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Re: Teacher Designs
I have to echo what theFro said, I seem to fill the same role on my team. What I try very hard to do is to justify, in a tangible way, all of the design decisions I do make and ensure that there is a consensus supporting the decision. Sometimes there is not a consensus, and I change the design. However, I keep all of the goals in mind that the students decided were important (mini bot deployment, scoring on the top row, etc).
When students are saying things like: "we should use shape memory alloys to shift our two-speed transmission instead of pneumatics or servos" I am reassured that my design oversight is a good thing.
Having said that, if your mentors are just handing you prints and saying "this is the design, live with it" that's not what FRC is about and you need to demand a voice in the robot's design.
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Theory is a nice place, I'd like to go there one day, I hear everything works there.
Maturity is knowing you were an idiot, common sense is trying to not be an idiot, wisdom is knowing that you will still be an idiot.
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