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Students learn about the real-world applications of physics and mathematical calculations through the role of an air traffic controller. They engage in problem solving tasks and participate in simulations which enhances their understanding of such a complex topic.

Curriculum case study - Santa Maria College - CSIRO STEM Professionals in Schools

[Teachers and STEM professionals on slides on screen smiling, and sharing skills]

[The CSIRO logo swirls into the centre of the screen]

[Text on screen: STEM Professionals in School]

[Shots of the city]

[Jacinta being interviewed in her classroom, text beside her says Jacinta Deylen Teacher Santa Maria College]

Jacinta Deylen: STEM Professionals in Schools, it enhances everything that you do in the classroom.

[Shot of outside of the school]

Caroline McCarthy: When we thought about doing this program we wanted to embed it in the curriculum.

[Caroline McCarthy close-up, text beside her reads Caroline McCarthy Deputy Principal Santa Maria College]

And for females to see females in the physical sciences.

[Bridget Hosking leading the class through a lesson on aviation, directing their attention to a TV on the wall]

Jacinta Deylen: Through our STEM partnership we've worked with Bridget Hosking from Air Services Australia to work with the Year 10 girls to open their eyes to all the great STEM opportunities that we really can provide here at school.

[Jacinta using hand gestures to indicate here]

[Bridget leading a group of female students through a walking exercise to teach them about flight paths]

Bridget Hosking: Physics without Borders is a program that Santa Maria College

[Bridget being interviewed in a classroom the text next to her reading Bridget Hosking Air Traffic Controller Melbourne Airport]

Came up with for their Year 10 students to promote them going into Physics in VCE.

[Bridget is using hand gestures to explain to her students where to move]

If I take the calculations that they would normally be doing in Year 10 Physics or Maths and then apply them to an aviation context.

[Bridget is seen pointing to different flight paths on a TV screen during a lecture]

Jacinta Deylen: We all have such a great time including myself. It's been enjoyable, intriguing, and eye opening for all of us.

[Bridget, and then Jacinta smile for the camera]

[The CSIRO logo pops into the centre of the screen, underneath is written Australia's National Science Agency]

[An equation of logos is on the screen with a graduation cap representing teacher, then a plus sign adding it to a STEM professional symbolized by a molecule logo.]

[The equals symbol then connects to a gear logo representing partnership.]

[A circle graph titled Schools with different colours for different percentages on screen, Catholic being 16.3%, Government being 65.8%, Independent/Private being 16.8% and other being 1.1%]

[A map symbolizing national reach with a circle graph to one side. the text under the graph reads "with 29% in regional and remote areas.]

[On the map going clockwise NT 1.5%, QLS 20.8%, NSW 20.9%, ACT 5.9%, TAS 5.2%, VIC 23.9%, SA 8%, WA 13.8%.]

[A graph titled STEM Professionals, the circle graph showing percentages by gender with female at 43.2%, male at 56.6%, and not specified at 0.2%. The text under the graph reads note Female STEM professional representation is significantly higher than the national female STEM qualified population of 17 percent overall asterisk leading to a footnote "from the 2020 program evaluation.]

[Text on centre screen reads The STEM Professionals in Schools project is funded by the Australian Government Department of Education, Skills and Employment. At the bottom of the screen is reads The views expressed here are those of the author and do not necessarily represent the views of the Australian Government Department of Education, Skills and Employment.]

[New Screen, text reading STEM Professionals in Schools would like to thank: Caroline McCarthy, Jacinta Deylen and students from Santa Maria College; and Bridget Hosking, Air Traffic controller, Melbourne Airport]

[Fade to black]

Students at Santa Maria College learn about the real-world applications of physics and mathematical calculations through the role of an air traffic controller. They engage in problem solving tasks and participate in simulations which enhances their understanding of a complex topic.

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I take the calculations that they would normally be doing in Year 10 physics or maths and then apply them to an aviation context.

— Bridget

School name: Santa Maria College

Teacher: Jacinta Deylen

Year Level: Years 8, 9 and 10

STEM Professional: Bridget Hosking

STEM Professional occupation: Air Traffic Controller

Australian Curriculum links:

Mathematics

  • Number and Algebra - Real numbers (ACMNA188, ACMNA208)
  • Number and Algebra - Patterns and Algebra (ACMNA234)
  • Number and Algebra - Linear and non-linear relationships (ACMNA235)
  • Statistics and Probability - Chance (ACMSP246)
  • Measurement and Geometry – Pythagoras and trigonometry (ACMMG245)

Science

  • Science Understanding - Physical Science (ACSSU229)

Technologies

  • Design and technologies - Knowledge and understanding (ACTDEK043)

General capabilities

  • Numeracy
  • Information and Communication Technology
  • Critical and Creative Thinking

The views expressed here are those of the author and do not necessarily represent the views of the Australian Government Department of Education, Skills and Employment or the Australian Government Department of Industry, Science, Energy and Resources.

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