Imogen

When did you do Model Solar Vehicle Challenge?

I was first introduced to the Model Solar Vehicle Challenge in 2008 when my school (Lethbridge Primary School) began their involvement in 2008. We took out the regional portion of the Science Works event and were invited to Hobart for nationals. I then did the challenge for the rest of my primary school education (2010).

What is your most significant memory from doing the challenge?

Doing the challenge altogether is an amazing memory, although I really enjoyed being given the opportunity to do something that interested me in both an academic and creative capacity. The best part of the challenge is the euphoria you experience as you finally see the boat that you’ve made yourself actually making it down the race pool.

What are you doing with yourself now and how do the challenge contribute to this?

I am currently  a first year Bachelor of Mechanical Engineering student at Deakin University if Waurn Ponds. Engineering is a path I never saw myself in until my final year of year 12. It was at this point that I had remembered doing the challenge in primary school and was in the process of planning an event with Buninyong Primary School. I feel that engineering is giving me that distribution of creativity and design work, as well as harder areas of math and physics, which really brought me back to my experiences in primary school.

Why do you think schools should have the challenge integrated into their syllabus? 

I think that the challenge is already so well aligned with the Victorian Primary Curriculum, so its really a small leap to make to see it fully integrated. My current work with schools in Ballarat relies heavily on its connection with the level 5 and 6 VicCurric requirements for science, critical and creative thinking, design and technologies, and English. The challenge involves so many different aspects of learning and provides students with an experience that may not be available to them in their schools. Its important for students to have exposure to a variety of areas to maximise the amount of students being engaged by their education.

Stewart

When did you do Model Solar Vehicle Challenge?

I competed in MSVC for 4 years during high school. In years 9 and 10 competed in the Boats and years 11 and 12 competed in the Cars.

What is your most significant memory from doing the challenge?

 My vehicles were not very competitive entries so my most significant memory was not from the competition itself. It is the memories of working with my friend to create our solar car. We spent a lot of time on it, made mistakes, learnt a lot and had fun. 

What are you doing with yourself now and how do the challenge contribute to this?

I competed about 15 years ago. Now I have a Bachelors degree in Electrical Engineering and a PhD in Power Electronics. At work I design solar inverters, fast chargers for electric vehicles and other similar power electronic products. The MSV challenge gave me my first real experience independently designing and building an electromechanical system. This helped me to want to study engineering as a more hands on degree than other science or technology degrees.

Why do you think schools should have the challenge integrated into their syllabus? 

STEM (science, technology, engineering, maths) education is important for students as careers become more and more technologically focused. The MSVC gives students potentially their first taste of an STEM electromechanical design project in a fun challenging competition. The students carry out research and learn how electric vehicles work; design and test their vehicles; and document them in the form of a poster. The students not only try to make fast vehicles but can also inject their own creativity in the design and appearance.