This year, the OCDSB teamed up with aviation and aerospace partners to take learning to new heights. Seventeen grade 10-12 classes from a wide range of subjects including English, Construction, Science, Computer Technologies, Physics, Careers, Computer Engineering and English as a Second Language, participated in this unique experiential learning opportunity.
The journey began with virtual conversations featuring experts and leaders in the fields of aviation and space. Students were inspired as they asked questions and gained insights into various fields, including sustainable aviation, traffic management, and defense. The presenters shared “Problems of Practice” – big questions faced by the Canadian aerospace and space sector – and invited students to come up with solutions to these problems.
Next, the classes visited the Canada Aviation and Space Museum to enjoy a range of fun simulations and hands-on challenges provided by the Centre for Advanced Research and Training in Aerospace, Mobility and Space.
Students took on the roles of Traffic Controllers, using walkie-talkies and aviation lingo to guide their peers in a simulation of safe airport landings. They learned to operate drones while exploring air rescue missions and animal migratory patterns. They applied math, science, and coding to design a moon rover and navigate it to its destination. Finally, they competed to launch a handheld rocket using air pressure, with the winning student earning a chance to launch their own science experiment with a NASA air balloon.
These activities introduced students to skills and knowledge that would help them tackle complex Problems of Practice like, “How can Canada accelerate its development of innovative sustainable aviation technologies so it can be ready to meet net-zero emissions by 2050?” Back in the classroom, students continued collaborating on solutions to these problems.
In May, students from nine high schools returned to the museum to present their solutions and demonstrate their devices. Following the exhibit, the museum hosted an Aviation and Space Career Fair with partners seeking to hire or offer cooperative education opportunities in their respective industries. Check out this video to see highlights from the project:
We caught up with two schools to get a closer look at their aviation exploration.
Reimagining Drones at Gloucester High School
At Gloucester High School, classes explored two problems of practice – the future of urban air mobility and how to use drone technology to support isolated communities. Grade 10 students programmed drones to navigate a mock "city" made from cardboard and foam boxes, using algorithms to ensure precise takeoff, navigation, and landings. This project demonstrated the potential of autonomous drones in urban delivery, search and rescue, and infrastructure inspections.
Grade 11 students developed a fire-detection system, coding a drone to patrol an area in the classroom, detect the colour red as a sign of fire, and report the fire and its temperature to a user console. This showcased the potential of drones in emergency response. Meanwhile, grade 12 students designed a drone for search-and-rescue and delivery tasks. They developed software that lets users pick locations on a map and translates them into commands for the drone. They also 3D-printed a claw for the drone to pick up and deliver items. You can learn more about the students’ work by visiting the project website
Exploring Greener Aviation at West Carleton Secondary School
At West Carleton Secondary School, students set their physics learning in motion while learning about sustainable aviation. Students in the Grade 11 Physics class considered how the aviation industry creates carbon emissions, then used concepts like motion and energy usage to propose ways of reducing those emissions.
One team made an ionic wind propulsion drive using just a couple of AA batteries. Another team came up with a comprehensive composting initiative to produce bio-fuel for use in the aviation sector. When challenges arose, the students responded with resilience and innovative thinking.
For example, one team could not get access to affordable platinum wire locally, so they re-worked their experiment to work with a nickel-chromium wire.
This project increased the students’ sense of social and environmental responsibility for their school, community, and the world at large. Here’s what the class had to say about the experience:
“My students were massively inspired! They enjoyed the freedom to explore a topic from a project-based learning standpoint. The ideas that came about blew me away! … The hands-on experience with real-world problems not only solidified their physics knowledge but also empowered them to think critically and act responsibly in addressing global environmental challenges.” – Jason Henderson, Teacher
“This is the most important thing I have ever created in school.” – Student
“My dream is to work in aviation and it feels more real now.” – Student
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