1. April 27, 2006 Using Vex to Supercharge your FRC team

2. Speakers  Dan Larochelle Engineering Manager - intelitek FRC team #40 and FVC team #9 14 years FRC experience  Donn Griffith Engineering Outreach Director - USC FRC team #343 9 Years FRC experience

3. Overview  Introductions  What is Vex?  Who is intelitek  FVC program  Software Overview  Curriculum available for Vex  Mini FRC video  Questions

4. Who is intelitek?  Intelitek is a world-leading developer, producer and supplier of industrial CNC machines and technology training solutions.  Our educational solutions are the ideal choice for Pre- Engineering programs, Automation Programs and Middle School and High School Technology Programs.  Our educational and industrial product line covers subjects such as CAD, CAM, CNC, robotics, machine vision, FMS, CIM, hydraulics, pneumatics, PLC, sensors, process control and data acquisition. We also offer e-learning solutions designed to prepare students for careers in technologically advanced business environments.  For over 20 years we have provided comprehensive solutions for training in engineering, mechatronics, automated manufacturing and industrial technologies.

5.  More than 10,500 CNC and 12,500 robots installed worldwide  PLTW  Skills USA  More than 1,100 CNC machines to industrial accounts  World leader in industrial Benchtop VMC’s  250 CIM installations worldwide  More than 500 Labs worldwide  Over $250 Million installed in North America Who is intelitek? (continued)

6. What is Vex?  Vex is a robotics design system that allows students to bring their ideas to life.  The Vex Starter kit has over 500 parts including a configurable chassis, programmable microcontroller, gears, wheels, hardware and much more.  In simple terms - it is like an erector set with a brain.

7. Why did intelitek choose Vex?  Intelitek was developing a world class robotics curriculum (REC) and needed a platform to base the content on.  After a year long search and lots of testing of various robotic platforms, Vex proved to be the most compete solution at a price point appealing to the educational market.

8. FIRST Vex Challenge (FVC)

9. Educating the FRC team members  Robotic Engineering Curriculum (REC)  Assumes no prior knowledge of robotics  Robotic concepts are introduced and reinforced with activities and projects.  Material is web based and interactive making it appealing to students.  Content is presented in an effective blend of text and visual materials.  easyC integrated in to curriculum

10. The REC LearnMate Learning Loop

11. What is easyC?

12. The Big Test Goals  Enhance current brainstorming techniques with the Vex platform.  Rapid prototype 6 mini robots for to prove out the validity of our ideas from our initial brainstorming session.  3 shooters and 3 ball dumpers  Limit the build to 2-3 days.  Compete the various designs against each other and see what happens.  Test the robustness of the Vex platform and identify possible limitations.

13. Mini FRC Video  This video can be downloaded from the intelitek website at www.intelitekdownloads.com/MiniFRC

14. What did we learn about the game?  Winning autonomous was a big advantage, it put the losing team in catch up mode.  Good shooting robots are hard to beat.  Shooters missed a lot more than they got in.  Ramp points weighed heavy in low scoring matches.  The field was littered with balls after the first few periods, picking up balls from the floor was key.  A good defensive robot can nullify a good offensive robot, especially while a shooter is shooting!  Mobility was important, the field was crowded and there were lots of places the robot could be pinned

15. How did it affect our FRC robot?  Focused our design on being effective in autonomous  A rapid fire shooter  Mobility traded off for strength – Mechanum wheels  Use the camera to aim shooter to avoid wasting balls  Dual conveyors to harvest balls from both sides  Educated decisions were made early in the design process. Reduced guessing!

16. How did it affect our team?  First project in 14 years that involved every single member of an FRC team.  Leveled the playing field enabling younger students to learn and share their ideas with their more experienced teammates.  Higher level of thinking about the game. Game strategies could be played out in real time.  Students were challenged to show their ideas  It made believers out of the skeptics that felt that MiniFRC project was a waste of time.  Team bonded together and had a lot of fun.

17. What did the students learn?  Working in smaller groups allowed more ideas to be developed and tested.  Students not intimidated by the hardware, permitting greater experimentation and innovation.  Student experimented with autonomous programs using easyC  The competitive element of the competition drove them to keep making their robots better.  The engineering design process was dramatically reinforced through competition, especially the concept of design iterations  Shooting balls is FUN!

18. What did the mentors learn?  Mentors became facilitators, empowering the students.  The students had to understand the Aim High Rules. This led to a better informed team.  Leveled the playing field between the boys and the girls.  Robustness of the Vex platform allowed for a direct correlation of concepts and ideas to our FRC robot.  Team spent time testing ideas and strategies in week 1 and 2 rather than week 6 when it is typically too late!  Increased comfort level with trying out new ideas.  Training prior to kickoff with Vex, easyC and REC made the project run smoothly.

19. Was it worth it? Absolutely!  Increased comfort level with final design  Team 40’s most advanced design to date  Great team building exercise.  Increased student knowledge and awareness  Surprise! – BAE regional confirmed most of our Mini FRC findings

20. Would we do it again? Yes! …..but  Get familiar with all the accessories and options for the Vex platform  Build and test various drive trains before kickoff  Set firm dates for mini completion – know when to end the mini robots and start the big one.  Integrate more sensors and programming into the mini designs

21. Questions?