Did you know that in the next decade an estimated 75 per cent of jobs in the fastest-growing industries will need skills in science, technology, engineering and mathematics (STEM)? At Darwin High School we are a Centre for Excellence in STEM, providing senior secondary students in Darwin with the highest quality educational experiences possible. 

Ensuring students have the skills needed for the workforce of the future means we need to be at the cutting edge of technological advancements.

Our teachers know that to succeed our students need to be engaged, they need to have opportunities for hands on experiences and real world problem solving.

That's why we need an industrial robot arm!

About our technology program

Nearly 150 students per year undertake Design and Technology subjects at our school, and our results are consistently above state and territory averages. In fact, the quality of our program is so good, that many students go on to receive university subject credits on the strength of their competency developed from our teaching.

We offer a range of Design and Technology subjects in the areas of Systems and Control and Communications products. We also teach Electronics and Robotics, including Arduino processing (that’s an open-source electronics platform capable of super-duper fast processing). Our first Computer Aided Design (CAD) graphics subject was offered in 2007 and has been growing steadily since then.

We are working to incorporate more and more types of manufacturing, especially digital manufacturing techniques, to make sure our students are using up to date equipment and learning the skills they will need for the workplace, now and into the future.

We have worked hard to obtain grants and identify savings from school funds to support the program. We are proud to say that our students have access to 3D printers, CNC milling (that’s computer numerical controlled milling), electronics, computers, plotters and some small scale robot arms that give student a taste of what could be possible on an industrial scale.

To allow our students to realise their full potential as designers and manufacturers and to show them what current technology is capable of, we need to source an industrial robot arm for use in the classroom. Having access to this piece of equipment will create opportunities for new and growing forms of critical thinking and problem solving that extend student capabilities to design, solve and make.

Robot arms are similar to the human hand and have the ability to articulate on many axes and to interface with different environments. Because of this, robot arms can make things that 3D printers and milling machines can’t. Considering the extraordinary diversity, creativity and the unusual types of concepts and ideas that students come up with, an industrial robot arm can be the only way to make these ideas a reality. Though this is the future for some, it is already the present in enlightened and well-funded educational institutions interstate and overseas. The application of an industrial robot arms reaches into engineering, electronics and is not just limited to architectural designs.

Why we need your support

Technology advances at a pace that can be challenging to keep up with. As a government school we are reliant on public funding that is already stretched, just to meet the most basic of student educational needs. It is not always possible to obtain the type of one-off injection of funds needed for a big purchase like an industrial robot arm. We don’t want our students to fall behind, we want to keep our place at the forefront of STEM teaching —and with your support and generosity we can!

We will use the funds raised, along with some school identified resourcing to purchase an ABB 6 Axis Robot Arm. It weighs 25kg with payload of 4kgs. The arm comes with a universal, flexible actuator for connecting different devices such as a gripper, welding head, hot glue end, a foam cutter, drill bit chuck, spraypaint head and 3D printer head - just to name a few of the possible ways of using it! 

The diversity of student designs will determine how the arm will be used and the way it will be configured for individual projects. Workflow originates from 3D designs created using Rhinoceros 3D and Revit software and augmented auxiliary software.

If we exceed our funding target this will allow us to purchase additional materials for use with the arm and better address some of the challenges listed below.

Our challenge will be translating highly original and fresh, 3D forms generated by students into a conventional building environment. It is a challenge, that needs to be addressed by all academic institutions – to teach for the present and to teach for the future in a world that is using conventional building materials e.g. wood, glass, steel, as well as the new emerging building materials, such as cellulose based 3D printer plastic concretes etc.

Staff training

Becoming familiar with the programming language and software used to run the arm in conjunction with Rhino, Auto CAD and Revit will be a challenge, as teachers will need to be taught to use these systems. The school will prioritise access to this training through its professional development program, minimising costs through train the trainer models.

Materials and maintenance

Developing end bits and adapters suitable for the many types of projects generated by students will be a challenge. As these pieces take time to design and manufacture they carry a cost factor. Unforeseen contingencies in ongoing maintenance will also be a cost factor. Materials used in the design and manufacture of products will be a cost variable that the school will need to plan for.

The school has made provision in its budget planning for maintenance and materials, and should we exceed our target, additional funds will be put towards increasing funding contingencies for materials and maintenance.

Installation

Installing a new type and class of industrial equipment, like robots, in the classroom is particularly fascinating as this will be unique for the Territory. New safety codes and standards will need to be addressed. Maximising student safety when they access the arm will be the priority. Fortunately the size of the robot is not too prohibitive, so issues of installation, including plug and play power and ventilation, should be minimal.