Something FRC GDC could learn from VRC GDC

[mrnoble]

Originally Posted by scca229

I think the biggest problem is that way too many teams have engineers and mentors doing most of the actual build to the point where during inspections, the kids kepp turning to the adults present because the kids didn't have a clue as to what the functions were of the various systems when asked by the inspector (me for one event this year). I personally think only students should be allowed in the inspection area just like the question box, but that is for another post.

That is a mighty big assumption. Many of my students specialize. Some adults (judges, if I recall) came by our pit in Denver and started asking students about the design. As it happened, the students manning the pit at that moment were our head cheerleader and two who designed our website. They had no idea what to say about the robot. Our mech students don't program, and our CAD students don't usually build. Et cetera. I'm willing to bet that this is pretty common among teams with more than 10 kids on them.

[scca229]

Originally Posted by mrnoble

That is a mighty big assumption. Many of my students specialize. Some adults (judges, if I recall) came by our pit in Denver and started asking students about the design. As it happened, the students manning the pit at that moment were our head cheerleader and two who designed our website. They had no idea what to say about the robot. Our mech students don't program, and our CAD students don't usually build. Et cetera. I'm willing to bet that this is pretty common among teams with more than 10 kids on them.

I cannot speak for when the judges come around as we all know that is random and always seems to happen at the worst possible times. I can only speak for myself regarding my event as an inspector. Wouldn't you expect the student team members that accompany the robot to inspection to be ones that would be able to explain when asked about something on the robot? Based on your reply, maybe I'm expecting too much organization from most teams although it sounds like organization is a baseline for yours.

[beckyc4841]

Originally Posted by mrnoble

That is a mighty big assumption. Many of my students specialize. Some adults (judges, if I recall) came by our pit in Denver and started asking students about the design. As it happened, the students manning the pit at that moment were our head cheerleader and two who designed our website. They had no idea what to say about the robot. Our mech students don't program, and our CAD students don't usually build. Et cetera. I'm willing to bet that this is pretty common among teams with more than 10 kids on them.

I think the best way to avoid this is keeping the students that have not worked on the robot and may not know as much in the stands doing other thing ex: scouting or cheering. I know for us we only had kids in the pit and with the robot that worked on and knew more about the robot. We have a team of close to 15 and only about 5 or 6 were in the pit.

[bduddy]

Originally Posted by mrnoble

That is a mighty big assumption. Many of my students specialize. Some adults (judges, if I recall) came by our pit in Denver and started asking students about the design. As it happened, the students manning the pit at that moment were our head cheerleader and two who designed our website. They had no idea what to say about the robot. Our mech students don't program, and our CAD students don't usually build. Et cetera. I'm willing to bet that this is pretty common among teams with more than 10 kids on them.

I'd like to think that, regardless of whether your team members are pit crew, web team, or "cheerleaders" (really?), they should have at least a general knowledge of the robot. Obviously no one can know everyone about the robot, but I'm sure the judges wouldn't expect your web team to, say, describe exactly how you wired your electronics board.

[mrnoble]

We really do have a head cheerleader, as well as a number of other students whose exposure to to the actual robot and it's functions is limited, and who choose to do only financial, decorative, costuming, videography, etc. Anything can be used as a "hook" to give students buy-in and access to a great program like FRC, and it's fun to watch them experience the competition from angles (such as the pit) where they might have limited prior knowledge. Hopefully next year, they will come back with interest in the deeper parts of robotics.

It may be fair to expect that the students accompanying the robot to inspection be able to answer technical questions. And it is fair to say that some teams have mentor-built robots (which,as we all know, is allowed and is a source of perpetual contention in FRC). I just don't think that mentor-built is the norm or the majority, and I also think that my anecdotal experience of having less knowledgable students floating around our inspections (which were 80% done in our pit this year) tells me that "mentor built" is not the only reason why a student can't answer questions about the robot.

[cbale2000]

Honestly, when it comes to inspections, I don't think it should matter who is talking to the inspector. The goal of inspections should be to get the robot checked for rule compliance as quickly and as accurately as possible. Leave student-only quiz time for the judges.

[/2 cents]