Introduction to Subs in Schools

SUBS in Schools is a high level STEM project where students have the opportunity to learn about complex engineering systems and build an operational Remotely Operated Vehicle (ROVs) or submarine.

Four levels (4) of participation exist within the SUBS in Schools program with each level designed to help students explore scientific, engineering, materials and manufacturing techniques, with each level focused on different levels of complexity.

The program allows students to learn about design processes, manufacturing, marketing, graphics, sponsorship, teamwork, communication, media, careers, finance and to bring all of these together practically and creatively to compete with their peers.

Underlying these activities is an educational pedagogy which develops employability skills (21st Century Skills) in students which will aid their transition to the world or work. These skills include communication, collaboration, presentation, teamwork and entrepreneurship. All of which are highly sought after by industry and invaluable in business environments subject to disruptive technologies.

The tasks faced by the students within SUBS in Schools are no less complex than that faced by engineers working on real marine projects and thus the opportunity to collaborate with industry, as a means of solving these problems, will help to develop the communication and collaboration skills of the students.

Schools running the program can create a set of internal rules and regulations but to compete outside of the school student teams must adhere to the Australian Technical and Competition regulations. The following are the key learning areas for students participating in SUBS in Schools.

• Teamwork: Students form a team of 3–5 members, develop a team name and assign roles and responsibilities within their team i.e. Team Manager, Manufacturing Engineer, Design Engineer, Graphic Designer and Resource Manager.

• Collaboration: Teams are encouraged to collaborate with industry to seek mentors and create business links which will help them develop an understanding of potential career pathways that align with their skills and motivations.

• Business and Sponsorship: Students plan and prepare a business plan, develop a budget and through collaboration with industry, raise sponsorship to fund their team. Having to raise funding to support their own team's activities helps the students gain an understanding of what it takes to build and fund a business and become entrepreneurs.

• Design: Using 3D Computer-Aided Design (CAD) software, students design their model to a set of specifications outlined in the Technical Regulations. They have the opportunity to use the same technology as used in industry by companies such as BOEING, Toyota & Tesla.

• Research: Students use a range of tools to expand their knowledge in areas such as buoyancy, electronics and pressure. Students will be driven by the real-world nature of the task to explore and seek out answers which they will not be able to find in the back of the book.

• Test: Students can physically test their design using a small pool or trough while considering how they can control variables and identify improvements, recording their findings as they develop. Students can also use CAD software (CFD & FEA) and systems-testing methods to analyse their design to maximise their chances of building an efficient and effective watercraft. .

• Make: Students get hands on and turn their ideas into reality utilising their creativity and CAD modelling skills incorporating industry modelled manufacturing methods including CNC machining, 3D printing, laser cutting and beyond.

The competition element of SUBS in Schools allows students to maximise their learning potential in an environment where they have the opportunity to interface with people from industry and gain a positioning of their knowledge against the expectations they will be facing when they move to the world of work.

Industry judges assess student work in the following areas:

• Scrutineering: The models must comply with a strict set of rules and regulations similar to what they would face in any industry. Models enter 'Parc Fermé where the judges measure every dimension to ensure they comply with the Technical Regulations.

• Engineering: Students take judges through the processes and methodologies they used to design their model. They interact with mentors from industry, sharing knowledge and experience.

• Project Portfolio: Students are required to produce an A3 project portfolio in two parts: an enterprise portfolio, documenting the business and marketing components of the project, and an engineering portfolio which documents the design, manufacturing and testing of their watercraft.

• Trade Display: To help build an understanding of the importance of marketing and communication, students create an informative display showing their work through all stages of the project, their team identity, marketing and management and present their display to a panel of judges.

• Verbal Presentation: Students prepare and deliver a presentation to a panel of judges focussing on collaboration, innovation and career development, which assists in building communications skills, self-confidence and self-efficacy.

• Trials: This is where the students manoeuvre their designs in a pool and score points based on how well they can navigate an obstacle course with some additional challenges.

Competition is at several levels in Australia. Schools can run internal tournaments, and teams can go on to take part in State, and National and competitions.

Professional Class ROV Champions from Marryatville High School, SA (left) and Submarine Class Champions from Brighton Secondary College, SA (right).