Hydro Dynamics Challenge Guide Letter
hydro-dynamics-challenge-guide
2017-guide
User Manual:
Open the PDF directly: View PDF 
.
Page Count: 29
2017/2018
Challenge Guide
New to FIRST® LEGO® League?
This Challenge Guide provides season-specific
resources to help you work with your team on this
year’s Challenge. For a complete step-by-step guide
to the season and a helpful selection of strategy
worksheets, check out the FIRST Steps modules:
http://info.firstinspires.org/fllfirststepsrequest
The Core Values
•The Core Values
•The Core Values Poster
•Where to Learn More
The Project In-Depth
•Think About It
•Identify a Problem
•Design a Solution
•Share with Others
The Project Presentation
Glossary
Resources
•Video
•Websites and Articles
•Books
Ask a Professional
•Examples of Professionals
•Who Do You Know?
•How Should You Ask?
•What Should You Ask?
The Robot Game
•The Robot Game Rules
•The Robot Game Missions
•Robot Design Executive Summary
•Where to Learn More
Table of Contents
The Core Values are the heart of FIRST® LEGO® League. By embracing the Core Values,
participants learn that friendly competition and mutual gain are not separate goals, and that
helping one another is the foundation of teamwork. Review the Core Values with your team and
discuss them whenever they are needed.
•We are a team.
•We do the work to nd solutions with guidance from our coaches and mentors.
•We know our coaches and mentors don’t have all the answers; we learn together.
•We honor the spirit of friendly competition.
•What we discover is more important than what we win.
•We share our experiences with others.
•We display Gracious Professionalism® and Coopertition® in everything we do.
•We have FUN!
The Core Values Poster
The Core Values poster is designed to help the Core Values Judges at your tournament learn
more about your team and its unique story.
Follow these steps with your team to create a Core Values poster:
1. Discuss ways your team used the Core Values this season – both in team meetings and in
other parts of life. Make a list of examples.
2. Ask your team to select examples that highlight the specic Core Values areas below. These
are typically the most challenging categories for Judges to explore during judging sessions.
The poster can help your team present their successes in an organized format.
a. Discovery: Provide examples from the season about things your team discovered that
were not focused on gaining an advantage in the competition or winning an award. Tell
the Judges how the team balanced all three parts of FIRST LEGO League (Core Values,
Project and Robot Game), especially if they were really excited about one part.
b. Integration: Provide examples of how your team applied the Core Values and other things
you learned through FIRST LEGO League to situations outside of team activities. Let
the Judges know how team members integrated new ideas, skills and abilities into their
everyday life.
c. Inclusion: Describe how your team listened to and considered ideas from everyone
and made each team member feel like a valued part of the team. Share with the Judges
how they accomplished more by working together than any team member could have
done alone.
The Core Values
Some regions require all teams to prepare a Core Values
poster, while others do not. Either way, the poster is
a great tool to help your team think about how they
implement the Core Values in team meetings and
elsewhere. Check with your tournament organizer to
see if your team is expected to bring a Core Values
poster into the Core Values judging session.
The Core Values Poster (continued)
d. Coopertition: Describe how your team honors the spirit of friendly competition. Include
information about how your team provided assistance to and/or received assistance from
other teams. Share with the Judges how your team members help each other, and help
other teams to prepare for a potentially stressful competition experience.
e. Other: Use the middle of the poster to highlight anything else your team would like to
share with the Judges about the remaining Core Values criteria. Maybe consider sharing
examples of Team Spirit, Respect, or Teamwork.
3. Have your team create their Core Values poster using the format below. The overall size
of the poster should be no more than the measurements shown, and it may be smaller,
especially if required for travel needs. The poster may be rolled or assembled on site.
Want to Learn More? VISIT www.firstlegoleague.org/challenge
• Find the Core Values listed in the Challenge
• Learn about what to expect from Core Values Judging and read tips from
experienced Coaches in the Coaches’ Handbook: www.firstlegoleague.org/
challenge
• Your team will be assessed in the judging room using a standard rubric.
Review the Core Values judging information and rubric:
www.firstlegoleague.org/challenge
• If you are completely new, check out the
FIRST
LEGO League Resource page for
videos, tips, and additional helpful rookie links: www.firstlegoleague.org/challenge
Discovery
Integration
Inclusion
(For example:
Respect
or Team Spirit)
Coopertition
Team Name
Other Core Values
judging categories
No taller than 36 inches (91cm)
No wider than 48 inches (123cm)
Think About It
People use water every day, but your team members probably don’t think much about how
and why they use water. Whether it’s directly (drinking or washing) or indirectly (manufacturing
the products they use or producing energy), they have a lot of different needs for water.
Your team’s Project challenge this season is to improve the way people find, transport,
use, or dispose of water.
The Project In-depth
Gadise lives in a small village outside of
Kemba, Ethiopia. The nearest water well is
several miles away, and at certain times of
the year there is very little rainfall to save for
drinking, cooking and washing. Gadise and
her little brother used to spend hours walking
to the water well, which often kept them from
attending school. Gadise’s village has now
installed several new towers that are each able
to collect up to one hundred liters of clean
drinking water directly from the air! When the
people of Kemba installed these very simple
towers that collect water from condensation,
they allowed Gadise and her brother to spend
more time in school, and less time making
the long trip to other villages for water. When
you are thinking about an innovative solution,
don’t rule something out just because it seems
simple. Sometimes the simplest solution is the
best solution!
Amahle is from Mothibistad, South Africa.
Her school, a few miles north of town, did
not have a reliable source of water, since the
pumps and pipes that carried water to the
school were often broken. This meant that
some days the school had to shut down, or
students would have to spend time collecting
water from nearby wells. To fix this problem,
the school installed a water system called the
“PlayPump.” The PlayPump uses a playground
“merry-go-round” to pump water from a well
at the school. So, during recess, Amahle and
her friends get to play, while at the same time
pumping water to a storage tank. This water
is used to keep school in session. Engineers
have learned a lot by creating the PlayPump
system. They have found out that PlayPumps
must be inspected and kept in good working
order to be of use. They have also discovered
that PlayPumps may not be the right solution
for every community, since they require several
people to operate, and children may not always
have the time to play and pump water. However,
in some places, like a schoolyard, they can be
a great solution to a problem found in many
parts of the world. Always remember to
consider the “human factors” that might
improve your approach to problem solving!
Apon lives in Chittagong, a large port city in
southern Bangladesh. For years, Chittagong
has suffered a water crisis due to an ever-
increasing population. A year ago, Apon took
his mother to the hospital for treatment, but
the hospital had closed because there was
no water for the patients, nurses and doctors.
The large number of water wells in Chittagong
had used so much water that many wells were
running dry. To use water from the nearby
Karnaphuli River, Chittagong would need a
modern water treatment plant, which has just
been finished. The new plant, which can treat
over 100 million liters of water a day, will not
solve all of Chittagong’s water problems, but
it did allow many homes and businesses,
including the hospital, to have a more reliable
source of water. Apon’s mother was finally
able to get the care she needs. When you are
considering an innovative solution, try to
remember that some problems do require
engineers to “think big”!
Samantha lives in Wichita Falls, Texas, in the
United States. Her mother works at a local
factory that uses up to 75 million liters of water
a year making packaging products. Many
families in the town, including Samantha’s, rely
on the factory’s jobs. The only problem with
this arrangement was that the factory was
using expensive “potable” water, or treated
water suitable for drinking, to help make
their products. This process was continually
raising the costs for the businesses and people
of Wichita Falls. The solution to this challenge
was to use filtered “wastewater” – or “used”
water from homes and businesses that can
be released back into the environment, but is
not clean enough to drink. The city’s treated
wastewater replaced much of the more
expensive potable water in the manufacturing
process. Due to this innovation, both the
citizens of Wichita Falls and the factory saved
money, and helped to ensure that Samantha’s
mother and many others workers would
continue to be able to support their families
and pay their water bills. When your team is
brainstorming an innovative solution, think
about how joining forces with others might
solve a problem!
Think About It (continued)
Identify a Problem
Ask your team to think about all the ways they use water. These
might include everything from quenching their thirst to swimming
in a pool or lake. Water might be part of the process to produce
their food, energy, mobile phones, or other products. Their use of
water probably even includes something as simple as ushing
the toilet.
Have your team choose a part of the human water cycle that
interests them and identify a specic problem they want to solve.
Not sure where to start?
Try this process to help your team choose
and explore a problem with the human
water cycle:
Ask your team to draw or create a chart
that shows the human water cycle for one or
more needs. This might be a need that your
team members have, or it could be a need for
someone else. How is water used to help fulfill
this need?
Consider questions like:
•Where does the water I use come from?
• Do I get my water from a lake or river, or
from a water well?
• Does the water need to be cleaned,
transported, or stored during the process?
How does this happen?
•Where does water go after it is used?
• What type of professionals work to protect
our water resources?
• How do people in other parts of the world
get their water?
• What happens when people don’t have
access to clean drinking water?
• Do you notice any ways the human water
cycle could be improved?
Inventor and engineer Dean Kamen has worked
his whole life to try and help others. He has
created medical devices, smart wheelchairs,
and even founded FIRST® to help students
around the world learn about careers in science
and technology. When Dean learned about the
billions of people who lacked access to safe
drinking water, he set his sights on creating a
machine that can make even the dirtiest water
safe to drink. The result was the “SlingShot,”
a technology that copies nature’s water cycle
by evaporating and then re-condensing water.
This process, called “vapor compression
distillation” has a long history of providing
clean water for submarines and ships, as well
as delivering pure water for medical uses. The
SlingShot is a simpler, small-scale version
of this proven technology that can produce
hundreds of gallons of water per day – enough
drinking water for a school, a clinic, or a small
village. The SlingShot has shown that although
engineers are always trying to make the future
better, they can look to the past for inspiration!
Don’t forget to study the inventions that are
already out there. Sometimes engineers can
improve on an idea that has been around for
decades and still make a big difference!
Hint: Your team may be able to use
the scientic method or the engineering
design process to tackle your problem.
You can nd out about the engineering
design process at sites like this, or
conduct your own research to learn more
about how these approaches to problem
solving can help your team.
In the HYDRO DYNAMICSSM Challenge,
the human water cycle describes the
ways people nd, transport, use, and
dispose of water in order to meet a
specic need or desire.
Hint: The Robot
Game provides many
examples of the way
people use water. You
could ask your team to
brainstorm based on
the missions.
Identify a Problem (continued)
Hint: field trips are a great way
to learn about a new topic.
Consider requesting a tour or
interview from a local business,
educational institution, or
other water-related site.
However, some locations may
have rules restricting visitors, or
they may not have someone
available to give an interview. If
they say “no,” ask about virtual
tours online or other people you
could contact.
Ask your team to select the problem they
would like to investigate and solve. You might
select a problem in one of these areas (or add
your own):
• Finding potable water
• Identifying and removing contamination
• Using water to produce food
• Finding problems with pipes buried in the
ground
• Transporting or storing clean water
• Disposing of wastewater
• Controlling industrial or agricultural runoff
into natural waterways
• Using water responsibly in manufacturing
After your team selects a problem, the next
step is to find out about the current solutions.
Encourage them to research their problem
using resources like:
• News articles
• Documentaries or movies
• Interviews with professionals working in
the eld
• Ask your local librarian
• Books
• Online videos
• Websites
Ask your team questions like: Why does
this problem still exist? Why aren’t the
current solutions good enough? What
could be improved?
Design a Solution
Next, your team will design a solution to the problem. Any solution is a good start. The ultimate
goal is to design an innovative solution that adds value to society by improving something that
already exists, using something that exists in a new way, or inventing something totally new.
Ask your team to think about:
• What could be done better? What could be
done in a new way?
• How can you reimagine the way we clean,
transport, use, or dispose of our water?
• Could your solution balance the needs of
people, the planet, and prosperity?
Ask your team to think of your problem like
a puzzle. Brainstorm! Then turn the problem
upside down and think about it in a completely
different way. Imagine! Get silly! Even a
“silly idea” might inspire the perfect solution.
Encourage team members to try one idea (or
more), but be prepared that each idea may
need some improvements.
This might be a great time for the team to
interview a professional. The professional
could be someone who works directly
with water or researches water problems
for his or her job. Can a professional
help your team learn about how people
use water for washing, food production,
medical treatment, or entertainment?
Design a Solution (continued)
Make sure your team thinks about how
they could make their solution a reality.
Try asking them questions like:
• Why would your solution succeed when
others have failed?
• What information would you need to
estimate the cost?
• Do you need any special technology to
make your solution?
• Who would be able to use it?
Remember, your team’s solution does not
need to be completely new. Inventors often
improve an idea that already exists or use
something that exists in a new way.
Share with Others
Once the team has designed a solution, the
next step is to share it!
Ask your team to think about who your
solution might help. How can you let them
know that you have solved their problem?
• Can you present your research and solution
to people who transport, clean, collect, or
use water?
• Can you share with a professional or
someone who helped you learn about your
problem?
• Can you think of any other people who
might be interested in your idea?
When your team plans their presentation,
encourage them to use the talents of team
members. Teams often explore creative
presentation styles, but it is also important to
keep the focus on your team’s problem and
solution. Sharing can be simple or elaborate,
serious or designed to make people laugh
while they learn.
No matter what presentation style your team
chooses, remember to infuse fun wherever
you can!
Any inventor must present their idea to people
who can help them make it a reality, such as
engineers, investors, or manufacturers. Like
adult inventors, the Project presentation is
your team’s chance to share their great
Project work with the Judges.
Your team’s presentation may include
posters, slideshows, models, multimedia
clips, props, costumes, and more. Creativity
in the presentation is rewarded, but covering
all of the essential information is even more
important.
Teams will only be eligible for Project
awards if they:
• Identify a problem that meets this year’s
criteria.
• Explain their innovative solution.
• Describe how they shared with others prior
to the tournament.
Presentation requirements:
• All teams must present live. The team may
use media equipment (if available) only to
enhance the live presentation.
• Include all team members. Each team
member must participate in the Project
judging session.
• Set up and complete the presentation in
five minutes or less with no adult help.
The teams who excel at tournaments also use
the Project presentation to tell the Judges
about their sources of information, problem
analysis, review of existing solutions,
elements that make their idea innovative,
and any plans or analysis related to
implementation.
It might be helpful for your team to
share with someone who could provide
real-world feedback about the solution.
Getting input and improving a solution
are part of the design process for any
inventor. It is OK to revise an idea if the
team receives some helpful feedback.
All regions require teams to prepare a
Project presentation. As long as your team
covers the basic Project information, they
may choose any presentation style they
like. Check with your tournament organizer
to see if there are any size or noise
restrictions in the judging rooms.
.
Word Denition (Terms in bold can be found elsewhere in the glossary.)
human water cycle In the HYDRO DYNAMICSSM Challenge, the human water cycle
describes the ways people nd, transport, use, and dispose of water
in order to meet a specic need or desire.
water footprint The amount of water that a person, family or other group (such as a
business) uses in a day.
natural water
(hydrologic) cycle
The natural process when water evaporates, condenses into clouds,
and then falls back to the ground as precipitation. Water never
completely disappears. It goes through the natural water cycle over
and over.
hydrology The branch of science that deals with the hydrologic cycle in the
environment, including land, soil and the atmosphere.
fresh water Water that contains very low levels of dissolved substances in it.
Most people say “fresh water” to mean the water contains little or no
salt.
salt water Water that has a high concentration of dissolved salts in it. (Just like
it sounds!) The Earth’s oceans are lled with salt water, but salt water
is not drinkable by people unless most of the salts are removed
through water treatment.
brackish water Water that is considered neither freshwater nor salt water, but a
mixture of the two. Brackish water is usually found in estuaries,
where freshwater (rivers and streams) ows into the ocean.
groundwater Water that ows or seeps downward and saturates soil or rock,
supplying springs and water wells.
aquifer A source of groundwater in the form of soil, sand or rock below the
land’s surface that is saturated with water. Aquifers are capable of
yielding water in sufcient quantity for human use; water wells are
dug or drilled into aquifers.
surface water Surface water includes all sources of the Earth’s above-ground water
such as streams, rivers, lakes, reservoirs and oceans.
precipitation Water that comes from Earth’s atmosphere as a result of rain, snow,
hail, sleet, dew, and frost. Precipitation can be collected directly
for use by humans with rooftop drains and other means, but it also
recharges surface water and groundwater supplies.
runoff Runoff is precipitation that ows into sewers, lakes, or other bodies
of water as a result of rain, snow melt, or irrigation. Depending on
conditions, runoff can carry substances that cause contamination in
supplies of surface water and groundwater.
drought A period of water shortage that can be brought about by either
natural or human causes. Natural causes could be changes in
weather or climate; human factors could include the over-use of
aquifers or the diversion of rivers for irrigation or ood control.
irrigation The use of water to assist in the growing of crops and pastures, or to
maintain recreational areas such as golf courses or even yards.
water quality Water quality describes the chemical, physical, and biological
characteristics of water, usually with respect to its suitability for a
particular purpose. Various forms of water treatment are required to
achieve a particular water quality.
potable water Water that is safe for drinking, cooking or other home uses.
Glossary
water well A water well is a human-made hole dug in the ground for the
purpose of withdrawing groundwater. Wells are often bored or
drilled with machines to reach deep aquifers. Depending on the
quality of the water, water collected from water wells may or may not
undergo water treatment before use.
surface water intake Intakes are structures or devices designed to collect surface water
for human use. Ideally, surface water undergoes some type of water
treatment before it is used by humans because it is often more likely
than groundwater to contain harmful contaminants.
water distribution
system
A water distribution system is a set of devices, such as water pumps,
water towers, and water pipes that move water from one place to
another for human use.
water pump A water pump is a machine designed to transport water by putting
it under pressure. Different types of water pumps use a variety of
mechanisms to move water, and they can be powered by hand,
electricity, wind or other sources of energy.
water tower Part of an urban or suburban potable water distribution system that
includes a tower supporting an elevated water tank, whose height
creates the pressure required to distribute the water through water
pipes to homes and businesses.
water pipes A water pipe is a tube that moves water through a water distribution
system. Water pipes can be made of a variety of materials including
plastic, copper, iron, lead, concrete or even “red” clay.
contamination The presence of unwanted or unsafe materials in a substance.
Contamination of water may include harmful bacteria, parasites,
chemicals, or other materials which may hurt humans or the
environment.
turbidity Turbidity is a measure of the amount of solid particles that are sus-
pended in water. Water that is very turbid causes light rays shin-
ing through the water to scatter, making the water cloudy or even
opaque in extreme cases. The turbidity of water is one important
measure of water quality.
water treatment Water treatment is the process of making water suitable for a particu-
lar purpose, such as drinking water, water for industrial uses or even
purifying wastewater so that it can be returned to lakes and rivers to
re-enter the hydrologic cycle. Some type of water treatment is also
often required before groundwater or surface water is t for human
use.
chlorination Chlorination is a type of water treatment where chlorine is added to
a potable water supply primarily for the purpose of killing harmful
organisms.
uoridation Fluoridation is a type of water treatment where uoride is added to
a potable water supply to reduce tooth decay.
wastewater Water that has been used in homes, industries, and businesses that
is not normally for reuse unless it undergoes water treatment.
blackwater Blackwater is wastewater that is contaminated by human, animal or
food waste.
greywater Greywater is wastewater from clothes washing machines, showers,
bathtubs, and sinks. In some instances, if it is not too contaminated,
greywater can be reused for activities like ushing a toilet, or
irrigating plants.
sediment Solid material, often sand, silt or clay, moved or suspended in water.
Water high in sediment content will usually have high turbidity.
septic system A method of water treatment for household wastewater that uses
a settling (septic) tank. Septic systems allow solids to sink or stay
trapped in the settling tank, and liquids to be distributed to a drain
eld for soil absorption.
sanitary sewer A sanitary sewer is a system of underground pipes that carries
wastewater from homes, factories and businesses to a wastewater
treatment plant where it is ltered, treated and discharged.
storm sewer A storm sewer carries runoff such as street wash and snow melt
from the land to a discharge point. In a separate storm sewer system,
storm sewers are completely isolated from sanitary sewers, and
discharge into lakes, rivers, streams, or the ocean. However, some
cities and towns send the water from storm sewers to a water
treatment plant to protect the environment from harmful runoff that
might come from contamination, such as motor oil on roads, or
fertilizers in gardens.
manhole cover A removable plate or lid that allows access to a sanitary sewer
system for maintenance and inspection. Manhole covers are usually
located in streets and made of heavy cast iron.
inltration The process in which water enters the soil. This could be from
precipitation, runoff, irrigation, or other sources. Inltration is
also a term that describes when runoff enters a sanitary sewer by
accident, potentially overwhelming the sewer system, and resulting
in sewage contamination in the environment.
water treatment plant A facility designed to improve the quality of water. The most common
types of water treatment plants are those used to make groundwater
and surface water suitable for use in homes and businesses
(making potable water), and those used to make wastewater clean
enough to be returned to the environment. Wastewater treatment
usually involves a series of steps, most commonly filtration,
aeration and sedimentation.
ltration Filtration is the process of removing solid contamination from water,
most often through the use of screens, sand lters and activated
charcoal.
aeration Aeration is the process of adding oxygen back to wastewater to
return it to a more natural state.
sedimentation Sedimentation is the process of using gravity or chemicals to
settle-out large solid contaminants during the water treatment
process in order to reduce its turbidity.
sewage sludge A thick mixture of solids and liquid that is a by-product of a
wastewater treatment plant or a septic system. Sewage sludge is
the solid matter that has been separated from the wastewater, it
can contain contamination, and is usually disposed of through
incineration or by spreading it over land or burying it in landlls.
desalination Desalination is the removal of salts from salt water to provide fresh
water. This method is becoming a popular way of providing fresh
water to populations with a ready supply of salt water, but it can be
expensive and current methods require a large amount of energy.
reverse osmosis A type of desalination that removes salts from salt water using a
membrane. With reverse osmosis, salt water is forced through a ne
membrane that traps dissolved salts, and the salt waste (or brine) is
removed and disposed.
FIRST® does not control or endorse the content of these external websites. They are provided as optional references only.
Please preview all resources based on the maturity level of your team.
Video
National Science Foundation
Environmental Engineer: Proles of Scientists and Engineers
https://www.youtube.com/watch?v=k2epvAUEdCI
The University of Maryland, Baltimore County (UMBC)
What do Environmental Engineers do?
https://www.youtube.com/watch?v=MUT8zya53Vg
The Open University: Fresh Water Filtration:
Water Supply and Treatment in the UK
https://www.youtube.com/watch?v=dtHw5_5z51w
The Open University: Waste Water Filtration:
Water Supply and Treatment in the UK
https://www.youtube.com/watch?v=5J7Cysnluv0&list=P-
L361A68D81AAB6162&index=7
City of Winnipeg
Virtual Tour of a Drinking Water Treatment Plant
https://www.youtube.com/watch?v=20VvpASC2sU
City of Grand Island, Nebraska
Wastewater Treatment Plant Tour - “Flush to Finish”
https://www.youtube.com/watch?v=pRaptzcp9G4
The Water Project – YouTube Channel
https://www.youtube.com/thewaterproject
water.org® – YouTube Channel
https://www.youtube.com/water
National Science Foundation Science 360
Transformational Building Design Energizes Water Recycling.
https://news.science360.gov/obj/video/b515996a-6699-44a1-
babd-8e94dffe714d/transformational-building-design-energiz-
es-water-recycling-literally
Websites and Articles
Aquapedia
Check out the Aquapedia or Water Topics sections of the Water
Education Foundation website to learn about water topics in
California, USA and beyond.
http://www.watereducation.org/water-topics
Calculate Your Water Footprint
Answer some questions to estimate how much water you really
use every day (and learn some fun facts along the way). You
might be surprised by what you discover!
http://www.gracelinks.org/1408/water-footprint-calculator
Learn About Water
The US Environmental Protection Agency provides resources
to learn about bodies of water, drinking water, wastewater, and
water quality.
https://www.epa.gov/learn-issues/learn-about-water
Water Science Glossary of Terms
The United State Geological Service (USGS) has a list of
water-related terms that might help you understand our
water resources.
https://water.usgs.gov/edu/dictionary.html
Melbourne Water
Melbourne (Australia) Water has numerous resources that
describe the water supply, infrastructure and resources.
https://www.melbournewater.com.au/Pages/home.aspx
The World Bank’s Water Global Practice
Launched in 2014, the World Bank’s Water Global Practice site
discusses the knowledge and implementation of water projects
from around the world.
http://www.worldbank.org/en/topic/water
The UN and Water
This United Nations sites explores the global crisis caused by in-
sufcient water supply to satisfy basic human needs and growing
demands on the world’s water resources to meet human, com-
mercial and agricultural needs.
http://www.un.org/en/sections/issues-depth/water/index.html
National Geographic’s Environment: Freshwater Site
This site includes numerous case studies from around the
world to help you understand the global challenges faced in
nding and protecting water for human use.
http://environment.nationalgeographic.com/environment/
freshwater/
Resources
A chemist testing
for water quality
Websites and Articles (continued)
The Water Sustainability and Climate Project (WSC)
at the University of Wisconsin-Madison
The Water Sustainability and Climate Project (WSC) at the
University of Wisconsin-Madison is an integrated effort to
understand how water and the many other benets people
derive from nature could change over time.
The project is focused on the Yahara Watershed in southern
Wisconsin, but has many scenarios and case studies that are
useful for exploring a variety of water issues.
https://wsc.limnology.wisc.edu/
What is an Environmental Engineer?
EnvironmentalScience.org’s site contains information about
environmental science education and careers, as well as vetted
research on water and other environmental issues.
http://www.environmentalscience.org/
Water Resources Research Center, University of Arizona
A research and extension unit of the College of Agriculture
and Life Sciences, the WRRC is the designated state water
resources research center for Arizona established under the 1964
Federal Water Resources Research Act. The site has a wealth
of resources for teachers and students on all types of water
resource issues.
http://wrrc.arizona.edu/
National Academy of Engineering (NAE)
The NAE has compiled a list of fourteen “Grand Challenges for
Engineering.” Providing access to clean water for the one out of
every six people living today who do not have adequate access
to water, and the one out of every three who lack basic sanitation,
for which water is needed, has been designated as a “grand
challenge.” This site contains resources and videos that describe
the global nature of these issues.
http://engineeringchallenges.org/
US Environmental Protection Agency (EPA)
The water topics page of the US EPA site provides detailed
information on preventing water contamination, water treatment
and water conservation.
https://www.epa.gov/environmental-topics/water-topics
The Water Project
The Water Project is an organization that tries to nd solutions
to the local water problems in Africa. Their web site contains
information about the challenges faced by many African
communities, and the innovative way that these challenges
are being met.
https://thewaterproject.org/
The Water Project: Teaching Tools & Resources
This Water Project site has numerous lesson plans for grade
K-12 students. The topics include water scarcity, contamination
and the local solutions used by people in Africa to solve these
difculties.
https://thewaterproject.org/resources/
water.org ®
water.org is a non-prot dedicated to nding clean water and
sanitation solutions for communities in Africa, Asia, Latin America
and the Caribbean. This site has case studies and other
resources that detail the struggle to maintain a reliable source
of clean drinking water in many parts of the world.
http://water.org/
Books
How Did That Get to My House? Water
By Nancy Robinson Masters, Cherry Lake Publishing (2014)
What’s Up® With Conserving Water
Channing Bete Company
National Geographic Kids: Water
Melissa Stewart, National Geographic Society (2014)
A wastewater
treatment agitator
A sewage water
treatment plant
Talking with professionals (people who work in the eld of this year’s Challenge theme) is a great
way for your team to:
• Learn more about this season’s theme.
• Find ideas for your HYDRO DYNAMICSSM problem.
• Discover resources that might help with your research.
• Get feedback on your innovative solution.
Examples of Professionals
Consider contacting people who work in the following professions. See if your team can
brainstorm any other jobs to add to the list. Many company, professional association,
government, and university websites include contact information for professionals.
Job What they do Where they may work
environmental
engineer
Environmental engineers use
engineering, soil science, biology,
and chemistry to develop
solutions to environmental and
natural resource problems.
government ofces, private
companies that must ensure
compliance with laws and
regulations
civil engineer Civil engineers design, build,
supervise, operate, and maintain
large-scale infrastructure projects
including dams, bridges, and
systems for water supply and
sewage treatment.
government ofces, private
companies
environmental
compliance
specialist
Environmental compliance special-
ists help ensure that companies
and governments follow laws and
regulations designed to protect
water, the environment and natural
resources. Most compliance
specialists work for governments,
but there are many who also work
for private companies.
government ofces,
departments of public health,
private companies that must
ensure compliance with laws
and regulations
water treatment
plant manager
Water treatment plant managers
run facilities designed to improve
the quality of water. Water
treatment plants generally fall
into two broad categories: those
that make potable water for
distribution to homes and
businesses, and those that treat
wastewater before it is returned
to the environment.
Usually local government
ofces, or water/wastewater
districts that represent several
cities or towns
public utilities
director or
manager
Utilities directors oversee the
distribution of potable water, the
collection of wastewater, and
water treatment systems for a city
or region.
Usually local government
ofces, or water/wastewater
districts that represent several
cities or towns
hydrologist A hydrologist is a scientist who
studies how water ows and
interacts with the Earth.
Government agencies,
universities, environmental
consulting companies
Ask a Professional
Examples of Professionals (continued)
Who Do You Know?
Use the list of professionals above to help you
brainstorm ideas. Think about the people who
study, transport, clean, or use water in their
jobs. Think about the technology that people
use to manage water. Who makes that
technology?
One of the best recruiting tools for your
Project is your own team. Think about it.
Who do you know? Chances are good that
someone on your team knows a professional
who works with water in some way. Ask your
team members to think about family, friends,
or mentors who work in a job that involves
water.
Make a list of people your team might want to
interview.
How Should You Ask?
As a team, talk about your list of professionals
and choose one or more who you think could
help your team learn about how people use
water. Have the team do a little research
about each professional. Find out how the
person works with this year’s theme and think
about what questions the team might want to
ask in an interview.
Next, work with team members to contact the
professional you chose. Explain a little about
FIRST® LEGO® League. Tell the professional
about the team’s research goals and ask if
they can interview him or her.
What Should You Ask?
Have the team prepare a list of questions for
the interview. When you think about questions
to ask:
• Use the research the team has already
done to brainstorm questions about the
professional’s area of expertise. It’s
important to ask questions that the person
can answer.
• Keep the team’s Project goal in mind. Ask
questions that will help the team learn more
about their topic and design an innovative
solution.
• Keep questions short and specic. The
more direct team members can be, the
more likely they are to receive a useful
answer.
• Do NOT ask the professional to design
an innovative solution for your team.
The team’s solution must be the work of
team members. If they already have an
innovative solution though, it is ok for
the professional to provide feedback on
the idea.
At the end of the interview, ask the
professional if your team may contact him
or her again. They might think of more
questions later. Maybe the person would be
willing to meet with your team again or give
you a tour. Don’t be afraid to ask.
And nally, make sure your team shows
Gracious Professionalism® during the
interview and thanks the professional for
his or her time!
2017/2018 Robot Game Rules
Guiding Principles
GP1 - GRACIOUS PROFESSIONALISM®
You are “Gracious Professionals.” You
compete hard against problems, while
treating all people with respect and kindness.
If you joined FIRST LEGO League with a main
goal of “winning a Robotics competition,”
you’re in the wrong place!
GP2 - INTERPRETATION
• If a detail isn’t mentioned, then it doesn’t
matter.
• Robot Game text means exactly and only
what it plainly says.
• If a word isn’t given a game denition, use
its common conversational meaning.
GP3 - BENEFIT OF THE DOUBT - If the
Referee (Ref) feels something is a “very tough
call,” and no one can point to strong text in
any particular direction, you get the Benefit
Of The Doubt. This good-faith courtesy is not
to be used as a strategy.
GP4 - VARIABILITY - Our suppliers and
volunteers try hard to make all Fields correct
and identical, but you should always expect
little defects and differences. Top teams
design with these in mind. Examples include
Border Wall splinters, lighting changes, and
Field Mat wrinkles.
GP5 - INFORMATION SUPERIORITY - If two
ofcial facts disagree, or confuse you when
read together, here’s the order of their authority
(with #1 being the strongest):
#1 = Current Robot Game UPDATES
#2 = MISSIONS and FIELD SETUP
#3 = RULES
#4 = LOCAL HEAD REF - In unclear
situations, local Head Referees may make
good-faith decisions after discussion, with
Rule GP3 in mind.
• Pictures and video have no authority,
except when talked about in #1, #2, or #3.
• Emails and Forum comments have no
authority.
Definitions
D01 - MATCH - A “Match” is when two teams
play opposite each other on two Fields placed
north to north.
• Your Robot LAUNCHES one or more times
from Base and tries as many Missions as
possible.
• Matches last 2-1/2 minutes, and the timer
never pauses.
D02 - MISSION - A “Mission” is an opportunity
for the Robot to earn points. Missions are writ-
ten in the form of requirements.
• Most requirements are RESULTS that must
be visible to the Ref at the END OF THE
MATCH.
• Some requirements are METHODS that
must be observed by the Ref AS THEY
HAPPEN.
D03 - EQUIPMENT - “Equipment” is
everything YOU BRING to a Match for
Mission-related activity.
D04 - ROBOT - Your “Robot” is your
LEGO MINDSTORMS controller and all the
Equipment you’ve combined with it by hand
which is not intended to separate from it,
except by hand.
D05 - MISSION MODEL - A “Mission Model”
is any LEGO element or structure ALREADY
AT THE FIELD when you get there.
D06 - FIELD - The “Field” is the Robot’s game
environment, consisting of Mission Models
on a Mat, surrounded by Border Walls, all on a
Table. “Base” is part of the Field. For full details,
see FIELD SETUP. Download the Field Setup
Guide at www.rstlegoleague.org/challenge.
The Robot Game
Definitions (continued)
D07 - BASE - “Base” is the space directly above the Field’s quarter-circle region, in the southwest.
It extends southwest from the curved line TO the corner walls (no farther). The diagrams below
dene “COMPLETELY IN” for Base, but apply for ANY area.
YES
(COMPLETELY IN)
YES
(COMPLETELY IN)
NO
(PARTLY IN)
NO
(PARTLY IN)
NO
(PARTLY IN)
NO
(OUT)
NO
(OUT)
D08 - LAUNCH - Whenever you’re done
handling the Robot and then you make it GO,
that’s a “Launch.”
D09 - INTERRUPTION - The next time you
interact with the Robot after Launching it,
that’s an “Interruption.”
D10 - TRANSPORTED - When a thing
(anything) is purposefully/strategically being…
• taken from its place, and/or
• moved to a new place, and/or
• being released in a new place,
it is being “Transported.” The process of
being Transported ends when the thing
being transported is no longer in contact
with whatever was transporting it.
Equipment, Software and People
R01 - ALL EQUIPMENT - All Equipment must be made of LEGO-made building parts in original
factory condition.
Except: LEGO string and tubing may be cut shorter.
Except: Program reminders on paper are okay (off the Field).
Except: Marker may be used in hidden areas for identication.
R02 - CONTROLLERS - You are allowed only ONE individual controller in any particular Match.
• It must exactly match a type shown below (Except: Color).
• ALL other controllers must be left in the PIT AREA for that Match.
• All remote control or data exchange with Robots (including Bluetooth) in the competition area
is illegal.
• This rule limits you to only ONE individual ROBOT in any particular Match.
R03 - MOTORS - You are allowed up to FOUR individual motors in any particular Match.
• Each one must exactly match a type shown below.
• You may include more than one of a type, but again, your grand total may not be greater than FOUR.
• ALL other motors must be left in the PIT AREA for that Match, NO EXCEPTIONS.
EV3 NXT RCX
EV3 “LARGE” EV3 “MEDIUM” NXT RCX
Equipment, Software and People (continued)
R04 - EXTERNAL SENSORS - Use as many external sensors as you like.
• Each one must exactly match a type shown below.
• You may include more than one of each type.
R05 - OTHER ELECTRIC/ELECTRONIC THINGS - No other electric/electronic things are allowed
in the competition area for Mission-related activity.
Except: LEGO wires and converter cables are allowed as needed.
Except: Allowable power sources are ONE controller’s power pack or SIX AA batteries.
R06 - NON-ELECTRIC ELEMENTS - Use as many non-electric LEGO-made elements as you like,
from any set.
Except: Factory-made wind-up/pull-back “motors” are not allowed.
Except: Additional/duplicate Mission Models are not allowed.
R07 - SOFTWARE - The Robot may only be programmed using LEGO MINDSTORMS RCX, NXT,
EV3, or RoboLab software (any release). No other software is allowed. Patches, add-ons, and new
versions of the allowable software from the manufacturers (LEGO and National Instruments) are
allowed, but tool kits, including the LabVIEW tool kit, are not allowed.
R08 - TECHNICIANS
• Only two team members, called “Technicians,” are allowed at the competition Field at once.
Except: Others may step in for true emergency repairs during the Match, then step away.
• The rest of the team must stand back as directed by tournament ofcials, with the expectation of
fresh Technicians being able to switch places with current Technicians at any time if desired.
EV3 TOUCH EV3 COLOR EV3 ULTRASONIC EV3 GYRO/ANGLE
NXT TOUCH NXT LIGHT NXT COLOR NXT ULTRASONIC
RCX TOUCH RCX LIGHT RCX ROTATION
Play (continued)
R09 - BEFORE THE MATCH TIMER
STARTS - After getting to the Field on time,
you have at least one minute to prepare.
During this special time only, you may
also...
• ask the Ref to be sure a Mission Model
or setup is correct, and/or
• calibrate light/color sensors anywhere
you like.
R10 - HANDLING DURING THE MATCH
• You are not allowed to interact with any
part of the Field that’s not COMPLETELY
in Base.
Except: You may Interrupt the Robot any
time.
Except: You may pick up Equipment that
BROKE off the Robot UNINTENTIONALLY,
anywhere, any time.
• You are not allowed to cause anything to
move or extend over the Base line, even
partly.
Except: Of course, you may LAUNCH the
Robot.
Except: You may move/handle/STORE
things off the Field, any time.
Except: If something accidentally crosses
the Base line, just calmly take it back - no
problem.
• Anything the Robot affects (good or
bad!) or puts completely outside Base
stays as is unless the Robot changes it.
Nothing is ever repositioned so you can
“try again.”
R11 - MISSION MODEL HANDLING
• You are not allowed to take Mission
Models apart, even temporarily.
• If you combine a Mission Model with
something (including the Robot), the
combination must be loose enough
that if asked to do so, you could pick
the Mission Model up and nothing else
would come with it.
R12 - STORAGE
• Anything completely in Base may be
moved/stored off the Field, but must
stay in view of the Ref, on a stand.
• Everything in off-Field Storage “counts”
as being completely in Base.
R13 - LAUNCHING - A proper Launch (or re-
Launch) goes like this:
• READY SITUATION
o Your Robot and everything in Base it’s
about to move or use is arranged by hand
as you like, all tting “COMPLETELY IN
BASE” and measuring no taller than 12
inches” (30.5 cm).
o The Ref can see that nothing on the Field
is moving or being handled.
• GO!
o Reach down and touch a button or signal
a sensor to activate a program.
FIRST LAUNCH OF THE MATCH – Here,
accurate fair timing is needed, so the exact
time to Launch is the beginning of the last
word/sound in the countdown, such as “Ready,
set, GO!” or BEEEEP!
R14 - INTERRUPTING - If you
INTERRUPT the Robot, you must stop it
immediately, *then calmly pick it up for a
re-Launch (*if you intend one). Here’s what
happens to the Robot and anything it was
Transporting, depending on where each was
at the time:
•ROBOT
o Completely Re-Launch
in Base:
o NOT completely Re-Launch +
in Base: Penalty
•TRANSPORTED THING
o Completely Keep it
in Base:
o NOT completely Give it to the Ref
in Base:
The “PENALTY” is described with the
MISSIONS.
R15 - STRANDING - If the UNINTERRUPTED
Robot loses something it was Transporting,
that thing must be allowed to come to rest.
Once it does, here’s what happens to that
thing, depending on its rest location:
•TRANSPORTED THING
o Completely Keep it
in Base:
o Partly in Base: Give it to the Ref
o Completely Leave as is
outside Base:
Play
R16 - INTERFERENCE
• You are not allowed to negatively affect
the other team except as described in a
Mission.
• Missions the other team tries but fails
because of illegal action by you or your
Robot will count for them.
R17 - FIELD DAMAGE
• If the Robot separates Dual Lock or
breaks a Mission Model, Missions ob-
viously made possible or easier by this
damage or the action that caused it do
not score.
R18 - END OF THE MATCH - As the
Match ends, everything must be preserved
exactly as-is.
• If your Robot is moving, stop it ASAP
and leave it in place. (Changes after the
end don’t count.)
• After that, hands off everything until after
the Ref has given the okay to reset the
table.
R19 - SCORING
• SCORESHEET - The Ref discusses what
happened and inspects the Field with you,
Mission by Mission.
o If you agree with everything, you sign the
sheet, and the scoresheet is nal.
o If you don’t agree with something, the
Head Ref makes the nal decision.
• IMPACT - Only your BEST score from
regular Match play counts toward awards/
advancement. Playoffs, if held, are just for
extra fun.
• TIES - Ties are broken using 2nd, then 3rd
best scores. If still not settled, tournament
ofcials decide what to do.
CHANGES FOR 2017
• The word “objects” has been replaced with
the word “things” for parallelism with the
term “anything.”
• Denition of “Transporting” is opened up for
situations not directly involving the Robot.
• Maximum Equipment height UPON
LAUNCH is now limited.
2017/2018 Robot Game Missions
M01 - PIPE REMOVAL
Move the Broken Pipe
so it is completely
in Base.
20 Points
M02 - FLOW
*Move a Big Water (one
time maximum) to the
other team’s eld *only
by turning the Pump
System’s valve(s).
25 Points
M03 - PUMP
ADDITION
Move the Pump
Addition so it has
contact with the mat
and that contact is
completely in the
Pump Addition
target. 20 Points
M04 - RAIN
Make at least one
Rain come out of
the Rain Cloud.
20 Points
M05 - FILTER
Move the Filter
north until the lock
latch drops.
30 Points
M06 - WATER
TREATMENT
Make the Water
Treatment model
eject its Big Water,
*only by moving the
Toilet’s lever.
20 Points
FOR THE MISSIONS…
*Asterisks tell you a specic METHOD is required, and must be observed by the referee.
Underlined conditions must be visible at the END of the match.
SCORE
SCORE
SCORE
SCORE
SCORE
SCORE
2017/2018 Robot Game Missions (continued)
M07 - FOUNTAIN
Make the Fountain’s middle layer rise some
obvious height and stay there, due only to a
Big Water in the gray tub. 20 Points
M08 - MANHOLE COVERS
Flip Manhole cover(s) over, obviously past
vertical *without it/them ever reaching Base.
15 Points EACH
Each cover is scored individually.
FOR BONUS: Score 30 Manhole Cover
points as described above.
WITH both covers completely in separate
Tripod targets. 30 Points Added
M09 - TRIPOD
Move the inspection camera Tripod so it is
FOR PARTIAL SCORE: partly in either Tripod
target, with all of its feet touching the mat.
15 Points
FOR FULL SCORE: completely in either
Tripod target, with all of its feet touching the
mat. 20 Points
M10 - PIPE REPLACEMENT (Install the
Optional Loop rst, in Base, if you wish.)
Move a New Pipe so it is where the broken
one started, in full/at contact with the mat.
20 Points
NO
FULL
“FULL /FLAT CONTACT”
SCORE
PARTIAL
SCORE
SCORE
PARTIAL
SCORE
NO
NO
SCORE
BONUS ADDED
NO BONUS
2017/2018 Robot Game Missions (continued)
M11 - PIPE CONSTRUCTION (Install the
Optional Loop rst, in Base, if you wish.) Move
a New Pipe so it is
FOR PARTIAL SCORE: partly in its target,
in full/at contact with the mat. 15 Points
FOR FULL SCORE: completely in its target,
in full/at contact with the mat. 20 Points
M12 - SLUDGE
Move the Sludge so it is touching the visible
wood of any of the six drawn garden boxes.
30 Points
M13 - FLOWER
Make the Flower rise some obvious height
and stay there, due only to a Big Water in the
brown pot. 30 Points
FOR BONUS: Score Flower Points as
described above WITH at least one Rain in the
purple part, touching nothing but the Flower
model. 30 Points Added
M14 - WATER WELL
Move the Water Well so it has contact with the
mat and that contact is
FOR PARTIAL SCORE: partly in the Water
Well target. 15 Points
FOR FULL SCORE: completely in the Water
Well target. 25 Points
NO
FULL
SCORE
SCORE
FULL
PARTIAL
SCORE
NO
PARTIAL
FULL
SCORE
SCORE
BONUS ADDED
2017/2018 Robot Game Missions (continued)
M15 - FIRE
Make the re drop *only by making the Firetruck apply direct force to the House’s lever. 25 Points
M16 - WATER COLLECTION
Move or catch Big Water and/or Rain water (one Rain maximum; no Dirty Water) so it is touching the
mat in the Water Target, *without the target ever reaching the white Off- Limits Line shown below. Water
may be touching the target, and/or other water, but not be touching nor guided by anything else. Each
water model is scored as an individual.
At least one Rain: 10 Points Big Water: 10 Points EACH
FOR BONUS: Score at least one Big Water in its target as described above WITH one on top, which is
touching nothing but other water. 30 Points (Maximum only one Bonus can score)
SCORE
OFF- LIMITS LINE EXTENDS NO SCORE SCORE: NO SCORE SCORE:
ALL THE WAY NORTH/SOUTH TWO BIG WATER AT LEAST ONE RAIN
INCLUDING UNDER RAMPS AND AT LEAST ONE RAIN
SCORE: SCORE: SCORE: SCORE:
TWO BIG WATER ONE BIG WATER AT LEAST ONE RAIN TWO BIG WATER
BONUS ADDED BONUS ADDED NO BONUS NO BONUS
2017/2018 Robot Game Missions (continued)
M17 - SLINGSHOT
Move the SlingShot so it is completely in its
target. 20 Points
FOR BONUS: Score SlingShot points as
described above WITH the Dirty Water and a
Rain completely in the SlingShot target.
15 Points Added
M18 - FAUCET
Make the water level obviously more blue than
white as seen from above the cup, *only by
turning the Faucet handle. 25 Points
PENALTIES - Before the match starts, the Ref
removes the six red Penalty discs from the Field,
and holds on to them. If you Interrupt the Robot,
the Ref places one of the removed Samples in the
white triangle, in the southeast, as a permanent/
untouchable Interruption Penalty. You can get up
to six such penalties, worth - 5 Points EACH
SCORE
BONUS ADDED
NO
SCORE
BONUS ADDED
SCORE
NO
SCORE
NO
Robot Design Executive Summary
An “executive summary” is often used by engineers to briey outline the key elements of a product
or project. The purpose of the Robot Design Executive Summary (RDES) is to give the Robot Design
Judges a quick overview of your team’s robot and all that it can do.
Some regions require all teams to prepare a Robot Design Executive Summary, while others do not.
Either way, the RDES is a great tool to help your team organize their thoughts about the robot and the
design process they used. Check with your tournament organizer to see if your team is expected to
present your RDES in the Robot Design judging session.
Unlike the Core Values Poster, teams do not
need to create a poster or written material for
the RDES. However, if the team would like to
share pictures of the design process, records
of strategy sessions, or examples of
programming (either printed or on a laptop),
the RDES presentation is an appropriate time.
Have your team prepare a short presentation
(no longer than four (4) minutes) covering the
elements below:
1. Robot Facts: Share a little bit about your
robot, such as the number and type of
sensors, drivetrain details, number of
parts and the number of attachments. The
Judges also like to know what programming
language your team used, the number of
programs, and the Robot Game mission
where your team had the most success.
2. Design Details:
a. Fun: Describe the most fun or interesting
part of robot design as well as the most
challenging parts. If your team has a fun
story about your robot please feel free to
share.
b. Strategy: Explain your team’s strategy
and reasoning for choosing and
accomplishing missions. Talk a little bit
about how successful the robot was
in completing the missions that were
chosen.
c. Design Process: Describe how
your team designed their robot and
what process they used to make
improvements to the design over
time. Briey share how different team
members contributed to the design.
d. Mechanical Design: Explain the robot’s
basic structure. Explain to the Judges
how the robot moves (drivetrain), what
attachments and mechanisms it uses to
operate or complete missions, and how
your team makes sure it is easy to add/
remove attachments.
e. Programming: Describe how your
team programmed the robot to ensure
consistent results. Explain how the team
organized and documented programs.
Mention if the programs use sensors
to know the location of the robot on
the eld.
f. Innovation: Describe any features of
the robot’s design that the team feels
are special or clever.
3. Trial Run: Run the robot briey to
demonstrate how it completes the
mission(s) of your team’s choice. Please do
not do an entire robot round. The Judges
need time to ask questions after the RDES.
Want to learn more?
• Find the essential details of the Robot Game in the Challenge:
www.rstlegoleague.org/challenge.
• Check the Robot Game Updates often: www.rstlegoleague.org/challenge. Here FIRST®
LEGO® League staff will clarify common questions. Updates supersede anything in this
Challenge document and will be in effect at tournaments.
• Your team will be assessed in the judging room using a standard rubric. Review the
Robot Design judging information and rubric: www.rstlegoleague.org/challenge.
• Your team will also compete in at least three Robot Performance matches. Learn more
about Robot Performance, how to approach the Robot Game with your team, and tips
from experienced Coaches in the Coaches’ Handbook:
www.rstlegoleague.org/challenge.
• If you are completely new, check out the FIRST LEGO League Resource page for videos,
tips, and additional helpful rookie links: www.rstlegoleague.org/challenge.
Notes
200 BEDFORD STREET MANCHESTER, NH 03101 USA
(800) 871-8326
FIRST®, the FIRST® logo, Coopertition®, and Gracious Professionalism® are registered
trademarks of Foundation for Inspiration and Recognition of Science and Technology
(FIRST®). LEGO® and the LEGO logo are registered trademarks of the LEGO Group.
FIRST® LEGO® League and HYDRO DYNAMICSSM are jointly held trademarks
of FIRST and the LEGO Group. ©2017 FIRST. All rights reserved.
FL038
http://www.firstlegoleague.org
http://www.firstinspires.org
