[efoote868]

Student: The numbers all go to eleven. Look, right across the board, eleven, eleven, eleven and...
Mentor: Oh, I see. And most robots go up to ten?
Student: Exactly.
Mentor: Does that mean it's better? Is it any better?
Student: Well, it's one better, isn't it? It's not ten. You see, most teams, you know, will be competing at ten. You're on ten here, all the way up, all the way up, all the way up, you're on ten on your robot. Where can you go from there? Where?
Mentor: I don't know.
Student: Nowhere. Exactly. What we do is, if we need that extra push over the cliff, you know what we do?
Mentor: Put it up to eleven.
Student: Eleven. Exactly. One better.
Mentor: Why don't you just make ten better and make ten be the top number and make that a little better?
Student: [pause] These go to eleven.