The robot is the most visible part, but only the best of the 3 
performance scores is counted. I think that this is really good, having 
only one chance to run the missions is hard on the kids, because things 
happen. This reduces the stress and allows the kids a chance to improve.

By scoring, the robot is 50 %: 25% performance and 25% interview.

Given that, I still wish that they didn't do the project at all. The 
kids sign up for Lego Robotics because they like to build with Legos. 
Some really enjoy the project, but for the most part, they feel a bit 
betrayed. They come to do the robot and end up doing a project very much 
like what they do in school all the time. It is like doing homework. 
Building and programming the robot is a new experience very unlike what 
they do in school.

Donna Cornwell

George W. Dodd, SRA wrote:
>
> It seems to me that there is a disconnect between what FLL states and 
> what happens at the tournament. In reading the challenge this year the 
> team was suppose to identify a local change in climate and find 
> possible solutions. The materials provided from FLL suggest that the 
> team’s project would represent the largest part of their score and 
> that the robot and its performance were of secondary importance.
>
> The tournament however is clearly focused on the robot. The team 
> scores appeared to based mostly on robot design, programming, and 
> table performance. The team’s project seemed not to really count for 
> much. Of the times the team met with the judges; one was for the robot 
> programming and design, three were the robot challenge at the table, 
> one for a team building exercise, and one two minute segment was for 
> the presentation of their project.
>
> Maybe there should be two types of tournaments where one is based on 
> the project and the other on the robot.
>
> George Dodd
>
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