic Sound Waves are sounds that are too high of a frequency to be heard by humans. The
- Matching Exercise VEX IQ Distance Sensor sends ultrasonic sound waves out that will bounce back if something is in
- Autopilot Robot Build with assembly instructions (included with kit) its path, measuring distance by the amount of time it takes the sound to return.
- Run Autopilot Modes (instructions included with kit documentation) A Gyroscope (or Gyro) is a sensor that can detect and measure rotation or turning of an object.
- Default Sensor Functionality Exercises Degrees of Turn describes how far an object, like a robot, has turned. An object that spins
- Simple Programming Exercises using only the Robot Brain completely around to its original starting position has turned 360 degrees. An object that has
- Simple Programming Exercises using Programming Software turned to face the opposite direction has turned 180 degrees. VEX IQ Sensors can measure
- Completion of Idea Book Pages with robot programming and testing Degrees of Turn, allowing for precise control.
Note: Separate copies and/or printouts of activities may be used for student work. Please see your teacher An Encoder senses mechanical motion and translates the information (velocity, position,
BEFORE writing in this guide. Visit www.vexiq.com/curriculum to download and print PDFs of all exercises! acceleration) into useful data. VEX IQ Smart Motors have built in Encoders.
I.3 I.4
VEX IQ Sensor Overview Smart Machines Matching Exercise
Student Name(s):
Sensor Name Sensor Image Sensor Specs & Use Default Functionality
Bumper Switch Allows for the sense With a Bumper Switch Teacher/Class: Date: Page#:
of touch in the VEX in port 2, it disables/ Part I Instructions:
IQ platform. Detect a enables a Smart Motor
wall, obstacle, or limit in port 4. Match terms from the word bank to the correct definition or statement by writing terms on the
mechanism movement. correct line. Each term is only used once.
Part I Word Bank:
Degrees of Turn Gyroscope Sensor
Touch LED Smart Sensor with Enables and disables
red, green, blue LEDs. Autopilot or similar robot Encoder Programming Ultrasonic Sound Waves
Constant on, off, or blink running Driver Control A(n) is a device that detects and responds to some type of input from the
at any desired rate. Touch Program when dome of physical environment.
sensor with finger for sensor is tapped. Glows
is the process of providing a computer or other machine, such as a robot
interaction. green when enabled, red
and its components, with coded instructions for the automatic performance of a particular task.
when disabled.
are sounds that are too high of a frequency to be heard by humans.
Distance Uses ultrasonic sound Slows down and
Sensor waves to measure eventually stops as A(n) is a sensor that can detect and measure rotation or turning of an object.
distance. Measures Autopilot or similar robot describes how far an object, like a robot, has turned.
distance from 1 inch to running Driver Control A(n) senses mechanical motion and translates the information into useful
10 feet. Commonly used Program as the robot data.
to avoid obstacles. approaches an obstacle.
Part II Instructions:
Color Sensor Detects the color of Enables and disables Match terms from the word bank and label correctly below each image (images are NOT to scale)
objects. Measures Autopilot or similar Part II Word Bank:
independent red, green, robot running Driver Bumper Switch Distance Sensor Smart Motor
and blue in 256 Control Program when
levels each. the sensor is “shown” a Color Sensor Gyro Sensor Touch LED
green card (enabled) or
red card (disabled).
Gyro Sensor Measures turn rate and With Autopilot or similar
calculates direction. robot running Driver
Frequently used in Control Program, it
autonomous robot returns a robot to its
navigation and turning. original direction when
driving stops.

Smart Motor Commands and No extra default

measures speed, functionality, but
direction, time, Encoders allow
revolutions and/or for superior motor
degrees of turn using control with simple
its Encoder. programming.
I.5 I.7 cont.
Autopilot Robot Build Distance Sensor Default Functionality Exercise: “Collision Avoidance”
See the Autopilot Robot Assembly Instructions in your kit documentation. 1+4 The default Distance Sensor functionality in the Driver Control program is to prevent a robot from
running into an object or wall. When the Distance Sensor sees an object, it will slow down the
I.6 Autopilot Robot as it approaches the object,
eventually stopping to avoid collision. Using
Running Autopilot Modes the Autopilot or similar robot with ONLY Smart
Motors and a Distance Sensor connected to
Your teacher will decide what of the lessons below you will complete as part of the unit. Below are the
any unused port in the Robot Brain:
lessons along with necessary information.
- Turn ON the Robot Brain and Controller.
I. Read and review Key Terms and Sensor Overview with your classmates and teacher.
- Select and run the Driver Control program.
II. Complete the unit Matching Exercise. See separate handout.
- Use the Controller to drive the robot toward
III. Build Autopilot Robot. See the Autopilot Robot Assembly Instructions in your User Guide.
a wall. When the Distance Sensor sees an object that is too close to the robot, it will stop the
IV. Use Autopilot Robot to run the three Autopilot Modes. robot from hitting that object.
These are demonstrations of different ways Sensors can work together
in a Smart Machine. See your kit documentation for details.
6.2 Color Sensor Default Functionality Exercise: “Red Light, Green Light”
The default Color Sensor functionality in the Driver Control program is to act like a traffic light for
the robot, much like the Touch LED. When the Color Sensor “sees” a green card (or other object)
you can drive the robot. When it “sees” a red card (or other object) you cannot drive the robot.
Using the Autopilot or similar robot with ONLY Smart Motors and a Color Sensor connected to any
unused port in the Robot Brain:
- Turn ON the Robot Brain and Controller.
- Select and run the Driver Control program.
Random Mode Spiral Mode Lawnmower Mode
- The robot will start in enabled mode. When a
V. Default Sensor Functionality Exercises red card or object is shown in front of the color
See your kit documentation for details in addition to information below. 6.1 sensor, the robot will be disabled. When a green
card is shown in front of the color sensor, the
I.7 Green Red
robot will be enabled.

Default Sensor Functionality Exercises Gyro Sensor Default Functionality Exercise: “Home Direction”
The default Gyro Sensor functionality in the Driver Control program is to keep the robot pointed in
Touch LED Default Functionality Exercise: “Stop and Go”
the same direction when not being driven by the Controller. If a robot is pushed or spun by anything
The default Touch LED functionality in the Driver Control program is to act like a traffic light for the other than being driven by the Controller, the robot will use the Gyro Sensor to measure how much
robot. Using the Autopilot or similar robot with ONLY Smart Motors and Touch LED connected to any it spun. The robot will then automatically spin back to the original direction it was pointing. Using
unused port in the Robot Brain: the Autopilot or similar robot with ONLY Smart Motors and a Gyro Sensor connected to any unused
- Turn ON the Robot Brain and Controller. port in the Robot Brain:
- Select and run the Driver Control program. - Turn ON the Robot Brain and Controller.
- The robot starts in enabled mode with the Touch LED glowing green. Tap the top dome of the - Select and run the Driver Control program.
Touch LED to change between enabled (glowing green) and disabled (glowing red). - Use the Controller to turn the Robot to a new
- Try to drive when green direction. When you stop driving, the robot will
- Try to drive when red automatically turn back to the original direction.

Green Red
I.8 I.10
Simple Programming Exercises Using Only the Robot Brain Smart Machines Idea Book Page: Simple Programming
You can make some changes to the way a robot is programmed by making simple configuration Exercises Using Programming Software
changes using only the LED screen and buttons on the VEX IQ Robot Brain. Please see your kit 6 Student Name(s):
documentation and follow instructions to make configuration changes, testing out each change.
Teacher/Class: Date: Page #: 1.Think

I.9 Instructions:
Before completing these exercises, be sure you are familiar with your
Simple Programming Exercises Using Programming Software programming software and how it works. Follow the steps on this 3.Test
2. Do

Before you complete any of the exercises below, you will need to: page to document, test, troubleshoot, and refine your program. If your
1. RETURN THE DRIVER CONTROL PROGRAM TO ITS DEFAULT SETTINGS. program includes more steps than fit on one page, use multiple copies
2. Become familiar with your programming software. Specifically, you should be able to open and use your as necessary.
programming software, save custom programs, connect your programming computer to your VEX IQ robot, Describe what you want your program to be able to do here:
successfully transfer custom programs to your Robot Brain, and run custom programs after they are transferred.
Your teacher will decide the best way to get you comfortable with your programming software.
Notes: All of the possible exercises below utilize an Autopilot or similar robot with ONLY Smart Motors and the featured
sensor connected to any unused port in the Robot Brain. Be sure to use the unit Idea Book Page to plan and troubleshoot Describe the device/robot you will be programming: List the sensors that will be used in your program:
your custom programs as part of these exercises. A sample Idea Book Page is provided for reference as needed.

Possible Programming Exercises with Bumper Switch & Smart Motors:

1. Robot backs up autonomously to a wall until one or both of the bumper switches on the “THINK” “DO” “TEST”
Autopilot Robot is/ are activated by the wall, stopping the robot. Write step-by-step program Write your program using Does this step of your program
2. Teacher-created exercise. instructions here. programming software and function as expected? What
make notes here as you work. needs improvement (NI)?
Possible Programming Exercises with Touch LED Sensor & Smart Motors:
Yes No
1. Robot drives autonomously forward 5 motor revolutions with Touch LED glowing green.
NI:
2. LED starts out red. Tap Touch LED, it glows green and robot drives forward autonomously. Tap
LED again to change it back to red and robot stops. Yes No
3. Teacher-created exercise. NI:
Possible Programming Exercises with Distance Sensor & Smart Motors: Yes No
1. Robot drives autonomously toward a wall. Robot stops driving 6 inches from wall. NI:
2. Robot drives autonomously toward a wall. Robot stops driving 6 inches from wall, then
backs up 5 motor revolutions in return direction. Yes No
3. Teacher-created exercise. NI:
Possible Programming Exercises with Color Sensor & Smart Motors: Yes No
1. Robot drives autonomously forward when Color Sensor is shown a green card. Robot stops NI:
when Color Sensor is shown a red card.
Yes No
2. Robot drives autonomously forward when Color Sensor is shown a green card. Robot drives
NI:
autonomously backwards when Color Sensor is shown a blue card. Robot stops when Color
Sensor is shown a red card. Yes No
3. Teacher-created exercise. NI:
Possible Programming Exercises with Gyro Sensor & Smart Motors: Yes No
1. Robot drives autonomously forward 5 motor revolutions, then spins 180 degrees and stops. NI:
2. Robot spins 90 degrees, then pauses for 5 seconds, then spins another 90 degrees, then
pauses another 5 seconds, and keeps repeating the pattern until program is stopped.
If ALL program steps do NOT function as expected, address your “NI” items using as many copies of this page as
3. Teacher-created exercise. necessary until all parts of your program function as expected.
Remember: Problems ARE NOT failures, they are an expected part of the design process!
I.10 cont.
Smart Machines Idea Book Page: Simple Programming J
E
Exercises Using Programming Software Chain Reaction Programming Challenge

L
Student Name(s): John and Jane Doe

P
Teacher/Class: Mr. Smith Date: 9/1/2013 Page #: 1 1.Think

M
Instructions:
Before completing these exercises, be sure you are familiar with your

A
2. Do
programming software and how it works. Follow the steps on this 3.Test

S
page to document, test, troubleshoot, and refine your program. If your
program includes more steps than fit on one page, use multiple copies
as necessary.
Describe what you want your program to be able to do here:
Drive autonomously straight forward for five motor revolutions Touch LED glowing green.

Describe the device/robot you will be programming: List the sensors that will be used in your program:
Autopilot Robot with only Touch LED and Smart Motors plugged Touch LED, Smart Motor Encoders
into Robot Brain.

“THINK” “DO” “TEST”

Write step-by-step program Write your program using Does this step of your program
instructions here. programming software and function as expected? What
make notes here as you work. needs improvement (NI)?
Power up Robot Brain, select and run Be sure to select custom program to run Yes No
custom autonomous program NI: Nothing

Robot drives autonomously straight forward Use Smart Motor Encoders for this task Yes No
for five motor revolutions NI: Nothing

Touch LED turns on green and glows while Use Touch LED for this task Yes No
robot is driving forward NI: LED did not turn on

Robot stops driving after five motor Power is cut to the Smart Motors and Yes No
revolutions and Touch LED turns off Touch LED at the end of the program NI: Program repeats and doesn’t stop
Yes No
NI:
Yes No
NI:
Yes No
NI:
Yes No
NI:

If ALL program steps do NOT function as expected, address your “NI” items using as many copies of this page as
necessary until all parts of your program function as expected.
Remember: Problems ARE NOT failures, they are an expected part of the design process!
 J.2
Chain Reaction Programming Challenge:
The Chain Reaction Programming Challenge Rules: Parking the Car Autonomously
Challenge Goal & Overview: The goal is to successfully build and program a fully autonomous
Chain Reaction Device that successfully parks the car in the garage. Your teacher will provide you
with (or ask you to build) the car and garage models to be used in this challenge. In most cases you
will be asked to work together in teams, but you may be asked to work alone.
Note: Depending on time and your teacher’s plans, you may be asked to use and modify your Chain Reaction
Devices previously built for the Chain Reaction Challenge in an earlier unit (adding additional motor(s),
sensors, and programming). Otherwise, you may be asked to design, build, and program this challenge from
scratch. Please see your teacher for details.

J.1
Chain Reaction Programming Challenge
Unit Overview:
In this unit you will use your knowledge of simple machines, sensors and programming to build and Challenge Rules for Autonomous Chain Reaction Device (grades 4-8):
test autonomous Chain Reaction Devices.
1. Build a four-stage Chain Reaction Device that parks the car in the garage.
2. Your Chain Reaction Device will be autonomous – using four or more Smart Motors, four
Unit Content:
or more sensors, a Robot Brain, and programming techniques to customize control. Smart
- Chain Reaction Programming Challenge Rules
Motors ARE considered a sensor in this challenge IF control is customized through the use
of programming techniques.
Unit Activities: 3. Use three or more of the following to construct your stages: Wheel & Axle, Inclined Plane,
- Chain Reaction Challenge Device Build using Autonomous Chain Reaction Device Rubric
Wedge, Lever, Pulley, Screw, or Pendulum. You may use a type of simple machine or pendulum
- Completion of Idea Book Pages with device build and testing
more than once if you wish.
Note: You may be asked to use your Chain Reaction Device from Unit 5 and add sensors, then program them 4. Please see the Rubric to Evaluate Autonomous Chain Reaction Device for all of the details on
rather than build a new Device. See your teacher for instructions. how you will be evaluated.
Note: Separate copies and/or printouts of activities may be used for student work. Please see your teacher 5. Idea Book Pages can be used for planning and troubleshooting. Your teacher will provide further
BEFORE writing in this guide. Visit www.vexiq.com/curriculum to download and print PDFs of all exercises! instructions on using the Idea Book Pages.
J.3 J.4
Rubric to Evaluate Autonomous Chain Reaction Device (grades 4-8) Chain Reaction Programming Challenge Idea Book Page:
Evaluation Criteria Expert = 4 Proficient = 3 Emerging = 2 Novice = 1 Assessment Comments Design Plan
Design & Process Criteria
Student Name(s): 1.Think
Creating viable Four or more, Three well Two or more A single stage
solutions to the well devel- developed partially that may or Teacher/Class: Date: Page #:
given challenge: oped stages stages exist developed may not be
mechanism use exist meeting meeting majority stages are developed is Plan and design a Four-Stage Chain Reaction Device that meets challenge and 2. Do
all challenge of challenge evident evident
rubric criteria on pages 1 and 2 below.
rules rules 3.Test
Simple machines and Device uses three Device uses One simple Attempt using
pendulum usage or more efficient two functioning machine/ one simple
simple machines/ simple pendulum machine/
pendulum machines/ exists that pendulum
pendulum functions Sketch/Describe Stage 1 of your Device, including Trigger Mechanism Here:
Design Process Design process Design process Design Some
(defined by the utilized, utilized and fully process evidence that
teacher, could be Idea documented documented utilized design process
Book use) & enhances consistently was utilized
product
Utilization of Resources Resources Evidence that A few
Resources (materials used fully within utilized to some resourc- resources (e.g.,
and parts, information challenge rules maximize es utilized tools
and instructions, and efficiency efficiency meeting chal- & materials)
people, and time) maximized lenge purpose partially utilized
Technical Criteria Machine Type (One of the Simple Machines or Pendulum):
Autonomous Efficiency and Consistency Functional, but Program Sensor(s) to be used in this stage (if any) and function of each sensor:
Programming consistency evident in pro- inconsistent incomplete
of program gram execution control system or rarely
execution functional
Sketch/Describe Stage 2 of your Device Here:
Control System Completely Consistently Functional, but Non-functional
(Sensor & Motor use) functional functional inconsistent or incomplete
control system control system control system control system
with four or three or more (regardless of (regardless of
more motors motors & three # of motors & # of motors &
& four or more or more sen- sensors) sensors)
sensors used sors used
Electrical Systems Battery Battery Functional, but Non-functional
charged. Wire charged. Wire inconsistent or incomplete
routing safe, routing safe & (battery or (battery and
efficient, & consistently wiring issues) wiring issues)
completely functional
functional Machine Type (One of the Simple Machines or Pendulum):
Mechanical Systems Completely Consistently Functional, but Non-functional Sensor(s) to be used in this stage (if any) and function of each sensor:
(mechanisms & functional and functional inconsistent or incom-
triggers) consistent mechanical mechanical plete/ unsafe
mechanical systems systems mechanical
systems systems Sketch/Describe Stage 3 of your Device Here:
Unifying Themes (This area emphasizes the Interaction of Science, Technology, & Human Endeavor)
Communication Sophisticated Purposeful, Purposeful, Communica-
(written, electronic and highly effi- consistent, partially con- tion very in-
and/or oral as defined cient communi- effective sistent com- consistent and
by the teacher) cation for stated communication munication lacks purpose
audiences
Teamwork Integrated team- Teammates Teammates Participants
work that maxi- fully define partially define function
mizes outcomes roles, goals, & roles, goals, & separately
is evident work together work together within a group
Machine Type (One of the Simple Machines or Pendulum):
Creativity Device is Device is Device clearly Unique and/
unique, unique and/or shows a unique or imaginative Sensor(s) to be used in this stage (if any) and function of each sensor:
imaginative, imaginative in and/ or imagi- element(s)
and functional multiple ways native element unclear
Rubric Adapted from Rubric and Evaluation Criteria for Standards-Based Robotics Competitions & Related Learning
Experiences – TSA, 2005
Remember: Problems ARE NOT failures, they are an expected part of the design process!
J.4 cont. J.4 cont.
Sketch/Describe Stage 4 of your Device Here:
Chain Reaction Programming Challenge Idea Book Page:
Troubleshooting
1.Think
Student Name(s):
Teacher/Class: Date: Page #: 2. Do
Use a copy of this Idea Book Page for each device problem you have to troubleshoot. 3.Test

Machine Type (One of the Simple Machines or Pendulum):

Sensor(s) to be used in this stage (if any) and function of each sensor: Sketch/Describe Your Device Problem Here:

Plans for Connecting Each Device Stage:

Sketch/Describe Your Solution to the Problem Here:

Follow through with your design plan and BUILD/PROGRAM your device, then TEST and OBSERVE.
Follow through with your solution and MAKE PLANNED CHANGES to your device, then TEST and OBSERVE.

Testing Observations: Testing Observations:

Does your Device function like you expected? YES NO Does your Device function like you expected? YES NO
If you answered “YES” - Congratulations! You will score well on the Challenge Rubric. You may If you answered “YES” - Congratulations! You will score well on the Challenge Rubric. You may
now move on to other lessons. now move on to other lessons.
If you answered “NO” - Use your observations above and the Rubric to determine what If you answered “NO” - Use your observations above and the Rubric to determine what problem
problem needs troubleshooting, then use a copy of the Troubleshooting Idea Book Page needs troubleshooting next, then use another copy of this Idea Book Page to help solve that
to help solve that problem. Keep repeating this “THINK - DO - TEST” process with the problem. Keep repeating this “THINK - DO - TEST” process with troubleshooting pages, until
troubleshooting pages, until your device functions correctly. your device functions correctly.

Remember: Problems ARE NOT failures, they are an expected part of the design process! Remember: Problems ARE NOT failures, they are an expected part of the design process!
K
Smarter Machines

Control
Commands
Desired Robot Robot Actual
Result Brain Actions Result
(Robot position,
velocity, etc.)

Sensor Feedback
 K.2
Key Concepts and Terminology
Learning to manipulate and use your VEX IQ controller well is one way to gain better control over
your robot, but that is a purely Teleoperated solution. What about Autonomous and Hybrid robots?
Well, you’ve already seen in the Smart Machines Unit that using sensors and programming to create
desirable Autonomous and Hybrid solutions can lead to some amazing solutions. Before furthering
your programming skills to create more advanced solutions, you must first have an understanding
of what Control is and the types of control systems that can be created.

Control Control, simply, is defined as the ability to direct the actions or function of something. Having better
Control over your VEX IQ creations will lead to seeing more expected repeatable behavior and more
Commands positive results in general. Open-Loop Control Systems are also called Non-Feedback Control
Desired Robot Robot Actual Systems. This type of control system is generally more simplistic and easier to implement. It cannot
Result Brain Actions Result correct for errors or disturbances along the way. In the Open-Loop Control System shown below,
(Robot position, a desired result is programmed and/or sent to the Robot Brain, the Robot Brain sends control
velocity, etc.) commands to the robot’s subsystems, telling them to take certain actions, and those actions lead
to an actual result. Using the VEX IQ Smart Motors to drive straight forward autonomously for five
seconds is one example of Open-Loop Control.
Sensor Feedback
Control
Commands
Desired Robot Robot Actual
Result Brain Actions Result
(Robot position,
velocity, etc.)

Systems that utilize feedback are called Closed-Loop Control Systems. These systems tend
K.1 to be more complex and more difficult to implement, but can often lead to more repeatable and
predictable control. The feedback in a Closed-Loop Control System, like the one shown below,
Smarter Machines is used to recognize +/- differences between desired and actual results and correct for those
Unit Overview: differences along the way. Using the VEX IQ Gyro Sensor to maintain a constant heading/direction
This unit will allow students to further explore sensors and programming with VEX IQ. Students will while a robot drives autonomously is one example of Closed-Loop Control.
also use the VEX IQ robots they have created thus far to develop a better understanding of control. Control
Commands
Unit Content:
Desired Robot Robot Actual
- Key Terminology: Control, Open-Loop Control Systems, Closed-Loop Control Systems
- Sensor Review Result Brain Actions Result
(Robot position,
velocity, etc.)
Unit Activities:
- Robot Build using Robot Challenge Evaluation Rubric. You may be instructed to build or use a
specific robot in this unit. See your teacher for details. Sensor Feedback
- Unit Challenges. You will be instructed to tackle one or more of the given unit challenges for
Clawbot IQ with Sensors, Armbot IQ, or a custom created VEX IQ robot. Open-Loop or Closed-Loop, Which is Best for Me?
- Completion of Idea Book Pages with robot programming and testing There is no one answer. Control System type choices depend on your time, resources, expertise,
Note: Separate copies and/or printouts of activities may be used for student work. Please see your teacher the environment your robot will be operating in, the level of control and error correction that you
BEFORE writing in this guide. Visit www.vexiq.com/curriculum to download and print PDFs of all exercises! need or desire, and any other constraints that are presented before you.
K.3 K.5
VEX IQ Sensor Review Smarter Machines Unit Challenges
Here is a brief review of what you learned about each VEX IQ Sensor in the Smart Machines unit. You will be completing one or more of the challenges below. Use a VEX IQ Robot, the VEX IQ Sensors, your
Use this chart to help make decisions about how you might solve the challenges in this unit. VEX IQ Programming Software (there are multiple options and you should be familiar with your software
from the Smart Machines unit), the Robot Challenge Evaluation Rubric, and as many copies of the Idea Book
Page as necessary to solve the challenge problem and document your process.
Possible Clawbot IQ with Sensors Challenges:
1. Program the robot AUTONOMOUSLY as follows (no Controller):
- The robot claw should start by holding an object, like a ball, cube or plastic cup in the claw
- Your program should start running autonomously with a tap of the Touch LED
- Then turn 360 degrees using the Gyro and Smart Motors or just the Smart Motors
Bumper Switch Distance Sensor Gyro Sensor - Have the robot arm lift up, open its claw, and drop the object
Allows for the sense of touch Uses ultrasonic sound waves Measures turn rate and - Have the Robot Brain display, “I AM DONE” and the Touch LED glow Red at conclusion of the program
in the VEX IQ platform. Detect to measure distance. Measures calculates direction. 2. Program the robot for the following HYBRID functions (Robot is controlled with Controller):
a wall, obstacle, or limit distance from 1 inch to 10 Frequently used in
- Program the robot arm joint to stop turning in the downward direction when the arm presses the Bumper
mechanism movement. feet. Commonly used to avoid autonomous robot navigation Switch in. Each time the arm is lifted and dropped, the Bumper Switch should protect a robot driver from
obstacles. and turning. dropping the arm too far.
- Program the color sensor to recognize an object’s color when holding it and print that color name on the
robot LCD screen when the object is being held. The object should be red, blue, or green and easy to
manipulate (ball, cube, or plastic cup for example)
- Program the Distance Sensor to stop the robot 100 mm away from a wall or obstacle, preventing a driver
from hitting that obstacle.
*Test these functions out one at a time or all together using your controller
3. Teacher Created Challenge
Touch LED Color Sensor Smart Motor
Smart Sensor with red, green, Detects the color of objects. Commands and measures Possible Armbot IQ Challenges:
blue LEDs. Constant on, off, or Measures independent red, speed, direction, time, 1. Program the robot AUTONOMOUSLY as follows (no Controller):
blink at any desired rate. Touch green, and blue in 256 revolutions and/or degrees of - Item delivery. Program the robot to pick up items (balls, cubes, etc) from a specific location and deliver
sensor with finger levels each. turn using its Encoder. them to a second specific location, one at a time.
for interaction. *Note objects may be placed/and removed one at a time by a teacher or classmate

K.4 2. Program the robot AUTONOMOUSLY as follows (no Controller):

- Color sorter. Program the robot to pick up items (balls, cubes, etc) that are 2 or 3 different colors (use

?
Smarter Machines Unit Robots red, blue, and/or green items), one at a time, from a specific location and deliver them to color specific
destinations (one destination for red, another for blue, a third for green).
Your teacher might instruct you to build or use one or more of these robots to solve a Smarter
Machines challenge. Follow your teacher’s instructions for details!
*Note objects may be placed/and removed one at a time by a teacher or classmate

3. Teacher Created Challenge

Possible Challenges Using a Custom Created VEX IQ Robot:
1. Create & Program a VEX IQ robot that successfully navigates a maze autonomously using sensors
2. Create & Program a VEX IQ robot that successfully delivers an object to an exact location autonomously
Clawbot IQ with Sensors using sensors
Separate Assembly Armbot IQ Your Own Creation 3. Teacher Created Challenge
Instructions Separate Assembly Instructions See Your Teacher For Details
K.6 K.6 cont.
Robot Challenge Evaluation Rubric Robot Challenge Evaluation Rubric
Evaluation Criteria Expert = 4 Proficient = 3 Emerging = 2 Novice = 1 Assessment Comments Evaluation Criteria Expert = 4 Proficient = 3 Emerging = 2 Novice = 1 Assessment Comments
Design & Process Criteria Unifying Themes (This area emphasizes the Interaction of Science, Technology, & Human Endeavor)
Creating Viable Multiple, well Multiple Multiple, A solution Communication Sophisticat- Purposeful, Purposeful, Communi-
Solutions to the developed solutions are undeveloped that may or (written, ed and highly consistent, fairly consis- cation very
stated Challenge solutions evident & one solutions are may not be electronic and/or efficient effective tent commu- inconsistent
exist meeting is developed evident developed is oral as defined by communi- communica- nication and lacks
all critical meeting evident the teacher) cation for all tion purpose
criteria majority of audiences
criteria
Simple and/or All simple and/ Functioning Multiple One Teamwork Integrated Teammates Teammates Participants
Complex Systems or complex simple and/ simple functioning teamwork fully define partially function
systems are or complex systems simple that roles, goals, define roles, separately
identified systems exist that system maximizes & work goals, & work within a
& function exist may function exists (e.g.
outcomes is together together group
efficiently drivetrain
evident
only)
Design Process Formal design Formal Formal Some
Creativity Robot is Robot is Robot Unique
(documented process design design evidence
unique, unique clearly and/or
in Idea Book utilized, process process that formal
or Engineering documented utilized utilized design imaginative, and/or shows a imaginative
Notebook) & enhances and fully consistently process was and imaginative unique element(s)
efficiency documented utilized functional in multiple and/or unclear
ways imaginative
Utilization of Resources Resources Evidence A few
element
Resources used within utilized to that some resources
(materials and constraints, maximize resources (e.g. tools Rubric Adapted from Rubric and Evaluation Criteria for Standards-Based Robotics Competitions & Related Learning
parts, information efficiency efficiency utilized & materials) Experiences – TSA, 2005
and instructions, maximized meeting utilized
people, and time) intended randomly
purpose
Technical Criteria
Programming Efficiency Consistency Functional, Program-
(Autonomous evident in evident in but ming
and/ or all program- one or more inconsistent incomplete
teleoperated) ming parts of pro- program- or rarely
gramming ming functional
Control Systems Completely Consistently Functional, Non-
functional functional but functional or
and control inconsistent incomplete
consistent systems control control
control systems systems
systems
Electrical Battery Battery Functional, Non-
Systems charged. charged. but functional or
Wire routing Wire routing inconsistent incomplete
safe, safe & (battery (battery
efficient, consistently or wiring and wiring
& completely functional. issues) issues)
functional.
Mechanical Completely Consistently Functional, Non-
Systems functional functional but functional or
and mechanical inconsistent incomplete/
consistent systems mechanical unsafe
mechanical systems mechanical
systems systems
K.7
Smarter Machines Idea Book Page: L
Program Planning & Troubleshooting
Student Name(s):
Highrise Programming Challenge
Teacher/Class: Date: Page #: 1.Think
Instructions:
Use as many copies of this Idea Book Page as you need to help plan, 2. Do
execute, and troubleshoot a custom program written for your VEX IQ 3.Test
robot with your programming software.

Describe what you want your program to be able to do here:

Describe the device/robot you will be programming: List the sensors that will be used in your program:

“THINK” “DO” “TEST”

Write step-by-step program Write your program using Does this step of your program
instructions here. programming software and function as expected? What
make notes here as you work. needs improvement (NI)?
Yes No
NI:

Yes No
NI:

Yes No
NI:
Yes No
NI:
Yes No
NI:
Yes No
NI:
Yes No
NI:
Yes No
NI:

Remember: Problems ARE NOT failures, they are an expected part of the design process!
 L.2
Challenge Overview
Whether you’re going to attend an official VEX IQ Challenge Event, host your own event, or just play
the game in your classroom, it’s time to design and build a robot for a full autonomous robotics
game! Use your knowledge of the VEX IQ platform and all you’ve learned in previous lessons to
create a VEX IQ robot for the Programming Skills Challenge portion of the VEX IQ Challenge
Game, Highrise!

L.3
L.1 The Game Rules:
Highrise Programming Challenge All of the rules for playing the game and other important information can be found at the VEX IQ
Challenge Highrise page: www.vexiq.com/Highrise
Unit Overview: Important Notes
Feel the excitement of robotics competition as you apply you skills and knowledge from previous - Your teacher will need to obtain the Highrise Field & Game Elements and VEX IQ Challenge Field for this unit
units to build a challenge-ready autonomous robot capable of completing Programming Skills OR obtain just the Highrise Field & Game Elements and create a similar field from easy to obtain items.
matches in the VEX IQ Challenge game. - Alternatively, your teacher could get creative and challenge you to design and build for a brand new game
that they design.

Unit Content: - If you’ve already built a robot for the teleoperated portions of the Highrise Challenge, you only need to add
sensors and then program your robot to complete the challenge autonomously!
- Challenge Overview
- Challenge Rules (http://www.vexiq.com/Highrise) Idea Book Page: The Engineering Notebook
Note: Your teacher may also decide to use a different VEX IQ Challenge Game for this unit or a game of their own You are provided with an Idea Book Page in this unit that can be used to develop a full Engineering
creation. See your teacher for details. Notebook. Use as many of these pages as you need to document your robot ideas, builds, fixes,
changes, and improvements for the game challenge. Alternatively, teachers and students are
encouraged, when comfortable, to use the Robotics Engineering Notebook (provided to registered
Unit Activities: VEX IQ Challenge teams and also sold separately) for this purpose instead.
- Challenge Robot Build (or use of robot from Unit H) and Programming using Robot Challenge
Evaluation Rubric Robot Challenge Evaluation Rubric:
- Completion of Idea Book Pages (or Engineering Notebook) with robot build, programming This rubric can be used to assess your challenge robot in up to eleven technical and non-technical
and testing categories. No matter how your teacher chooses to use the rubric, it will be obvious that your
PROCESS and your PRODUCT (robot) are equally important.
Note: Separate copies and/or printouts of activities may be used for student work. Please see your teacher
BEFORE writing in this guide. Visit www.vexiq.com/curriculum to download and print PDFs of all exercises!
L.4 L.5
Robot Challenge Evaluation Rubric Idea Book Page: The Engineering Notebook
Evaluation Criteria Expert = 4 Proficient = 3 Emerging = 2 Novice = 1 Assessment Comments
Student Name(s):
Design & Process Criteria 1.Think
Creating Viable Multiple, well Multiple Multiple, A solution that
Teacher/Class: Date: Page #:
Solutions to the developed solutions are undeveloped may or may not Use as many of these pages as you need to document your robot
stated Challenge solutions exist evident & one solutions are be developed
meeting all is developed evident is evident ideas, build, fixes, changes, and improvements for the game challenge. 2. Do
critical criteria meeting majority Remember the “Think-Do-Test Loop” you learned in the My First 3.Test
of criteria
Simple and/or All simple and/ or Functioning Multiple simple One
Robot Unit. Number each page and use the space as you see fit for
Complex Systems complex systems simple and/ systems exist functioning ideas, notes, observations, drawings with labels, calculations, and
are identified
& function
or complex
systems exist
that may
function
simple system
exists (e.g.
more. Alternatively, teachers and students are encouraged, when
efficiently drivetrain only) comfortable, to use the Robotics Engineering Notebook (P/N 276-3023, provided to registered
Design Process Formal design Formal design Formal design Some VEX IQ Challenge teams and also sold separately) for this purpose instead.
(documented in Idea process utilized, process utilized process evidence that
Book or Engineering documented and fully utilized formal design
Notebook) & enhances documented consistently process was
efficiency utilized
Utilization of Resources Resources Evidence A few
Resources (materials used within utilized to that some resources (e.g.
and parts, information constraints, maximize resources tools
and instructions, efficiency efficiency utilized & materials)
people, and time) maximized, meeting utilized
environmental intended randomly
harm minimized purpose
Technical Criteria
Programming Efficiency Consistency Functional, but Programming
(Autonomous and/ or evident in all evident in inconsistent incomplete
teleoperated) programming one or more programming or rarely
parts of functional
programming
Control Systems Completely Consistently Functional, but Non-functional
functional and functional inconsistent or incomplete
consistent con- control control control
trol systems systems systems systems
Electrical Systems Battery Battery Functional, but Non-functional
charged. Wire charged. Wire inconsistent or incomplete
routing safe, routing safe (battery or (battery and
efficient, & consistently wiring issues) wiring issues)
& completely functional
functional
Mechanical Systems Completely Consistently Functional, but Non-functional
functional and functional inconsistent or incom-
consistent mechanical mechanical plete/ unsafe
mechanical systems systems mechanical
systems systems

Unifying Themes (This area emphasizes the Interaction of Science, Technology, & Human Endeavor)
Communication Sophisticated Purposeful, Purposeful, Communica-
(written, electronic and highly consistent, fairly tion very
and/or oral as defined efficient effective consistent inconsistent
by the teacher) communication communication communica- and lacks
for all audiences tion purpose
Teamwork Integrated team- Teammates Teammates Participants
work that maxi- fully define partially define function
mizes outcomes roles, goals, & roles, goals, & separately
is evident work together work together within a group
Creativity Robot is unique, Robot is Robot clearly Unique and/
imaginative, unique and/or shows a unique or imaginative
and functional imaginative in and/ or imagi- element(s)
multiple ways native element unclear
Rubric Adapted from Rubric and Evaluation Criteria for Standards-Based Robotics Competitions & Related Learning
Experiences – TSA, 2005 Remember: Problems ARE NOT failures, they are an expected part of the design process!
Robotics Education Guide
Ages 8+

228-3319
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