In the initial Tug of War unit the students learn most of the basics about their robots. Gearing (torque and speed), friction, forces, wheel types, center of mass, basic engineering and build techniques, and basic to intermediate programming. This is the longest unit, with a series of different challenges centered around each of the topics mentioned above. The culminating activity is a tug of war game between robots. This is a double elimination tournament with the seeding determined by the amount of challenge points earned from each of the smaller challenges. This unit will become the basis of the 7th grade robotics partial. This will provide the knowledge basis for students enrolling in the advanced robotics elective in 8th grade. 

7th and 8th grade students in the advanced robotics class created and experimented with a sensor bed to learn about the different types of sensors that can be used with our Vex robots. Students explored distance sensors, color sensors, bumper sensors, LED touch sensors, and more. They were then challenged to design and code a prototype of an autonomous robotic device to help solve a problem or meet a need. Students kept engineering notebooks to help with the iterative design process. Notebooks contained their secondary research, testing data (primary research), idea, sketch and pictures - this was used to document the process and help them to keep track their progress. They then had to present and demonstrate their device designs as though they were proposing their projects for funding from investors.  They were to also discuss notably their progress through the prototyping process, but also how the final iteration of the robot would be scaled up, other sensors we did not have access to that would be added, and describe why their design might be better than a current market product. 

This device uses the distance sensor to determine when it reaches an object it needs to move, then the code tells it to pick up and move the device to a specific location. They envisioned this to a used in a junkyard or a warehouse.

This device uses a color sensor to locate land mines or other aberrations close to the earth’s surface. This group proposed that instead of a color sensor they would replace it with a heat sensor to locate active mines.

The video of this device is at first deceiving as it uses a color sensor to detect yellow posts on the sides of its path. However, students imagined the color sensor as a sonar device with the yellow posts representing cracks or anomalies in cave walls. This device showed an example of how sonar could be used to sense cracks in cave walls and give early warnings for possible cave ins. 

Students voted to play robot soccer and designed and coded robots, a field with automation, and specialized rules for this sport. While the robots are remote controlled, they require coding to meet the rules of the game.

Teams consist of 2 robots - it is a free design challenge with a few restrictions. Each robot must have a functional claw,  may not exceed 12x12x12 inches in size, and must have a bumper sensor somewhere on the chassis. When this sensor is bumped by another player it should be programmed to open the claw, turn the touch LED red, stop the motors and disable the controller for 3 seconds.

Students also designed the size, shape, and layout of the playing field. They created automated goals and an automated ball drop robot to make the throw ins/game starts as fair as possible.

Students compete using a double elimination bracket system where seeds are drawn by a random number pull.