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This article is an introduction to the V5 Pneumatics Kit, breaking down each component and explaining how it works. It is a valuable resource for anyone using the kit to kickstart their pneumatic projects. This guide offers the necessary information to get your system operating smoothly. For guidance on coding your V5 Pneumatics Kit, view this article from the VEX Library.

Important Note: The effectiveness of the V5 Pneumatics System largely relies on the O-Rings and fitting connections. O-Rings are small, black, rubber-like rings found on each M5 thread of the fittings, Schrader valves, etc., and they help to create a tight seal to prevent air leaks. These are further optimized by the flow of pressurized air. When assembling, there's no need for tools - hand-tightening components ensures a secure connection. Over-tightening using tools can lead to damage, so always handle components with care to ensure longevity and proper function.

Kit Exploration

The V5 Pneumatics Kit can be broken down into 7 different functional categories. These categories include the following and are listed in order of importance from the initial pressurization of air and ending with the actuation of mechanical parts:

1. Reservoir: this includes components related to the influx and storage of compressed air in the system.

2. Pressure Monitor: this includes devices used to regulate and monitor the air pressure in the system.

3. Fittings: this category is for various types of connectors and plugs used to join tubes together or to connect them to different parts of the system.

4. Tubing: this category is for components related to the flexible tubes that carry the air in a pneumatic system.

5. Manual Control: this category contains devices that allow for manual control of the airflow in the system.

6. Electronic Control: this category is for components that provide electronic control over the system.

7. Cylinders: this is where the mechanical work happens in a pneumatic system. Cylinders use the energy of the compressed air to create motion.

The Air Tank is a cylindrical vessel for storing pressurized air.

It has two ports which can accept different fittings. One port would contain the Valve Stem which serves as the inlet. The other port will be used as an outlet and can accept one of the other fittings listed below.

The Air Tank can be attached to your robot or project using zip ties.

Remember, just like you'd need to recharge a battery when it's running low, you need to refill the Air Tank when it's low on air. And, just like turning off a machine when you're done using it, you should also let the air out of the tank after you're done.

The Air Pressure Regulator in your system is like a control knob for the air pressure. Adjusting the air pressure allows the Cylinders to operate at a constant force as the pressure in the Air Tank decreases.

For example, if the Air Tank is initially pressurized to 100psi, the pressure in the tank reduces with each actuation of a Cylinder. Without a pressure regulator, the force of the Cylinder will not be consistent - it will reduce as the pressure in the Air Tank reduces.

If you set the regulator to 50psi for example, the force of the cylinder will be consistent for all actuations until the Air Tank pressure drops below 50psi.

So by regulating the pressure, the Cylinders will operate with less force, but with more consistency. You will also get more actuations from the Cylinders before the air runs out.

You can connect parts called fittings to the regulator's inlet (where the air comes in denoted by an embossed triangle) and outlet (where the air goes out). Then, you can change the pressure of the air that's leaving by turning the black dial. This makes sure that the pressure doesn't go above a certain limit.

The Air Pressure Gauge in your system is like a meter that tells you how much pressure is in the Air Tank, or system depending where it is mounted. It's usually put before the Regulator and helps you see the total pressure. The Gauge has an M5 thread, so you can connect it to the Straight Female Fitting or straight into any M5 hole, like one on the Air Tank.

The Elbow Fitting is similar to the Straight Male Fitting, but the Tubing exits at a 90-degree angle.

The M5 thread can be screwed into the device that you need to connect the Tubing to. The Tubing is then a push-fit into the red end of the fitting.

To release the Tubing from the fitting, press the red release button and remove the Tubing.

The Elbow Fitting also has a mounting hole which can be used for securing it to your robot.

The Tee Fitting, which is named for its "T" shape, lets you connect 3 pieces of Tubing together in your pneumatic system.

For example, you might use it to connect the Air Tank, Air Pressure Gauge and use the third outlet to supply air to the rest of the system.

The Tubing is a push-fit into the red end of the fitting.

To release the Tubing from the fitting, press the red release button and remove the Tubing.

The Tee Fitting has two mounting holes which can be used for securing it to your robot.

The Tubing Cutter, an important part of your pneumatic toolkit, is used to cut your Tubing to just the right lengths. Its triangular blade makes clean, straight cuts, which helps prevent air from leaking out. To use it, you put your Tubing in the cutter and squeeze it to make a neat cut. Don't forget to be careful with the cutter because the blade is sharp. This tool helps make your system work as well as possible.

The Double Acting Solenoid is controlled by your V5 Brain. You can code your robot to direct air to one of the two outlets on the Solenoid, which are typically used to either extend or retract a Pneumatic Cylinder.

You can connect either the Straight Male Fitting or Elbow Fitting to the ports on the Solenoid which then allow you to connect Tubing to carry air to the rest of the system.

There are two ports marked P, one on each side of the Solenoid. This is where the pressurized air supply is connected. You can use the other P port to connect the pressurized air to other parts of your system.

The pressurized air can be directed to either port A or port B and is controlled by your code.

There are two exhaust ports labeled R where the waste air exits when the Air Cylinder is moving. These ports are a through hole, meaning both are joined together.

For more information on the uses and applications of the Double Acting Solenoid, view this article from the VEX Library.

For examples of a basic V5 Pneumatic System operation, view this article from the VEX Library.

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Welcome to the VEX Library, a library of information about all things VEX.

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Laura Williams:

laura.williams@aps.edu

Anthony Lupinetti:

anthony.lupinetti@aps.edu

anthony@opensourcekids.org

Kate Cantu:

katecantu78@gmail.com

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VEX V5 Robotics Competition: High Stakes | 2024-2025 Game

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This certification course is designed to teach VEX Robotics Competition (VRC) team members the nuances of the VRC game rules and how VRC tournaments are run. Students are expected to understand the rules of the game, and to advocate for themselves if they feel the rules are being misapplied or misunderstood by the Head Referee or other event personnel.

Unit 1: VRC Over Under Terms and Field Setup

Introduction

Throughout this course, you will find links to external resources that include important information for drive team members. Please take time to read the identified sections of each resource before moving on to the unit exam.

This unit introduces the 2023-24 VRC game, called Over Under, and provides general and game-specific definitions for competitions that run using the Over Under rules.

Learning Outcomes

After completing this unit, a student should be able to:

Demonstrate an understanding of the Over Under game field and object layout

Define general terms for VRC games

Recognize the differences between match types and their autonomous and driver-controlled periods

Classify rule violations as major or minor violations

Determine whether a violation is match affecting or not

Define key terms for VRC Over Under

VRC Over Under Terms and Field Layout

VEX Robotics Competition Over Under is played on a 12'x12' square field, set up as illustrated below.

In Head-to-Head Matches, two (2) Alliances-one (1) "red" and one (1) "blue," composed of two (2) Teams each-compete in Matches consisting of a fifteen-second (0:15) Autonomous Period followed by a one minute and forty-five-second (1:45) Driver Controlled Period.

The object of the game is to attain a higher score than the opposing Alliance by Scoring Triballs in Goals and by Elevating at the end of the Match. Alliances can also earn Autonomous Win Points for completing a specific set of tasks during the Autonomous Period, and an Autonomous Bonus for scoring the most points during the Autonomous Period.

Teams may also compete in Robot Skills Matches, where one (1) Robot tries to score as many points as possible.

Read the first four segments of Section 2-"The Game," "Field Overview," "General Definitions," & "Game-Specific Definitions"-of the VRC Over Under game manual now, and stop when you get to the segment titled "Scoring."

Learn about the field and game objects in VRC Over Under and their locations on the field

Read the general definitions that apply to most VRC games regardless of the season, including the variety of Match types

Review how a Head Referee determines when a Violation is Match Affecting and what the penalties for rule Violations should be

Learn the terms specific to VRC Over Under

Once you're done, return here to check your understanding of what you've learned.

Unit 2: VRC Over Under Scoring

Introduction

This unit describes how and when teams and alliances can earn points in VRC Over Under.

Learning Outcomes

After completing this unit, a student should be able to:

Evaluate whether a Triball is scored in a Goal or Offensive Zone

Identify the Elevation Tier achieved by each Robot

Determine whether a team or alliance has earned an autonomous win point and/or autonomous bonus

Calculate points earned by a team or alliance during a match

VRC Over Under Scoring

Alliances and Teams earn points in VRC Over Under by Scoring Triballs in Goals and Offensive Zones, Elevating, and winning the Autonomous Bonus. Each of these ways to score has specific criteria that must be met for points to be awarded.

Read the next segment of Section 2-"Scoring"-of the VRC Over Under game manual now, and stop when you reach the segment titled "Safety Rules."

Learn the point value assigned to each scoring method in Over Under

Review the criteria for points to be earned for each of the scoring methods in Over Under

Read about how an Alliance earns the Autonomous Bonus or an Autonomous Win Point in a Match

Once you're done, return here to check your understanding of what you've learned.

Unit 3: VRC Safety and General Rules

Introduction

This unit introduces the safety rules for VRC events, and reviews the general rules that apply to most or all VRC games.

Learning Outcomes

After completing this unit, a student should be able to:

Identify situations in which a robot should be disabled

Differentiate between student-centered and non-student-centered behaviors

List the requirements for teams before and during matches

Recognize general interactions that are permitted and disallowed during the autonomous and driver-controlled periods

Compare and contrast expected robot interactions with destructive robot interactions

Determine which robot gets the "benefit of the doubt" in a complex robot interaction

Understand the correct penalties when a team forces an opponent into a possible violation

Describe how a VRC Referee recognizes Holding during a match, and when Holding becomes a rule violation

VRC Safety and General Rules

The VRC rules for safety and general gameplay are rarely modified, and provide consistency and continuity for teams across competition seasons. These rules establish a baseline for expectations of team behavior and robot operations at an event.

Read the next two segments of Section 2-"Safety Rules" and "General Game Rules"-of the VRC Over Under game manual now, and stop when you get to the segment titled "Specific Game Rules."

Review the safety rules that apply to teams and robots, and learn that robots may be disabled if their operations are deemed unsafe by the Head Referee (rules <S1> through <S4>)

Recognize that everything teams do in VRC is expected to be Student-centered, and that all behavior should be respectful and professional (rules <G1>, <G2>, and <G4>)

Read about the requirements for robots and teams before and during matches (rules <G5> through <G8>, and <G10>) including what's allowed in an Alliance Station

Learn about the actions and interactions that are allowed during specific game periods (rules <G9>, <G11>, and <G12>)

Recognize that some defensive strategies-such as Holding-are allowed in limited forms in VRC gameplay, but destructive strategies-such as intentional tipping or entanglement-are always prohibited (rules <G13> through <G17>)

Once you're done, return here to check your understanding of what you've learned.

Unit 4: VRC Over Under Specific Game Rules

Introduction

This unit introduces the specific rules that govern gameplay in VRC Over Under matches.

Learning Outcomes

After completing this unit, a student should be able to:

List the requirements for a robot at the beginning of a Over Under match

Summarize the rules for expansion in Over Under

Describe what happens to a Triball that leaves the field during match play

Recall what happens to preloads if a robot is not present for a match

Explain the penalties associated with causing an opponent to become entangled with a net

Describe correct use of Over Under match load Triballs

Determine whether a robot has committed a major or minor violation of the possession limit based on its actions

Explain when a Robot can and cannot break the plane of their opponent's Goal

Identify field and game objects that cannot be contacted by robots during the autonomous period

List the actions that are prohibited during the final 30 seconds of the Match

VRC Over Under Specific Game Rules

The specific game rules for VRC Over Under provide requirements and limitations on how a Robot can interact with Field Elements and game objects. Because each season's game is different, rules in this section of the Game Manual change significantly from season to season.

Read the final segment of Section 2-"Specific Game Rules"-of the VRC Over Under game manual now, and stop when you get to Section 3: The Robot.

Review the list of requirements for Robot starting positions (rule <SG1>)

Discover the limits on horizontal and vertical expansion during a Match (rule <SG2>)

Learn what happens when a Triball leaves the field, and when a penalty might be appropriate (rule <SG3>)

Read the options for use of Preloads (rule <SG4>)

Learn the required response to a Robot that becomes Entangled in a net (rule <SG5>)

Recognize the right and wrong ways to introduce Match Loads (rule <SG6>)

Learn how Teams can avoid Major Violations of the Possession limit (rule <SG7>)

Discover when a Robot is permitted to break the plane of their opponent's Goal (rule <SG8>)

Find out which Field Elements and game objects are off-limits during the Autonomous Period (rule <SG9> & <SG10)

Review the actions that are prohibited during the final 30 seconds of a non-Skills Match (rule <SG11>)

Once you're done, return here to check your understanding of what you've learned.

Unit 5: VRC Over Under Robot Inspection Rules

Introduction

This unit presents the Robot and Robot inspection rules.

Learning Outcomes

After completing this unit, a referee should be able to:

Discuss the Robot inspection process

Identify the appropriate actions when a Robot fails to pass inspection or is later found to be in Violation of an inspection rule

Describe unsafe Robot mechanisms and behaviors that are not allowed in VRC Over Under

Identify the correct tool to determine whether a Robot meets Robot size requirements

Recognize the basic materials allowed in construction of Over Under Robots

Explain why the Robot power button must be accessible during a Match

Determine whether a Robot's license plates are appropriate for a specific Match

Calculate whether a Robot is within the overall power limit

VRC Over Under Robot Inspection Rules

The Robot and Robot inspection rules impose limitations on the components that may be used when building a Robot to compete in VRC Over Under. VRC is a "closed" system that intentionally limits the variety of parts available to Teams, both to simplify the rules and ensure that emerging teams have ways to be competitive. The closed nature of VRC also provides an additional layer of constraints that Teams must analyze and work within to "beat" the game and competitors.

Teams should familiarize themselves with the Robot Inspection rules and use them as a guide to ensure their Robot meets all requirements.

Read Section 3-"The Robot"-of the VRC Over Under game manual now, and stop when you get to Section 4: The Tournament.

Learn that Robots must be student-centered, and must be designed, built, and programmed by Student Team members (rule <R2>)

Read that Robots can't compete until they pass inspection, and learn what happens when a Robot doesn't pass inspection or is found to be in Violation of an inspection rule during the event (rule <R3>)

Review the list of mechanisms and components that are disallowed for safety (rule <R5>)

Review the Robot size limits, learn how to decide when a Robot is oversized, and Discover which specific tool should be used for official size rulings (rule <R4>)

Read the rules that govern allowable materials & quantities

Learn the limits on power from motors (rule <R12>)

Note the list of legal pneumatic components, and review the linked Pneumatics Summary document (rule <R7i>)

Learn about Robot license plates, and which plates should and should not be visible during a Match (rule <R9>)

Read that Teams who intentionally or knowingly circumvent or violate rules to gain an advantage may be in Violation of rule <G1> (rule <R27>)

Once you're done, return here to check your understanding of what you've learned.

Unit 6: VRC Tournament Rules

Introduction

This unit explores the roles, definitions, and processes of a VRC tournament.

Learning Outcomes

After completing this unit, a student should be able to:

Describe the authority and and responsibilities of a Head Referee during an event

Recognize how and when a Team can appeal a Head Referee's ruling

Identify the minimum requirements for a Team to get a score for a Match

Understand the correct penalty when a Team delays the start of a Match

Determine whether a specific Match should be replayed

Identify which Teams have the right to place their Robots last

List the effects of a Disqualification on a Team or Alliance

Summarize the Alliance Selection process

Recall the mechanics of an Elimination bracket, and which Matches are played as Best of 3 vs Best of 1

Describe the requirements and tolerances for Match fields and field elements

VRC Tournament Rules

VRC Tournament roles, definitions, and rules remain consistent across most competition seasons. They govern how an event operates, and many of the rules govern behind-the-scenes operations of the event.

Read Section 4-"The Tournament"-of the VRC Over Under game manual now, and stop when you get to Appendix A.

Review the scope of the Head Referee's authority and responsibilities (rule <T1>)

Learn the actions a team must take if they wish to appeal a score or ruling made by the Head Referee (rule <T3>)

Learn whether a referee may review Match videos to help determine a score or ruling (rule <T3a>)

Review the minimum requirement for a Team to get a score for a Match (rule <T5>)

Discover what should happen when a Team delays the Match start (rule <T6>)

Explore the extreme circumstances that might warrant a Match replay (rule <T7>)

Read the potential effects of a Match Disqualification on a Team or Alliance (rule <T8>)

Learn that field elements have allowed tolerances, and that referees should check everything before each match (rule <T10>)

Learn which Teams have the right to place their Robot on the field last (rule <T12>)

Review the mechanics of Alliance Selection and the repercussions of a declined Alliance invitation (rules <T17> & <T18>)

Learn the flow of Elimination Matches, including brackets, time outs, & Bo1/Bo3 (rules <T19> through <T21> and rule <T9>)

Read the requirements for consistency across field types at an event (rules <T22> through <T24> and rule <T11>)

Once you're done, return here to check your understanding of what you've learned.

Unit 7: VRC Over Under Robot Skills Challenge Rules

Introduction

This unit provides an overview of rules for the Robot Skills Challenge at VRC Over Under events.

Learning Outcomes

After completing this unit, a student should be able to:

Describe the two types of Robot Skills Challenge Match

List the changes to the standard field setup for Robot Skills Challenge Matches

Identify the legal starting positions for Robot Skills Challenge Matches

Indicate which of the Goals, Elevation Bars, and areas of the field a team may utilize during a Robot Skills Challenge Match

Summarize how scoring a Robot Skills Challenge Match differs from scoring a Qualification or Elimination Match

Describe how a Team can use Skills Stop Time

Determine whether a Team has utilized all of their opportunities for Robot Skills Challenge Matches

VRC Over Under Robot Skills Challenge Rules

Most VRC tournaments offer teams opportunities to compete in the Robot Skills Challenge, and some tournaments are in-person or live-remote Skills Only events. Participation in the Robot Skills Competition is a requirement for some Judged and performance-based awards at VRC events.

Read Appendix B-"Robot Skills Challenge"-of the VRC Over Under game manual now, and stop when you reach Appendix C.

Learn about the two varieties of Robot Skills Challenge Matches, and that most game rules are the same as in Head-to-Head Matches

Discover the differences in field setup between Head-to-Head and Robot Skills Challenge Matches

Review the rules for starting positions & Alliance Stations (rule <RSC2>)

Learn that in Robot Skills Challenge Matches, Teams play and score as if they are on the red Alliance (rule <RSC4>)

Recognize that there are no movement restrictions in Robot Skills Challenge Matches (rule <RSC4>)

Discover how Elevation points are awarded in Robot Skills Challenge Matches (rule <RSC5>)

Review how and when a Team can receive a Skills Stop Time for a Match

Recall that all Teams will be given the opportunity to play a specific number of each type of Robot Skills Match

Once you're done, return here to check your understanding of what you've learned.

Unit 8: VRC Game Manual Updates and the Q&A System

Introduction

This unit assists students in understanding when Game Manual updates occur and how to utilize the Q&A System.

Learning Outcomes

After completing this unit, a student should be able to:

Predict dates of important updates to the Over Under game manual

Locate and use the Official VRC Q&A system

VRC Game Manual Updates and the Q&A System

Return to the VRC Over Under game manual and read Section 1.

Read about the philosophy and intent of the rules, and their focus on student exploration

Note the schedule of planned updates to the Game Manual over the season

Learn the location and importance of the official VRC Question & Answer system

Once you're done, return here to check your understanding of what you've learned.

Unit 9: Code of Conduct/Student Centered Policies

Introduction

This unit describes the REC Foundation Code of Conduct and Student Centered Policies.

Learning Outcomes

After completing this unit, a student should be able to:

Describe the Code of Conduct policy

Explain the Student Centered Policy

Understand what may happen when violations occur

Code of Conduct/Student Centered Policies

The Robotics Education & Competition (REC) Foundation considers the positive, respectful, and ethical conduct of all students, teachers, mentors, parents, and other event attendees an important and essential component of all REC Foundation-sanctioned events.

Read the Code of Conduct and Student-Centered Policy in the REC Library.

Learn the Code of Conduct process

Review the Violation Resolution Process

Read the descriptions of student-centered vs. non student-centered

That's it! You're now ready to take the final Unit Quiz and proceed on to the final exam for this course. If you need to refer back to the content referenced in this course during the season, it's all available in the VRC Over Under game manual.

VRC Drive Team Training Course Final Exam

Congratulations! You've reached the end of the course, and are ready to assess your knowledge in the final exam. Click this link to proceed to the final exam.

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VRC Drive Team Training Course: 2023-24, Over Under

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This certification course is designed to teach VEX Robotics Competition (VRC) team members the nuances of the VRC game rules and how VRC tournaments are run. Students are expected to understand the...

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Get Started Coding a VRC Robot

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Webpage containing assembly instructions for all robots past and present.

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V5 Build Instructions - Downloads - V5 - VEX Robotics

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The VEX Robotics Design System offers students an exciting platform for learning about areas rich with career opportunities spanning science, technology, engineering and math (STEM). These are just a few of the many fields students can explore by creating with VEX Robotics technology.

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Web Version of Rule Book

How to Navigate the Rule Book

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The Drive Team Training Course is designed to teach VEX V5 Robotics Competition (V5RC) team members the nuances of the V5RC game rules and how V5RC tournaments are run. Students are expected to understand the rules of the game, and to advocate for themselves if they feel the rules are being misapplied or misunderstood by the Head Referee or other event personnel.

This course takes approximately 5 hours to complete.

Throughout this course, you will find links to external resources that include important information for drive team members. Please take time to read the identified sections of each resource before moving on to the unit exam.

Unit 1: VEX V5 Robotics Competition High Stakes Terms and Field Setup

Introduction

This unit introduces the 2024-25 VEX V5 Robotics Competition (V5RC) game, High Stakes, and provides general and game-specific definitions for competitions that run using the High Stakes rules.

Learning Outcomes

After completing this unit, a student should be able to:

Demonstrate an understanding of the High Stakes game field and object layout

Define general terms for V5RC games

Recognize the differences between Match types and their Autonomous and Driver Controlled periods

Classify rule Violations as Major or Minor Violations

Determine whether a Violation is Match Affecting or not

Define key terms for V5RC High Stakes

VEX V5 Robotics Competition High Stakes Terms and Field Layout

VEX V5 Robotics Competition High Stakes is played on a 12'x12' square field, set up as illustrated below.

In Head-to-Head Matches, two (2) Alliances-one (1) "red" and one (1) "blue," composed of two (2) Teams each-compete in Matches consisting of a fifteen-second (0:15) Autonomous Period followed by a one minute and forty-five-second (1:45) Driver Controlled Period.

The object of the game is to attain a higher score than the opposing Alliance by Scoring Rings on Stakes, Placing Mobile Goals, and Climbing at the end of the Match. Alliances can also earn Autonomous Win Points for completing a specific set of tasks during the Autonomous Period, and an Autonomous Bonus for scoring the most points during the Autonomous Period.

Teams may also compete in Robot Skills Matches, where one (1) Robot tries to score as many points as possible.

Read the first three segments of Section 2-"Field Overview," "General Definitions," & "Game-Specific Definitions"-of the V5RC High Stakes game manual now, and stop when you get to the segment titled "Scoring."

Learn about the field and game objects in V5RC High Stakes and their locations on the field

Read the general definitions that apply to most V5RC games regardless of the season, including the variety of Match types

Review how a Head Referee determines when a Violation is Match Affecting and what the penalties for rule Violations should be

Learn the terms specific to V5RC High Stakes

Once you're done, return here to check your understanding of what you've learned.

To translate this quiz into a language other than English, open it through this link and use the translation options built into your browser.

Unit 2: VEX V5 Robotics Competition High Stakes Scoring

Introduction

This unit describes how and when teams and alliances can earn points in VEX V5 Robotics Competition High Stakes.

Learning Outcomes

After completing this unit, a student should be able to:

Evaluate whether a Ring is scored on a Stake, and which Rings are Top Rings

Identify the Climb Level achieved by each Robot

Evaluate whether a Mobile Goal has been Placed in a Corner

Determine whether a Team or Alliance has earned an Autonomous Win Point and/or Autonomous Bonus

Identify Robots eligible for a High Stake bonus

Calculate points earned by a team or alliance during a Match

VEX V5 Robotics Competition High Stakes Scoring

Alliances and Teams earn points in VEX V5 Robotics Competition (V5RC) High Stakes by Scoring Rings on Stakes, Placing Mobile Goals, and Climbing at the end of the Match. Each of these ways to score has specific criteria that must be met for points to be awarded.

Read the next segment of Section 2-"Scoring"-of the V5RC High Stakes game manual now, and stop when you reach the segment titled "Safety Rules."

Learn the point value assigned to each scoring method in High Stakes

Review the criteria for points to be earned for each of the scoring methods in High Stakes

Read about how an Alliance earns the Autonomous Bonus or an Autonomous Win Point in a Match

Once you're done, return here to check your understanding of what you've learned.

To translate this quiz into a language other than English, open it through this link and use the translation options built into your browser.

Unit 3: VEX V5 Robotics Competition Safety and General Rules

Introduction

This unit introduces the safety rules for VEX V5 Robotics Competition (V5RC) events, and reviews the general rules that apply to most or all V5RC games.

Learning Outcomes

After completing this unit, a student should be able to:

VEX V5 Robotics Competition Safety and General Rules

The VEX V5 Robotics Competition (V5RC) rules for safety and general gameplay are rarely modified, and provide consistency and continuity for teams across competition seasons. These rules establish a baseline for expectations of team behavior and robot operations at an event.

Read the next two segments of Section 2-"Safety Rules" and "General Game Rules"-of the V5RC High Stakes game manual now, and stop when you get to the segment titled "Specific Game Rules."

Review the safety rules that apply to Teams and Robots, and learn that Robots may be Disabled if their operations are deemed unsafe by the Head Referee (rules <S1> through <S4>)

Recognize that everything Teams do in V5RC is expected to be student centered, and that all behavior should be respectful and professional (rules <G1>, <G2>, and <G4>)

Read about the requirements for Robots and Teams before and during Matches (rules <G5> through <G8>, and <G10>) including what's allowed in an Alliance Station

Learn about the actions and interactions that are allowed during specific game periods (rules <G9>, <G11>, and <G12>)

Recognize that some defensive strategies-such as Holding-are allowed in limited forms in V5RC gameplay, but destructive strategies-such as intentional Tipping or Entanglement-are always prohibited (rules <G13> through <G17>)

Once you're done, return here to check your understanding of what you've learned.

To translate this quiz into a language other than English, open it through this link and use the translation options built into your browser.

Unit 4: VEX V5 Robotics Competition High Stakes Specific Game Rules

Introduction

This unit introduces the specific rules that govern gameplay in VEX V5 Robotics Competition High Stakes Matches.

Learning Outcomes

After completing this unit, a student should be able to:

VEX V5 Robotics Competition High Stakes Specific Game Rules

The specific game rules for VEX V5 Robotics Competition (V5RC) High Stakes provide requirements and limitations on how a Robot can interact with Field Elements and Scoring Objects. Because each season's game is different, rules in this section of the Game Manual change significantly from season to season.

Read the final segment of Section 2-"Specific Game Rules"-of the V5RC High Stakes game manual now, and stop when you get to Section 3: The Robot.

Once you're done, return here to check your understanding of what you've learned.

To translate this quiz into a language other than English, open it through this link and use the translation options built into your browser.

Unit 5: VEX V5 Robotics Competition High Stakes Robot Inspection Rules

Introduction

This unit presents the Robot and Robot inspection rules, particularly those that a referee should keep in mind during an event.

Learning Outcomes

After completing this unit, a student should be able to:

VEX V5 Robotics Competition High Stakes Robot Inspection Rules

The Robot and Robot inspection rules impose limitations on the components that may be used when building a Robot to compete in VEX V5 Robotics Competition (V5RC) High Stakes. V5RC is a "closed" system that intentionally limits the variety of parts available to Teams, both to simplify the rules and ensure that emerging teams have ways to be competitive. The closed nature of V5RC also provides an additional layer of constraints that Teams must analyze and work within to "beat" the game and competitors.

Teams should familiarize themselves with the Robot Inspection rules and use them as a guide to ensure their Robot meets all requirements.

Read Section 3-"The Robot"-of the V5RC High Stakes game manual now, and stop when you get to Section 4: The Tournament.

Learn that Robots must be student-centered, and must be designed, built, and programmed by Student Team members (rule <R2>)

Read that Robots can't compete until they pass inspection, and learn what to do when a Robot doesn't pass inspection or is found to be in Violation of an inspection rule during the event (rule <R3>)

Review the list of mechanisms and components that are disallowed for safety (rule <R6>)

Review the Robot size limits, learn how to decide when a Robot is oversized, and discover which specific tool should be used for official size rulings (rules <R4> & <R5>)

Read the rules that govern allowable materials & quantities

Learn the limits on power from motors (rule <R12>)

Note the list of legal pneumatic components, and review the linked Pneumatics Summary document (rule <R23>)

Learn about Robot license plates, and which plates should and should not be visible during a Match (rule <R10>)

Read that Teams who intentionally or knowingly circumvent or violate rules to gain an advantage may be in Violation of rule <G1> (rule <R28>)

Once you're done, return here to check your understanding of what you've learned.

To translate this quiz into a language other than English, open it through this link and use the translation options built into your browser.

Unit 6: VEX V5 Robotics Competition Tournament Rules

Introduction

This unit explores the roles, definitions, and processes of a VEX V5 Robotics Competition tournament.

Learning Outcomes

After completing this unit, a student should be able to:

Describe the authority and and responsibilities of a Head Referee during an event

Recognize how and when a Team can appeal a Head Referee's ruling

Identify the minimum requirements for a Team to get a score for a Match

Understand the correct penalty when a Team delays the start of a Match

Determine whether a specific Match should be replayed

Identify which Teams have the right to place their Robots last

List the effects of a Disqualification on a Team or Alliance

Summarize the Alliance Selection process

Recall the mechanics of an Elimination bracket, and which Matches are played as Best of 3 vs Best of 1

Describe the requirements and tolerances for Match fields and field elements

VEX V5 Robotics Competition Tournament Rules

VEX V5 Robotics Competition (V5RC) Tournament roles, definitions, and rules remain consistent across most competition seasons. They govern how an event operates, and many of the rules govern behind-the-scenes operations of the event.

Read Section 4-"The Tournament"-of the V5RC High Stakes game manual now, and stop when you get to Section 5.

Review the scope of the Head Referee's authority and responsibilities (rule <T1>)

Learn the actions a team must take if they wish to appeal a score or ruling made by the Head Referee (rule <T3>)

Learn whether a referee may review Match videos to help determine a score or ruling (rule <T3a>)

Review the minimum requirement for a Team to get a score for a Match (rule <T5>)

Discover what should happen when a Team delays the Match start (rule <T6>)

Explore the extreme circumstances that might warrant a Match replay (rule <T7>)

Read the potential effects of a Match Disqualification on a Team or Alliance (rule <T8>)

Learn that field elements have allowed tolerances, and that referees should check everything before each match (rule <T10>)

Learn which Teams have the right to place their Robot on the field last (rule <T12>)

Review the mechanics of Alliance Selection and the repercussions of a declined Alliance invitation (rules <T17> & <T18>)

Learn the flow of Elimination Matches, including brackets, time outs, & Bo1/Bo3 (rules <T19> through <T21> and rule <T9>)

Read the requirements for consistency across Field types at an event (rules <T22> through <T24> and rule <T11>)

Once you're done, return here to check your understanding of what you've learned.

To translate this quiz into a language other than English, open it through this link and use the translation options built into your browser.

Unit 7: VEX V5 Robotics Competition High Stakes Robot Skills Challenge Rules

Introduction

This unit provides an overview of rules for the Robot Skills Challenge at VEX V5 Robotics Competition High Stakes events.

Learning Outcomes

After completing this unit, a student should be able to:

Describe the two types of Robot Skills Challenge Match

List the changes to the standard field setup for Robot Skills Challenge Matches

Identify the legal starting positions for Robot Skills Challenge Matches

Indicate which Stakes a Team may utilize during a Robot Skills Challenge Match

Describe when and how blue Rings may be Scored in a Robot Skills Challenge Match

Summarize how Corners affect the score in a Robot Skills Challenge Match

Identify points for each Scoring action in a Robot Skills Challenge Match

Describe how a Team can use Skills Stop Time

Determine whether a Team has utilized all of their opportunities for Robot Skills Challenge Matches

VEX V5 Robotics Competition High Stakes Robot Skills Challenge Rules

VEX V5 Robotics Competition (V5RC) tournaments offer teams opportunities to compete in the Robot Skills Challenge, and some tournaments are in-person or live-remote Skills Only events. Participation in the Robot Skills Competition is a requirement for some Judged and performance-based awards at V5RC events.

Read Section 5-"Robot Skills"-of the V5RC High Stakes game manual now, and stop when you reach Section 6.

Learn about the two varieties of Robot Skills Challenge Matches, and that most game rules are the same as in Head-to-Head Matches

Discover the differences in field setup between Head-to-Head and Robot Skills Challenge Matches

Review the rules for starting positions & Alliance Stations (rule <RSC3>)

Learn which Stakes a Robot may utilize in Robot Skills Challenge Matches (rule <RSC3>)

Review the limitations on use of blue Rings in Robot Skills Challenge Matches (rule <RSC4>)

Discover how Corners are used in Robot Skills Challenge Matches (rule <RSC7>)

Learn the ways points are awarded in Robot Skills Challenge Matches

Review how and when a Team can receive a Skills Stop Time for a Match

Learn that all Teams will be given the opportunity to play a specific number of each type of Robot Skills Match

Once you're done, return here to check your understanding of what you've learned.

To translate this quiz into a language other than English, open it through this link and use the translation options built into your browser.

Unit 8: VEX V5 Robotics Competition Game Manual Updates and the Q&A System

Introduction

This unit assists students in understanding when Game Manual updates occur and how to utilize the Q&A System.

Learning Outcomes

After completing this unit, a student should be able to:

Predict dates of important updates to the High Stakes game manual

Locate and use the Official VEX V5 Robotics Competition Q&A system

VEX V5 Robotics Competition Game Manual Updates and the Q&A System

Return to the VEX V5 Robotics Competition High Stakes game manual and read Section 1.

Read about the philosophy and intent of the rules, and their focus on student exploration

Note the schedule of planned updates to the Game Manual over the season

Learn the location and importance of the official V5RC Question & Answer system

Once you're done, return here to check your understanding of what you've learned.

To translate this quiz into a language other than English, open it through this link and use the translation options built into your browser.

Unit 9: Code of Conduct and the Student Centered Policy

Introduction

This unit describes the REC Foundation Code of Conduct and the Student Centered Policy.

Learning Outcomes

After completing this unit, a student should be able to:

Describe the Code of Conduct policy

Explain the Student Centered Policy

Understand what may happen when violations occur

Code of Conduct and the Student Centered Policy

The Robotics Education & Competition (REC) Foundation considers the positive, respectful, and ethical conduct of all students, teachers, mentors, parents, and other event attendees an important and essential component of all REC Foundation-sanctioned events.

Read the Code of Conduct and Student-Centered Policy in the REC Library.

Learn the expectations of the Code of Conduct

Review the Violation Resolution Process

Read the descriptions of student-centered vs. non student-centered

That's it! You're now ready to take the final unit quiz and proceed on to the final exam for this course. If you need to refer back to the content referenced in this course during the season, it's all available in the V5RC High Stakes game manual and the REC Library.

To translate this quiz into a language other than English, open it through this link and use the translation options built into your browser.

VEX V5 Robotics Competition Drive Team Training Final Exam: 2024-25 High Stakes

Congratulations! You've reached the end of the course, and are ready to assess your knowledge in the final exam. Click this link to proceed to the final exam. To translate this exam into a language other than English, use the translation options built into your browser.

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VEX V5 Robotics Competition Drive Team Training Course: 2024-25, High Stakes

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The Drive Team Training Course is designed to teach VEX V5 Robotics Competition (V5RC) team members the nuances of the V5RC game rules and how V5RC tournaments are run. Students are expected to und...

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This article guides you through some V5 Pneumatics System configurations which you can then tailor to suit your own setup. This is perfect for those who know the V5 Pneumatics Kit basics and are ready to see them in action. For more information on the components within the V5 Pneumatics Kit, view this article from the VEX Library.

Important Note: The effectiveness of the V5 Pneumatics System largely relies on the O-Rings and fitting connections. O-Rings are small, black, rubber-like rings found on each M5 thread of the fittings, Schrader valves, etc., and they help to create a tight seal to prevent air leaks. These are further optimized by the flow of pressurized air. When assembling, there's no need for tools - hand-tightening components ensures a secure connection. Over-tightening using tools can lead to damage, so always handle components with care to ensure longevity and proper function.

One Cylinder System

A One Cylinder System, using just one Pneumatic Cylinder, is suited for operations needing a single motion. For instance, a robot might use this system for a specific task, like moving a claw or releasing a mechanism.

The concepts in a One Cylinder System can be expanded for multi-cylinder systems. The setup illustrated above is an advanced version, featuring most components from the V5 Pneumatics Kit. Now, let's understand why components are positioned as they are and how this impacts the system's functionality.

Components that are vital to the system's operation are highlighted above. Vital components include:

1. the Air Tank which stores the compressed air for the pneumatic system,

2. the Double Acting Solenoid Driver Cable which provides power from the Robot Brain to the Solenoid,

3. the Double Acting Solenoid which electronically controls the flow of air around the system (operation of this Solenoid explained below).

Double Acting Solenoid Operation

Some important parts in the Kit can be exchanged for other parts. These are shown in the configuration above and include the following:

1. Valve Stem: The Valve Stem is vital to add pressurized air to the system. In a system with multiple Air Tanks, it can be replaced with the Air Pressure Gauge or another Straight Male Fitting on one of the Air Tanks.

2. Fittings on the Air Tank: These stop air leakage and can be replaced with different fittings, but you must use two secure fittings on the Air Tank to avoid air leaks.

3. Fittings on the Double Acting Solenoid: These fittings are needed, but you can use Elbow Fittings instead. Don't use Air Flow Valve Fittings here, these are used on the Air Cylinders.

4. 4mm Plug on the Double Acting Solenoid: This can be replaced by connecting the Fitting line back to the original air supply line. However, this would require more tubing and a Tee Fitting.

There are other parts in the Kit which can be also exchanged for different parts. These are shown in the configuration above and include the following:

1. Air Flow Valve Fitting: Serves as a second connection to the Cylinder and allows air flow to be varied. You can replace it with a Straight Male Fitting or an Elbow Fitting.

2. Elbow Fitting: Used to connect Tubing to the cylinder, but you can also use a Straight Male Fitting or an Air Flow Valve Fitting.

3. Pneumatic Cylinder: The Kit offers three sizes to fit your needs.

Some important parts in the Kit can be exchanged for other parts. These are shown in the configuration above and include the following:

1. The Tee Fitting at the system's start splits the output port of the Air Tank into two, allowing you to connect the Air Pressure Gauge. The gauge shows the tank's pressure easily.

2. Adding the Shut Off Valve Fitting to your system gives a firm way to switch off the system, stopping it from always being on.

3. The optional Air Pressure Regulator (with two Straight Male Fittings) is useful to control your system's pressure. It's especially helpful in competitions with limited pressurized air. With the regulator, you can run your system at lower pressure than the Air Tank pressure, increasing consistency.

In a One Cylinder Pneumatic System, parts to the right of the orange line in the image above make up the Supply Line, which gets the pressurized air ready. This includes the Reservoir, Manual Control, Electronic Control, and sometimes Pressure Monitor (Regulator and Pressure Gauge). These components affect the whole system. The parts to the left of the orange line are part of the delivery system, which includes the Cylinders and sometimes the Pressure Gauge. Fittings and Tubing connect all the components and are spread throughout the system.

Two Cylinder System

A Two Cylinder System uses multiple Pneumatic Cylinders for different movements. For instance, one could control a robot's claw while another operates an intake mechanism. This way, the robot can manipulate objects and collect them simultaneously, optimizing efficiency.

Unlike the One Cylinder System, the Two Cylinder System links two Solenoids through the supply line, allowing air to flow to additional components, highlighted above. Using the component descriptions and usage guides, you're now ready to build your own V5 Pneumatics System using the V5 Pneumatics Kit.

Once you understand the components within your kit and have built an operational pneumatic system, next comes coding it. For more information on coding your pneumatic components, view this article from the VEX Library.

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Welcome to the VEX Library, a library of information about all things VEX.

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Boys:

Girls:

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Each Team must include

Drive Team Members

Programmer(s)

Designer(s)

Builder(s)

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Updated 4/14/2023The Robotics Education & Competition (REC) Foundation considers the positive, respectful, and ethical conduct of all event participants and attendees an important and essential…

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Connecting to the Smart Field Controller

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Connecting to the Smart Field Controller

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Equipment

App Installation

Open VEXcode

Connect robot brain directly to computer

Turn on robot brain

Ensure controller and robot are running the latest VEXos firmware

Set team number on robot brain (with no spaces between team number and letter)

If using a Smart Field Controller, an EP should communicate the above mentioned steps to coaches prior to the event. These must be checked at inspection for proper connection to the control system at an event.

Initial Setup for Event Partners

Mount Smart Field Controller to field perimeter

("official" mounting solution for metal and portable fields TBD)

Connect power source and controller cables

Connecting the brain to a battery and the battery to a power source can be done as an alternative

Direct power source using power adapter is recommended (see diagram below)

Connect Raspberry Pi to Smart Field Controller via micro USB

VEX brand micro USB is recommended

Connect Raspberry Pi to display via HDMI

May need to reflash Raspberry Pi image on SD card

Recommended 3 amp power source on Raspberry Pi

Run program

Turn on Smart Field Controller

Select the "Programs" folder

Select the file "FC Match" (or "FC Skills")

Run program

Note: The Smart Field Controller must be connected and powered on before starting Tournament Manager

Before a Match

Teams must connect controllers to the Smart Field Controller

For VRC matches, each driver station will have two smart cables. It does not matter which cable you use. Blue team cables will be at the blue team's driver station and the red teams' cables will be at the red teams' driver station. You can connect one of the smart cables to either of the two smart ports on your V5 controller. Do not connect to the middle/legacy port on the controller.

Check indicators on Field Queue Display

If Red - Field connection lost, Field Fault

If Yellow - Radio not Linked, Program Not Running, Wrong Firmware Field Standby (not active field)

If Gray - No Controller Connected

If Light Blue - Waiting for Field Activation

If Green - Ready for Match/Field Active

Start Match in Tournament Manager or TM Mobile (when all indicators are green)

Best Practices

Currently this feature is only available for V5 brains. Field control is not currently an option for EXP brains.

Existing V5 brains can be converted into Smart Field Controllers using the above outlined process. If you have brains with blown ports or brains that are not used for competition robots, they can be used as field controllers. If doing this, it is best to mark the blown/unavailable ports so no one connects to those specific ports at an event.

If using a Smart Field Controller at an event, an Event Partner should communicate this and the inspection steps to coaches prior to the event. Teams should come to the event with the proper firmware and team number/letter properly added to the robot brain via VEXcode. This will be part of the inspection process and necessary for robots to work with the field control system. This is part of the inspection process at VEX Worlds.

You should always connect the field control cable to the V5 controller that has the radio connection to the robot. So if you are using a dual controller setup make sure you plug the field's smart cable into the controller that is paired with the robot. Once you connect the cable to your controller you will see the field symbol show up on the status bar of the controller and you are officially connected to the field.

For Skills Challenge attempts, there will be one smart cable in each alliance station allowed by the game manual. Based on the chosen starting position the team can use the closest smart cable to connect their V5 controller to the field control system. Once connected the field control icon should show on the controller screen and the robot is ready to start the skills run.

Secure controller cables to perimeter with zip ties or gaffer tape.

Reflashing the Raspberry Pi image is recommended before initial use.

Cover legacy field control port on team controller.

The Smart Field Controller must be connected and powered on before starting Tournament Manager.

The use of a Raspberry Pi is optional. PCs may be used.

Technical Specifications
VEX Field Control User Manual Using a V5 Robot Brain for Robot Skills Challenge Field Control Field Application Legacy Field Control Port Covers USB A to Micro Cable (VEX brand - 1 per brain)

For technical specifications and data/error logging information, visit the VEX Field Control User Manual

Compatibility with Macs is currently unavailable

Links

Smart Field Control FAQs

How do the new Smart Field controllers work?

The old field control system uses discrete digital logic to signal the states of the field. A single pin on the RJ45 connector would toggle from high to low to signal that the field was changing from "Disabled" to "Enabled". There was no real data passed between the robots and the field.

The new Smart Field controllers use special software running on a V5 brain. The field brain connects to the smart port on the V5 controllers to pass not only the same field state information as the old system but also additional data like the match clock time. The V5 controller can also pass information to the field controller about that state of the robot (radio link info, battery levels, is the user app running...). This information can be used to quickly troubleshoot issues with robots on the field. The field brain also connects to the Tournament Manager software so all this information can now be displayed on the field monitor to allow the referees to know if all systems are good to go before the match starts.

How do I connect my V5 controller to the new Smart Field controllers?

For VRC matches, each driver's station will have two smart cables. It does not matter which cable you use. Blue team cables will be at the blue team's driver station and the red team's cables will be at the red team's driver station. You can connect one of the smart cables to either of the two smart ports on your V5 controller.

NOTE: Make sure not to plug the cable into the legacy field controller port. This could damage your controller.

You should always connect the field control cable to the V5 controller that has the radio connection to the robot. So if you are using a dual controller setup make sure you plug the field's smart cable into the controller that is paired with the robot. Once you connect the cable to your controller you will see the field symbol show up on the status bar of the controller and you are officially connected to the field.

For VEX Robotics Competition Skills attempts, there will be one smart cable at the blue alliance driver's station and one smart cable at the red alliance driver's station. Based on the chosen starting position the team can use the closest smart cable to connect their V5 controller to the field control system. Once connected the field control icon should show on the controller screen and the robot is ready to start the skills run.

Will my robot act differently with the Smart Field system?

As far as the control of your robot and how the match goes, no there will be no difference. The only thing that you will notice is how the radio connections work with the new system. With the legacy system, as soon as you connect your controller to the field the controller jumps to a competitions channel and then reconnects to the robot. With the new system that will not be the case. When you first connect the Smart Field cable to your controller you may see a radio drop but it will connect on a pit channel instead of a competition channel. We do this to make sure we do not have too many robots on the competition channels at any one time. Once the field operator is ready, they will "activate" your field. The activation will only happen once all other matches in your division are complete. When your field is activated your V5 controller will jump to a specific competition channel and reconnect with your robot. So, it is possible that your radio link will drop a couple times before the match starts. But don't worry, the field operator will not start the match until every robot is connected on the correct channel and all teams are set and
ready to go.

Also, shortly after the match completes, the field will be deactivated by the operator. This will cause your controller to jump off of the competition channel and jump back to a pit channel, freeing up the channel for the next match. When this happens, your robot will no longer link to your controller, and you will need to power cycle the brain on the robot to regain link.

How do I make sure my V5 robot brain is up to date? (does not apply to SFC-specific brains)

You can quickly check the version of VEXos on the V5 brain by clicking on the "Devices" icon on the home screen. Then click on the brain icon. The version of VEXos will be displayed on the image of the brain on that screen. If the version is 1.1.1 (or higher) then you are good to go. If the brain dashboard does not show that your brain is up to date then you will need to either download VEXcode or the V5 Firmware Utility. Either of these apps will be able to update your V5 brain to the latest version of VEXos. Here is a link to an article about how to update firmware with VEXcode.

Once you have performed the update, make sure you follow all the prompts on the brain screen once it reboots. In many cases the brain will want to update multiple devices (power chip, radio, controller, and controller assets). Make sure you click OK on all these prompts and allow them time to complete.

Make sure to tether all of your controllers to the brain that has been updated. This will allow the brain to update the controller's firmware. Once the controller is tethered to the brain you will see the controller screen briefly turn red and then the controller will reboot. Make sure to leave the controller plugged in to the brain after the reboot so that the brain can update the assets on the controller. Once the brain and controller connect after the reboot the brain will show a prompt asking to update the controller's assets. Click "OK" and then allow the download to complete.

For the current firmware version, click here.

What happens if I had to switch out the brain on my robot before the match and I don't get it updated?

Once you connect your controller to the field control system, your team's status will show on the monitor at your field. If your robot's controller, radio, or brain is out of date, the monitor will show your status as "Invalid Firmware". When that happens, a referee or field tech may come over and help troubleshoot with you.

Will updating the firmware on my robot affect how my user program works?

In most cases it will not. But depending on how old the firmware was on the robot you have been testing with there may be some slight differences. That is why it is always a good idea to update well before an event so that you can test to make sure everything is working properly.

World Championship Operation

Bluetooth Mode for Skills

Controlling the quality of VEX radio links is always a challenge for large competitions like VEX Worlds. In order to make sure our division matches and skills attempts work as smoothly as possible, Robot Skills Challenge matches will be operated using the VEX radio in Bluetooth mode instead of VEXnet mode. This will allow the event to accommodate more skills fields and more time for skills runs. Bluetooth has commonly been used with V5 in classrooms. It allows the brain to communicate with tablets and mobile devices for remote user app downloads. But the V5 controller also supports Bluetooth and functions exactly the same as VEXnet. This year every team will have to switch both their V5 brain and V5 controller to Bluetooth mode before they can start a skills attempt.

VEX World Championship Smart Field Control FAQs

How do I change my robot from VEXnet to Bluetooth mode?

Changing the brain
From the home screen select "Settings."

If the "Radio Type" box says "VEXnet" click the box to change it to "Bluetooth."

A confirmation dialog will be presented to verify your choice. Click "Ok." NOTE: You can tether your controller to the brain at this point and the brain will change the radio mode of your controller for you. But if you do not tether your controller at this step, you can either tether it later or manually change the radio mode using the controller's menu.
Changing the V5 Controller
Once you click "Ok" verify your "Radio Type" now says "Bluetooth."

NOTE: You do NOT have to turn on "Radio Data" to use the controller in Bluetooth mode for
your skills attempts.

Once you have configured the V5 Brain to Bluetooth mode, you can then tether your V5
Controller to the brain, and it will configure the Controller for you

You can also manually change the radio mode on the settings screen of the controller

Select "Settings" from the main menu on the controller

Scroll down to "Radio: VEXnet" and select that row

The text should change from "Radio:VEXnet" to "Radio: Bluetooth"

NOTE: You do not have to pair the controller with the brain again. As long as both the brain and the controller are set to Bluetooth mode they will connect

Will my robot function the same with the radios in Bluetooth mode as it does when they are in VEXnet mode?

Yes. Bluetooth and VEXnet share the same feature set. They both pass the same controller data to the brain at almost the same interval (VEXnet updates every 25 milliseconds and Bluetooth updates about every 15ms). Both radio modes allow for field control states to be passed via the radio link.

The only difference you may notice is that Bluetooth mode takes a little longer to connect than VEXnet. This is because of the overhead of the Bluetooth connection. Also, there have been some reports of Bluetooth connections taking a long time to connect. If you see this happening, try power cycling your controller.

What happens when I get to the skills field, and I forget to set my robot to Bluetooth mode?

When you plug your controller into the Smart Field controls at the skills field, the field controller will show an error message saying that you need to change your radio mode to Bluetooth. Once you change the settings on your robot the field controller will allow you to start your skills run.

What happens when I forget to change my robot back to VEXnet mode before I get to a divisional field for a division match?

When you plug your controller into the Smart Field controls at the division field, the controller will
show an error message that you need to change your radio mode to VEXnet. You can change
the mode at the field and once done the field control system will allow the match to proceed.
The field techs will be there to help if needed.

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Getting Started

Notebook Basics

Advanced Techniques

Examples

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VEX game manuals present the rules for a game, the robots that will participate, and the events that teams will attend to play it. Game manuals are complex, but the Game Design Committee (GDC) creates and organizes them in ways specifically designed to help students, coaches, and volunteers find the information they need. This article highlights some of the organizing concepts of VEX game manuals, and may help you understand how to read and interpret the rules.

You can find the game manuals for the current season in the REC Library, in the VIQRC Hub & VRC Hub Apps, and on the VEX Robotics website.

Game Manual Versions

You should always make sure that you're using the most current version of the game manual. To check, find the version number (located in the footer of PDF versions and near the top of the page in HTML versions) and search for the keyword "Updates" to check the version number against the list of scheduled updates. The game manual pages in the REC Library always include links to the current game manual versions.

Game Manuals are Searchable

Game manuals, whether you're using the PDF or HTML version, are searchable. Answers to most common questions can be found by searching for keywords and concepts!

Linked Terms and Rules

Defined terms are capitalized and italicized when used in the game manual, and are generally linked to the term's definition. When a rule mentions other related rules, those rule numbers (for example, <G1>) also typically link to those rules.

Rule Structure

The contents of each rule are different, but the basic structure of each rule is the same. Additionally, in rules that are shared or similar across multiple rule sets, the GDC attempts to give those rules the same number in all rule sets. We've included a screenshot of a rule from the VRC game manual as a reference, and added numbers to indicate the parts of a rule that are described below.

1 - Rule Number

Rule numbers appear inside single-angle quotation marks. Each rule number begins with a letter or letters that identify the specific rule set (Safety, Scoring, etc.) and a reference number.

2 - Rule Name

Each rule has a name that describes its overall intent. Rule names are presented in bold text in the "featured" color of the rule set (blue for VIQRC, red for VRC, etc.).

3 - Rule Description

A rule will include one or more paragraphs that describe the details and requirements of that rule. Note that defined terms (Triball, Robot, etc.) are capitalized and italicized as previously described.

4 - Color Box

Color boxes (blue for VIQRC, red for VRC, etc.) are used to provide more information, examples, and/or clarification about the rule, in a less-formal and more conversational style.

5 - Violation Notes

When a rule has specific guidance for referees to use when teams break that rule, it will be included in red italicized text.

Sets of Rules

Rules are grouped into subsets based on their focus. Each set of rules uses a shared starting letter or string of letters. Some of the sets change with every new game, and others remain mostly consistent across the seasons.

Scoring Rules (SC)

These rules describe how robots can score points during a match, and how referees confirm and count points earned by the team. This set of rules changes for every new game.

Safety Rules (S)

These rules provide the safety requirements for robots and humans at competitions. This set of rules rarely changes.

General Rules (G)

These rules apply to matches and behaviors at events. This set of rules rarely changes.

Specific Game Rules (SG)

This set of rules described how the game is played, and how robots interact with the objects and elements on the field. This set of rules changes for every new game.

Robot Rules (R)

This set of rules provides constraints for robots that will play the game, including maximum size and legal parts. Most of these rules are consistent across seasons.

Tournament Rules (T)

This set of rules governs how competitions are run, and rarely change.

Robot Skills Competition (RSC)

These rules specify how the field setup, scoring, and game tasks are modified for Driver Skills and Autonomous Coding Skills matches. This set of rules may change for every new game.

Game Manual Sections

Each section in the game manual presents a different facet of the game rules, and most event volunteers will only need to fully understand a subset of sections.

Section 1: The Game

Students and referees must fully understand the rules in this section, which include scoring, safety, and rules for how the game is played.

Section 2: The Robot

Students, referees, coaches, and robot inspectors have to understand the rules in this section to ensure that robots at a competition meet the requirements (size, legal parts, etc.) of the game.

Section 3: The Event

Students, referees, coaches, and Event Partners are the primary audiences for this section of rules, which cover how a competition should be run and the responsibilities of the major volunteers.

Appendix A: Field Specifications

This appendix provides technical details about the game field and objects, and isn't "required reading" for any role. It can be very helpful to Event Partners.

Appendix B: Robot Skills

Students and referees must fully understand the rules in this section, which describes how robot skills matches are set up, run, and scored.

Additional Appendices in the VRC Game Manual

The VRC game manual may include additional appendices for the VEX U and VEX AI competitions. These appendices are required reading for students and referees who will participate in VEX U or VEX AI competitions.
https://www.vexrobotics.com/

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VEX game manuals present the rules for a game, the robots that will participate, and the events that teams will attend to play it. Game manuals are complex, but the Game Design Committee (GDC) crea...

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This guide is designed to help V5 Pneumatics Kit users navigate the process of understanding, configuring, and coding their pneumatics. For more information about the components within the V5 Pneumatics Kit, view this article from the VEX Library.

Control Options and Setup

In the V5 Pneumatics Kit, the Double Acting Solenoid and its accompanying Double Acting Solenoid Driver Cable play key roles in enabling users to control pneumatic systems via VEXcode V5.

To learn how the Solenoid works, view this article from the VEX Library.

Configuring the Solenoid

Since we have learned the Solenoid is just a 3-Wire device that we can change the state of, we will now add and configure the device in VEXcode V5.

Coding the Solenoid

Let's now explore an example of coding the solenoid using Blocks, Python, and C++ with a straightforward one-cylinder pneumatic system, which is depicted below. An example use case of this system could be to power a launcher mechanism. For more information on the components and assembly of this system, view this article from the VEX Library. For examples of a basic V5 Pneumatics System operation, view this article from the VEX Library.

VEXcode V5 Blocks

digital_out_a.set(False)

int main()
{ DigitalOutA.set(false);
}

Using a one-cylinder pneumatic setup, this example will cause the cylinder to fully retract immediately, provided the Air Tank is pressurized and the Shut Off Valve Fitting is open.

Remember the default state for our solenoid is a low state (or 'false' with text coding), so this example will ensure our cylinder starts from a known position of being retracted.

VEXcode V5 Blocks

digital_out_a.set(False)
wait(1, SECONDS)
digital_out_a.set(True)

int main()
{ DigitalOutA.set(false); wait(1, seconds); DigitalOutA.set(true); }

After the above example is executed and the program ends, the solenoid stays in the low state. By adding a 'DigitalOut' high state, or True code, the cylinder will first retract when the program starts and then fully extend after one second. If you stop the program at this point, the solenoid will revert back to the low state.

It is helpful to separate 'DigitalOut' commands using 'Wait' commands. This will allow a brief period of time for the Cylinder to extend or retract.

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Welcome to the VEX Library, a library of information about all things VEX.

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The Robotics Education & Competition (REC) Foundation considers the positive, respectful, and ethical conduct of all event participants and attendees an important and essential component of all REC Foundation-sanctioned events.

Behavior and Ethical Standards

We expect the following behavior and ethical standards at all REC Foundation-sanctioned events:

Act with integrity, honesty, and reliability

Behave in a respectful and professional manner with all event participants and attendees

Exhibit maturity and professionalism when dealing with difficult and stressful situations

Respect individual differences

Respect the facility and equipment provided at an event

Follow all rules as listed in the current game manual(s)

Operate as student-centered teams according to the Student Centered Policy

Prioritize safety in their actions and design

Demonstrate good sportsmanship, which includes supporting your alliance partners

These expectations apply to, but not limited to: Team Members, Mentors, Parents, any adult associated with a team, Event Partners, and Volunteers. This Code may also apply to behavior outside of REC Foundation-sanctioned events where inappropriate actions are related to an event or participating individuals.

Judges will consider team conduct and ethics when determining awards.

Repeated or egregious violations of the expectations in this Code may result in consequences up to the disqualification of the team or organization from the current event and/or future events, and potentially removal from the program after review by the REC Foundation.
Notes:

It is REC Foundation policy that REC Foundation staff may only interact with adults during the rules and conduct violations resolution process. In cases where the primary contact is determined to be a minor, REC Foundation staff will insist upon communicating with an adult.

Where a team is found to have committed a serious violation, the team may not retain the benefits obtained as a result of the violation, such as bid to higher qualification levels.

In all cases where an allegation is validated, the Vice President of Programs and CEO shall be informed of all proceedings.

Violation Resolution Process

The REC Foundation Rules and Conduct Violations Resolution Process is outlined in this scenario. This process will be followed in the event of a major rules or Code of Conduct allegation.

Scenario: REC Foundation staff receives report of possible rules/Code of Conduct violation. Staff collects facts concerning the issue from REC Foundation Staff and others party to the issue. REC Foundation Staff discusses preliminary findings with the Director.

Question: Is the reported violation validated?

1. Yes. The REC Foundation staff, with DORO approval, will write to the primary team contact listed on Robot Events via email. The email will include a summary of the complaint received as well as a list of relevant rules or section(s) of the Code of Conduct that the allegations, if true, would violate. Possible sanctions will be listed in this email. The email notice will request a response to the allegation within a defined time frame.

2. No. REC Foundation staff takes no further action. Reporting party is told the matter is closed.

Next Step: Following a review of the response to the allegations, the REC Foundation will issue the findings of the investigation. This will include a summary of the allegations and reference to the relevant rules and/or Code of Conduct.

Question: Will there be a sanction?

1. Yes. If sanctions are to be issued, the DORO will write to the primary team contact listed on Robot Events via email. The email will include a summary of the complaint received as well as a list of relevant rules or section(s) of the Code of Conduct violated. The email will also list sanctions being imposed. The right to appeal sanction(s) and the process to file an appeal will be included in this email.

2. No. In cases where the team response has adequately clarified the alleged rules violation such that no sanction or warning is warranted, the REC Foundation staff will issue a finding to the team that the matter has been resolved. In cases where the violation does not warrant a sanction, but does warrant a formal warning, REC Foundation staff, with DORO approval, will issue a written warning.

Question: Is there an appeal?

1. Yes. The REC Foundation Rules and Conduct Committee, which is composed of Senior Management, will review the appeal and make a recommendation to the CEO who will make the final determination to uphold, overturn, or modify the imposed sanction. Notifications will be made in writing once the CEO makes a final decision, which should be within 14 days of receipt of the appeal. Once this decision is issued the matter is closed and not subject to further review or discussion.

2. No. The sanction remains and the matter is closed.

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Updated 4/14/2023The Robotics Education & Competition (REC) Foundation considers the positive, respectful, and ethical conduct of all event participants and attendees an important and essential...

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VEX V5 Robotics Competition High Stakes is played on a 12’ x 12’ square field configured as seen above. Two (2) Alliances – one (1) “red” and one (1) “blue” – composed of two (2) Teams each, compete in matches consisting of a fifteen (15) second Autonomous Period, followed by a one minute and forty-five second (1:45) Driver Controlled Period.

The object of the game is to attain a higher score than the opposing Alliance by Scoring Rings on Stakes, Placing Mobile Goals, and by Climbing at the end of the Match.

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The Robotics Education & Competition (REC) Foundation considers the positive, respectful, and ethical conduct of all students, teachers, mentors, parents, and other event attendees an important and essential component of all REC Foundation-sanctioned events. The REC Foundation Code of Conduct describes the expectations for the behavior of all event participants. Additionally, all REC Foundation programs mandate that adults should not provide an unfair competitive advantage by having students use designs, programs, and game strategies that are inconsistent with the students' ability and knowledge base. The REC Foundation Student-Centered Policy provides guidelines to help coaches, teams, and parents ensure that students are actively involved in learning opportunities and have ownership of how their robot is designed, built, programmed, and utilized in gameplay with other teams and in standalone matches.

If event attendees have concerns about a team's conduct or student-centeredness, they are encouraged to bring those concerns to the attention of the Event Partner (also called the EP; the volunteer who serves as the overall organizer of an event). Event Partners have the responsibility and authority, working in partnership with the Judge Advisor (JA) and Head Referee (HR), to make decisions that protect the integrity of the event and its participants. All events-regardless of the size or region-share a set of guidelines for how EPs, JAs, and HRs work together with the REC Foundation to address potential violations of rule G1 (Code of Conduct) or G2 (Student Centered Policy) at an event. This article briefly describes the steps of that process.

Event Meeting

The Event Meeting will include some information about the Code of Conduct, Student-Centered Policy, and related key rules.

The Code of Conduct, Student-Centered Policy, and rules G1 and G2 apply to everyone, not just students on the team.

Individuals, event participants, and event staff who observe disrespectful or uncivil behavior should report information along with any photo/video evidence to the Event Partner immediately.

Rule T3 outlines that only the drive team members may contest a referee's ruling; adults are not permitted to intervene.

When Potential Rule G1 and/or G2 Violations are Observed

Individuals, event participants, and event staff who observe disrespectful or uncivil behavior should report information along with any photo/video evidence to the Event Partner, Head Referee, or Judge Advisor immediately.
The Field Note to Judges form will be completed and the Judging team will take this information into consideration when determining judged awards.

The Event Partner, Head Referee, and Judge Advisor will speak to the team coach/mentor as soon as possible. This meeting should take place away from students and parents.

The Event Partner will explain what actions were reported and remind the coach/mentor that by definition, violations of Rule G1 and/or G2 can be considered Match Affecting (VRC & VEX U) or Score Affecting (VIQRC).

The Event Partner will remind the coach/mentor that repeated violations of Rule G1 and/or G2 can result in the team being disqualified from current or upcoming matches, and potentially the entire event.

The Event Partner will remind the coach/mentor that Rule G1 and/or G2 violations can impact a team's eligibility for awards.

The Event Partner will inform the coach/mentor that the REC Foundation will be notified of a Rule G1 and/or G2 violation.

The Event Partner must notify their REC Foundation Manager of the situation and track the incident on the G1 and/or G2 Violation Team Tracking Report.

The Head Referee will issue a Minor or Major Violation to the team as appropriate.

If G1 and/or G2 Violations are Repeatedly Observed

The Event Partner, Head Referee, and Judge Advisor will convene and make a recommendation for a Major Violation and potentially an official event Disqualification.

The Event Partner must speak with their REC Foundation Manager to determine appropriate action.

The Event Partner, with REC Foundation support, can choose whether or not to allow the team in question to continue into Alliance Selection, Eliminations, Finals, or the event itself.

Every attempt will be made to allow the team in question to finish qualification matches in the best interest of their alliance partners.

The Event Partner will provide an update to the Head Referee and Judge Advisor regarding the discussion with the REC Foundation.

When a decision has been made, the Event Partner, Head Referee, and Judge Advisor will speak to the team coach/mentor and provide an update to the situation and what course of action will be taken.
If the team receives an event Disqualification, their skills scores for the event will be deleted and will not be reflected on the World Skills Scoreboard.

Involved parties will continue adding any additional observations to the G1 and/or G2 Violation Team Tracking Report.

Ultimately, safety of students and everyone in attendance is the top priority. An Event Partner will not put anyone at risk by allowing a team to participate through qualification matches who may be displaying physically threatening or verbally abusive behaviors.
After the Event

The Event Partner will submit the G1 and/or G2 Team Tracking Report, regardless of final ruling, to their REC Foundation Manager.

Note: In cases where an Event Partner is unavailable or there is an issue with teams affiliated with an Event Partner, the REC Foundation Event Engagement Manager/Regional Support Manager or Team Engagement Manager will be contacted.

Confidentiality

All Code of Conduct reports and investigations are confidential, and the outcome of any report will not be shared with the reporter.

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The Robotics Education & Competition (REC) Foundation considers the positive, respectful, and ethical conduct of all students, teachers, mentors, parents, and other event attendees an important...

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REC Foundation Mission

The Robotics Education & Competition (REC) Foundation's mission is to increase student interest and involvement in science, technology, engineering, and mathematics (STEM) by engaging students in hands-on, affordable, and sustainable robotics engineering programs. We believe that the student-centered model of learning is aligned with our mission and provides effective educational benefits to students. The REC Foundation student-centered policy should be frequently reviewed by organizations participating in REC Foundation events.

What is Student-Centered?

There are a variety of definitions for the term "student-centered" in the educational community, and the REC Foundation would like to communicate a definition for student-centered that will apply for teams that participate in any REC Foundation competition to increase the transparency of the expectations and increase the student learning opportunities. The term student-centered is encompassed in both the learning and application settings for REC Foundation events and activities:

Student-Centered Learning: Students are actively involved in learning opportunities to increase their knowledge and skills in the engineering design process, mechanical design, programming, and teamwork under the guidance of adult mentorship.

Student-Centered Application: Students have ownership on how their machine is designed, built, programmed, and utilized in gameplay with other teams and in standalone matches.

The REC Foundation acknowledges that students participating in official REC Foundation events come from a spectrum of educational backgrounds, and ultimately it is the responsibility of the adult to determine the appropriate amount of support for the individual student. Due to the competitive nature of these programs, teams may be tempted to prioritize winning over learning. We encourage adults to ask the following questions in each of your learning experiences with students to help gauge the appropriate amount of support for your students:

Am I teaching or telling?

Am I encouraging students to express their voice before sharing my thoughts?

Are the students asking for my assistance or are they able to be independent?

Are students able to use the knowledge or skills that I'm sharing independently in the future?

Ultimately, students learn the most when they are given opportunities to test their own ideas, fail, learn from those failures, and try again. Often in stressful or competitive situations, it may be easier or faster for an adult to solve the problem or fix a machine, but by doing so, the adult is missing a learning opportunity for a student. Instead, we encourage adults to provide guidance when needed to help educate students on the thinking behind problem solving rather than solving the problem. Adults can be a valuable resource to help students learn the skills they will need to work in a team and design machines. In the examples provided below, the role of the adult is primarily a facilitator for learning so that the student may apply the knowledge to their own machine, engineering notebook, game strategy, and communication with other teams.

Using the Guide

The overarching mandate is that adults should not provide an unfair competitive advantage by having students use designs, programs, and game strategies that are inconsistent with the students' ability and knowledge base.

Common Terms

Common terms have been defined below to simplify the language in the provided examples.

Student: A student team member participating in REC Foundation events or activities. Please refer to the appropriate program game manual for program specific age/grade levels.

Adult: A teacher, parent, or mentor who serves to provide educational guidance to the students. Students in advanced programs who are mentoring younger students would be considered "mentors" in this case (e.g., a HS VRC student mentoring a VIQRC team).

Event: Tournament or League competition that is an official REC Foundation qualifying event or under the jurisdiction of the REC Foundation, including VEX Worlds.

Outside the Event: Any learning environment outside of an official REC Foundation Event. This can refer to any location where teams are meeting to learn and build their machines.

Interpreting the Guide

The provided examples are grouped into two main sections: "At Events" and "Outside the Event." Each section shares tangible examples of behaviors that range from Student-Centered, Only as needed, or Non-Student-Centered.

Many of the described behaviors will overlap between the " Student-Centered" and " Only as needed " columns to allow flexibility with providing appropriate support for students.

1. Student Centered: This represents the goal for student-centered learning and application. Students and adults should strive for these behaviors, although it expected that students with novice skills may need adult guidance to achieve these behaviors.

2. Only as needed: These examples represent appropriate adult guidance that may be given to students with novice skills to help them achieve student-centered learning and application. Adults should be cautious that they reserve these supports for students who need them and strive to remove supports when appropriate.

3. Non-Student Centered: These examples represent adult guidance that is not aligned with the REC Foundation student-centered policy and may be considered a violation of the Code of Conduct.

This guide does not encompass every possible scenario that may arise at an event or in an outside learning environment, so participants will need to consider the spirit of these examples to help interpret situations not explicitly covered.
At Events

Students collaborating to discuss game strategy with alliance partners at the practice field, team pits, and queuing areas. Adults offering cheerful and positive encouragement as spectators during matches and helping students to reflect after a match is complete.

Students consulting with adults on overall game strategy and alliance selection (if applicable) tips for their own team. Adults explaining how an event is run and assisting their own teams in getting to the matches on time or finding alliance partners.

Adults giving team members or alliance partners step-by-step match play instructions prior to or during a match. Adults specifying which teams to select for alliance selection (if applicable) without student collaboration.

Students actively working on their machine and investigating failures. Adults sharing troubleshooting strategies when students have questions.

Adults demonstrating how to assemble a component or make minor repairs with the assistance of students. Students making improvements after the demonstration is completed.

Adults building or fixing the machine with no student assistance or with students only watching.

Students creating and revising their own programs and explaining code functionality and development over the season. Students demonstrating application of programming concepts contained within their code. Adults sharing troubleshooting tips when students encounter a complex programming task.

Adults describing programming concepts and debugging techniques that may be useful for solving an issue that the team has encountered. Students devising solutions and making any necessary code changes.

Adults programming or revising code. Students are unable to explain the code functionality or development without adult assistance. Students cannot demonstrate application of programming concepts contained within their code.

Adults being respectful of the interview process and allowing students to represent themselves independently. Students collaborating to discuss possible interview questions and responses. Students can describe in detail the development of the machine design across the season, the functionality of the mechanisms created, and the functionality of the program(s) utilized on the machine at the event.

Adults reviewing best practices with students on how to effectively speak to judges. Adults assisting with ensuring students are available in the pit area for judges.

Adults actively prompting students during pit interviews or being a distraction to students or judges during the interview process. Adults answering interview questions or approaching judges after an interview to attempt to add information.

Outside the Events

Students watching the game video and reading the game manual to review machine criteria and scoring strategies. Adults reviewing scoring techniques and reflection strategies with the students. Students agreeing on game strategies to influence machine design and match play.

Adults modeling for students how to organize game information needed to help influence machine design. Adults organizing mock game scenarios to develop students' teamwork and communication skills.

Adults telling students which scoring strategies to use to influence machine design or providing step-by-step instructions on how to play in a match (human controlled or autonomous).

Students brainstorming and researching mechanical design ideas, building and testing prototypes, and assembling their machine. Adults teaching students basic building techniques or mechanical design concepts that students can modify and apply to their machine. Design ideas leveraged from other teams, videos or other sources are credited in the engineering notebook and during team interviews.

Teams utilizing a machine built from instructions provided by VEX Robotics as a starting point. Students making improvements to these designs as the season progresses. Adults providing primitive pre-made mechanical design learning tools (e.g., 4-bar linkage) for students to reference, and students building and modifying mechanisms for their own machines.

Adults providing students with pre-made instructions or a model to copy for competitive machine designs. Adults building the machine with no student assistance. Adults building or designing all or portions of a machine that is used "as-is" at an event. Note that a machine built by students from instructions provided by VEX Robotics is an exception and is allowed.

Students programming their own machine (human controlled and autonomous) and developing an autonomous strategy. Students learning programming fundamentals from Adults or other sources that can be applied to create custom programs for their machine. Students crediting how programming concepts were derived as comments in their code and in their engineering notebook.

Adults collaborating with students on developing their program flow using pseudocode, flowcharts, or other visual representations. Students using the pre- installed human controlled programs.

Adults developing an autonomous program or strategy with no student input. Adults programming the machine (human controlled or autonomous). Students copying/pasting all or portions of custom code developed by Adults or other sources. Students utilizing programming techniques that are beyond their ability to explain or create independently.

Students document their design process in their team's engineering notebook throughout the season. Students and Adults review the Design Rubric and discuss ways to improve documentation. All documentation is a product of student work.

Adults assisting with the organization of the engineering notebook and modeling documentation strategies for students. Students applying these strategies to their own notebook and in their own words.

Adults writing, creating, or editing portions of the engineering notebook documentation. Students failing to credit ideas or code leveraged from outside sources.

Students practicing mock pit interviews and getting feedback from adults and other students. Students and adults reviewing the team interview and engineering notebook rubrics and sample judge questions.

Adults and students working together to practice talking about their design process.

Adults giving students scripts or step-by-step instructions of what to say in their pit interview.

Students selecting and completing the project/challenge requirements. Students and adults reviewing the project/challenge requirements. Submissions represent the product of the students' ideas and work.

Adults assisting with reviewing the project/challenge requirements with students and providing feedback on students' ideas or work. Adults assisting with the upload process.

Adults creating all or a portion of a project/challenge product. Adult feedback driving the direction of the project.

Further Notes on Programming

The guidelines for student-centered programming are challenging to define due to the variety of programming learning resources and the amount of available code online. It is beyond the scope of this guide to specify the legality of all possible scenarios and it is recommended that specific questions be posted to the challenge Q&A on Robotevents.com.

Importance of Fundamentals

Learning a new skill or concept should begin with the fundamentals to build a solid foundation so the student can understand and apply this knowledge. Students with novice programming skills should use learning resources that emphasize building and applying foundational knowledge and should not incorporate programming concepts into their machine that are beyond their current ability level. This general guideline supports appropriate learning progressions and fair play at competitions.

Teams that utilize example code or custom libraries from outside sources should use caution. The program used in the machine should represent the students' design efforts and abilities. Blindly using code without understanding the code functionality is not consistent with the educational goals of this program. Students should be able to understand and explain the code used on their machines, and students should be able to demonstrate that they can program on a level equivalent to the code included on their machine.

Examples:

If students are using a custom function, they should be able to describe the functionality of the custom function and demonstrate how to create and use a custom function.

If students are using a custom library, they should be able to describe how the code used from the library functions and should have the ability to create and import a custom library.

If students are using custom PID controls, they should understand PID feedback control concepts and the functionality of the PID code development and implementation.

Overall, students should be utilizing skills that are within their ability levels and understanding.

Citation

Advances in ideas and technology are often built on the knowledge of others and it is important to give credit to those contributions. Teams that use or adapt mechanical design ideas and code developed by someone other than the students on the team should cite these sources in their program specific notebook and code. During team interviews, students should describe how these contributions were utilized in the development of their machine. Teams may select their preferred format of citation, which should generally include the following information:

Title of resource or source code

Author(s)

Date of publication or release

Version (if applicable)

Location (where to find the source)

Many online resources are available to learn more about the importance of citation, what to cite, and how to cite sources. Teams that use or adapt outside sources are encouraged to research more about citation.

Communicating and Enforcing

Within Your Organization

The REC Foundation highly recommends that organizations carefully review the student-centered policy and share this policy with all students, teachers, and other adults associated with the team at the beginning of each season. Each registered team on RobotEvents is required to provide a Primary Contact, and for VIQC and VRC, this contact must be an adult (18+ who has graduated high school). The Primary Contact is typically the person who accompanies the team to events and is responsible for ensuring all team members, including parents associated with the team, comply with the student-centered policy. If the Primary Contact cannot attend the event, another adult accompanying the team should be trained prior to the event to fulfill this role. Below are a few suggested methods to communicate and enforce the student-centered policy within your organization:

Host a team meeting at the beginning of the season to review the student-centered guide with students and adults associated with the team. Create clear expectations for adults who are mentoring teams and attending events.

Model student-centered learning activities for adults to show the educational benefits.

Encourage parents to volunteer at events-this provides a valuable resource for event partners.

Team activities outside of events should be supervised by an adult familiar with the student-centered policy.

Teach students how to advocate for themselves, and give positive reinforcement for student-centered learning.

Develop definitions of success within your team structure that value individual team goals and growth throughout the season.

REC Foundation Enforcement

The goal of this guide is to communicate expectations to organizations and encourage an alignment of best practices within the community. The REC Foundation will evaluate concerns related to behaviors inconsistent with this policy per the Code of Conduct. Although it is never the desire to punish students for adult behaviors, it is imperative that organizations are held accountable to ensure fairness and increase the learning opportunities for students.

VEX Worlds and Events that Qualify Teams Directly to VEX Worlds

Teams should expect increased scrutiny of student-centered behaviors at Championship events. The REC Foundation reserves the right to individually interview teams to determine compliance with the student-centered policy. In general, team behaviors at Championship events should be gravitating towards behaviors in the "Student-Centered" examples in this Student-Centered guide.

Student team members should be prepared for the following if called into an interview by an approved REC Foundation committee during a Championship event:

Describe in detail the development and functionality of the machine design and program(s) utilized on the machine being used at the event.

Provide an electronic copy of all programs used in matches and gameplay upon demand.

Demonstrate programming concepts on a level equal to the concepts included in their code without adult assistance.

If a student team member who has expertise on a specific portion of the machine design or programming cannot attend the Championship event, the other attending team members should be prepared to share the knowledge and demonstrate functionality.

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REC Foundation MissionThe Robotics Education & Competition (REC) Foundation's mission is to increase student interest and involvement in science, technology, engineering, and mathematics (STEM)...

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How to Submit a Digital Engineering Notebook

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Some tournaments may request that you submit a digital copy of your engineering notebook, regardless of whether it was natively created as a digital or paper notebook. Notebooks are submitted throu…

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Pairing the V5 Controller with the V5 Brain for a Wireless Connection

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You will need the following items to complete this process: V5 Robot Brain connected to a charged V5 Robot Battery
V5 Controller
V5 Robot Radio
2 Smart Cables Connect a Smart Cable to one…

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Engineering Notebook vs Team Journal

Historical Examples of Engineering Notebooks

Patents and the Engineering Notebook

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There are forty-eight (48) Rings on a V5RC High Stakes Field.

There are nine (9) Stakes located around the field. Five (5) on Mobile Goals, four (4) Wall Stakes, one (1) per Alliance and two (2) neutral, and one (1) on top of the Ladder.

Each Ring scored on a Stake is worth one (1) point. The Top Ring on each Stake is worth three (3) points.

Mobile Goals can be Placed into Positive Corners or Negative Corners to change the values of the Rings on that Goal.

The V5RC High Stakes field also includes a Ladder in the center of the field. Robots climb the Ladder at the end of the Match to receive additional points. The higher the Robot climbs, the more points it will receive!

The Alliance that scores more points in the Autonomous period is awarded with six (6) bonus points, added to the final score at the end of the match. Each Alliance also has the opportunity to earn an Autonomous Win Point by completing assigned tasks. This additional Win Point can be earned by both Alliances, regardless of who wins the Autonomous Bonus

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See how to compete on a world stage where teams of students are tasked with designing and building a robot in a game-based engineering challenge

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How to setup PROS and EZ Template in Visual Studio Code

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How to setup PROS and EZ Template in Visual Studio Code

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Video Tutorial

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How to setup PROS and EZ Template in Visual Studio Code

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EZ Templates - Tutorials and Instructions

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EZ Templates - Tutorials and Instructions

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JHAWK Vex High Stakes Reveal/RI2D: "Fever Dream"

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The Ultimate Guide To Omniwheels (Holonomic, Mecanum, Tank Drive)

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Use your APS Google Account to create an account and join course 570F7

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Join using your APS Google account and join course code 10245

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Create a student account

Not in a section?

Create a school administrator account

Create a teacher account

Create a free account Create a basic account Create a grading account

Have a class code?

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Create a student account Not in a section? Create a school administrator account Create a teacher account Create a free account Create a basic account Create a grading account Have a class code?

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Vex high stakes 44252A (Ri1W) Robot in 1 week

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A drivetrain allows a robot to be mobile by using wheels, tank treads, or another method. A drivetrain is sometimes referred to as a drive base. Identifying which kind of drivetrain to use is one of the first considerations when designing a robot. Clawbot drivetrains are fine for starting out, but additional drivetrain designs can allow the robot much more functionality, such as being able to move sideways in addition to turning and moving forwards and backwards. This type of movement is called omni-directional. Drivetrains may also need to travel over obstacles or need to resist being pushed from the side from another robot. Robots which are being designed for a competition can gain a competitive advantage by selecting a drivetrain to match their game strategy.
Some things to consider when selecting a drivetrain for a competition robot:

Are there obstacles on the playing field which need to be driven over or climbed up on? Tracks or larger diameter wheels can help with going over obstacles.

How much defense will the drivetrain be exposed to? Some games have a barrier which separates the opponents and a defensive drivetrain which can not be easily pushed sideways easily is not as critical.

How much of an advantage is there for the drivetrain to be omni-directional?

Is the drivetrain going to be pushing multiple/heavy game pieces, or does it need to be fast? The maximum speed or torque produced by a drivetrain can be adjusted by changing to a different gear ratio, by changing the V5 Smart Motor Gear Cartridges, and/or by changing the diameter of the wheels.

How high and how far out will the robot design be able to reach? Robots which reach high and/or reach out, benefit from a larger drivetrain footprint and a lower center of gravity. Small diameter wheels can help with both.

How many motors are going to be needed for functions other than the drivetrain? Some competition rules limit the number of motors on a robot.

These considerations are some examples, but not all, of the types of analysis which should be used when selecting a drivetrain for a competition robot.

Descriptions of some types of drivetrains

Standard Drive

The Standard Drivetrain is also known as a skid steer drive and is one of the most common types of drivetrains. The Standard Drivetrain can be powered by two motors and these motors can be used to directly power the drive wheels or can be part of a gear train which can have multiple drive wheels. The drivetrain can also be designed to have multiple motors and multiple wheels. These variations are sometimes called four-wheel drive, six-wheel drive, etc. This drivetrain can use a variety of VEX wheels. However, it lacks the ability to be omni-directional.

H Drive

The H Drive uses three or five motors with four Omni-Directional Wheels and a fifth Omni-Directional Wheel set perpendicular between the other wheels of the drivetrain. The arrangement of the wheels enables this drivetrain to be omni-directional. The H Drive can utilize the 2.75" Onmni-Directional Wheels, the 3.25'' Omni-Directional Wheels or the 4" Omni-Directional Wheels. However, this type of drivetrain can be pushed sideways by another robot because of the rollers on the Omni-Directional Wheels. The fifth center wheel can also become caught on an obstacle as the robot tries to roll over it.

Mecanum

The Mecanum Drivetrain design utilizes Mecanum Wheels. These wheels have angled rollers which allows them to be omni-directional. When the wheels on this drivetrain rotate opposite to each other, the rollers' orientation causes the drivetrain to move sideways. However, the angled rollers requires more torque from the motors to drive the wheels and the drivetrain requires a more complex programming code for its motion than the Standard Drive.

Holonomic

The Holonomic Drivetrain is omni-directional. This design can be assembled with either three Omni-Directional Wheels and three motors or four Omni-Directional Wheels and four motors. These Holonomic drivetrains can be designed with either the 2.75" Omni-Directional Wheels, the 3.25'' Omni-Directional Wheels or the 4" Omni-Directional Wheels. The three Omni-Directional Wheels and three drive motors version is assembled with the wheels set at 120 o to each other. The four Omni-Directional Wheels and four motors version can be assembled by either angling the wheels at each of the corners (sometimes called an X drive and an example is shown below) or placing the drive wheels at the center of each side of the drive base. These Holonomic Drivetrains require a more complex programming code for their motion than the Standard Drive. The 3 wheel drivetrain is not as stable as the 4 wheel drivetrains.

Track Drive

The Track Drive is another variation of the Standard Drivetrain uses the Tank Tread Kit instead of wheels. It can easily go over obstacles. However, the Tank Drive lacks the ability to be omni-directional. The standard Tank Tread Kit does not have very good traction. Including some of the Tank Tread Traction Links from the Tank Tread Upgrade Kit in the chain of treads can increase the traction. In addition to the drive sprockets which come with the Tank Tread Kit, the High Strength Sprockets can also be used as drive sprockets.

Some design mistakes to avoid when assembling drivetrains

Standard Drive

A design mistake which can be made with the Standard Drive is to power all the wheels with the same ratio and use wheels of different diameters. Due to the circumference difference of the wheels this design error has the larger wheels trying to pull the robot forward faster than the smaller wheels can roll.

H Drive

A design mistake which can be made with the H Drive is having the fifth center wheel on a different level than the other 4 wheels. This can happen if any of the drivetrain's drive shafts are not the same distance from the ground as the others. When this design error happens, either the center wheel or the drive wheels lifts the other off the ground.

Mecanum

Holonomic

A design mistake which can be made with the holonomic drivetrains is having only one point of support for the drive shafts. This design error allows the drive shaft to pivot up and down which makes it harder for the drive shaft to rotate within the bearing.

Track Drive

A design mistake which can be made with the track drive is to drive the tank tread with a sprocket in the center of the track. This design error will allow the drive sprocket to skip on the chain links. The drive sprockets should have at least 120 o of tank chain wrap.

Comparison of some types of drivetrains

Safety Hazard:

Pinch Points

Slowly move wheels, sprockets, and gears to ensure there are no wires, tubing, elastic materials, or hardware which will be caught by the motion, before powering up the robot.

Structural metal and hardware can be purchased at https://www.vexrobotics.com/vexedr/products/structure.

Wheels and other motion hardware can be purchased at https://www.vexrobotics.com/vexedr/products/motion.

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