New Perspectives in Science Education

Physics education in vocational high schools often faces the challenge of bridging abstract theoretical concepts with practical industry applications. This study presents an interdisciplinary STEM project implemented at a Maritime Vocational High School, where students designed and built an Unmanned Remotely Operated/Autonomous Underwater Vehicle (ROV/AUV).

The project serves as a tangible platform to contextualize fundamental physics principles. Students addressed real-world challenges related to Fluid Mechanics and Hydrostatic Pressure by utilizing a durable H-100 Subsea Watertight Enclosure, requiring precise calculations to safeguard vital electronic components against depth pressure. The fabrication of the external frame using 3D-printed PLA+ and epoxy reinforcement allowed students to experiment with Material Science and structural durability. Furthermore, the propulsion system, comprising T60 2213 brushless motors and waterproof servos, provided a hands-on laboratory for applying Newton’s Laws of Motion and Fluid Dynamics to achieve stable underwater maneuverability.

Beyond mechanics, the integration of a Pixhawk PX4 control card and a Raspberry Pi 5 with AI-supported image acquisition introduced students to complex Circuit Theory and Signal Processing. By programming the vehicle for metal debris detection and environmental observation, students transitioned from passive learners to active problem-solvers. This project demonstrates that integrating advanced robotics into the physics curriculum not only fights marine pollution but significantly enhances students' comprehension of abstract physics topics, robotics, and artificial intelligence, preparing them for the future of marine technology.

Keywords: Physics Education, Vocational Training, Marine Robotics, STEM, Inquiry-Based Learning, ROV.