Brady Hsu ’25 has achieved a remarkable milestone in his Advanced Placement (AP) Research project, an independently designed research study required to complete an AP research course. Brady's project explored how engine inlet length, or the length of an engine's air intake, effects how well it works which could improve the future of aviation sustainability.
Brady had the opportunity to demonstrate his innovative jet turbine prototype to Jay Matlock, manager of University of Victoria's Centre for Aerospace Research, along side several SMUS Science and Engineering teachers. In that presentation, Brady showed the prototype in a custom-built wind tunnel, powered by a leaf blower. The setup measured thrust, current, and voltage, providing critical data on engine performance.
“It’s going to get a little loud because I’ll be turning on the leaf blower,” he warned before the demonstration. Moments later, the wind tunnel roared to life and sensors recorded approximately two newtons of force, an equivalent to two kilograms of thrust.
“Success!” he exclaimed. “The data confirms that air is being accelerated and pushed upwards by the fan, creating thrust.”
It was an impressive demonstration as Brady showed his ability to translate complex concepts into measurable results. When asked about the relevance of his research to Canadian aviation, he highlighted its potential impact on sustainability.
“Canada has a strong focus on sustainability,” he explained. “Aircraft are significant contributors to carbon emissions, so making engines more efficient aligns with Canada's environmental leadership. Advancements in this field could position Canada as an aerospace leader.”
A Passion for Aerospace Engineering
This project began with a summer internship at Hong Kong Aero Engine Services Limited, where Brady worked alongside engineers maintaining and testing aircraft engines. Inspired by the complexity and power of these machines, he decided to investigate how the length of an engine’s inlet—the section where air is drawn into the engine—affects its efficiency.
“I asked one of the lead engineers if modifying the length of the inlet affected efficiency, and he said, ‘Theoretically, it shouldn’t, but I’m not sure,’” he recalled. “That’s when I realized I could put theory to the test.”
Using computer-aided design (CAD) software, he created multiple prototypes, all 3D printed using the school's 3D printers, each with a progressively longer inlet. His work combines advanced engineering principles with hands-on experimentation, showcasing both technical skills and dedication to innovation.
The road to success wasn’t without its obstacles. He spent weeks troubleshooting computational fluid dynamics (CFD) simulations to analyze airflow patterns, often facing crashes and setbacks.
“It was frustrating at times, but I kept pushing forward,” he said. “When I finally got my first set of data, it was incredibly rewarding. It proved that all the hard work was worth it.”
He also had to rethink his initial plan to use a combustible engine due to safety and legal concerns. Instead, he opted for an electric ducted fan (EDF), a safer alternative that still allowed him to test his hypotheses. With Matlock's support, he was able to access the necessary equipment and build a custom wind tunnel using a leaf blower and 3D-printed components.
The AP Research Process: A Yearlong Investigation
When Brady first approached his teacher, David Kerr, and other faculty members about the possibility of supporting his AP Research project they were eager to help. Recognizing the potential of his ambitious idea, the faculty worked closely with Brady to provide the resources he needed to bring his vision to life.
One of the key challenges was designing a wind tunnel suitable for use in the school’s Design Lab. Although Brady was connected with Matlock, the school didn't have an existing way to conduct his experiments. To address this, a small team of teachers collaborated with Brady to design and build a custom wind tunnel, ensuring he could compare computer simulations to real-world wind tunnel testing.
The AP Research course, which builds on the skills developed in AP Seminar, allowed Brady to design, plan and implement a yearlong investigation into his research question. This hands-on experience not only deepened his understanding of aerospace engineering but also demonstrated the school’s commitment to fostering student-driven, passion-based learning.
This project exemplifies what makes SMUS special: a dedication to inspiring students, supporting their ambitions, and providing opportunities to deepen their learning. Brady’s work on the jet turbine prototype is a testament to the school’s belief in empowering students to pursue their passions, preparing them for success both at SMUS and beyond.
Collaboration and Future Opportunities
This innovative project has also opened doors for future collaboration between SMUS and UVic’s aerospace research programs. Matlock expressed enthusiasm for working with SMUS students, particularly those interested in aviation and engineering.
“We have worked with a wide range of students, including undergraduate groups at UVic and (Mount Douglas Secondary School's) aviation program,” Matlock said.
Brady's work with Matlock on jet emission studies has already contributed to ongoing research at UVic, with an capstone group now continuing the project.
“It’s similar to Brady’s EDF experiments—both focus on optimizing engine performance and efficiency,” Matlock noted.
Throughout the project, he relied on the support of SMUS faculty and resources. From borrowing circuit boards and sensors from the physics department to receiving guidance from his teachers, his success is a testament to the collaborative and nurturing environment at SMUS.
“This project showed me a different side of SMUS,” he reflected. “If you’re willing to put in the time and effort, there are so many people here who will support you. You just need to know who to ask.”
Preparing for the Future
Brady's work on the jet turbine prototype has not only deepened his understanding of aerospace engineering but also prepared him for the next chapter of his academic journey. With multiple university opportunities already on the table, he plans to study aerospace engineering and eventually pursue a graduate degree in the field.
“I’ve discovered that I really enjoy research and problem-solving,” Brady said. “This project has given me a taste of what I’ll be doing in university and beyond and I’m excited to see where it takes me.”
For students considering ambitious projects, Brady offers this advice:
“If you have enough interest and passion, everything else will fall into place. Find a topic you’re truly excited about, and don’t be afraid to dedicate the time and effort it takes to see it through.”
This story is a shining example of how SMUS empowers students to pursue their passions, tackle complex challenges, and make meaningful contributions to their fields of interest. As he prepares to continue his research, his journey serves as an inspiration to current and prospective SMUS families, showcasing the limitless potential of a student with curiosity, determination, and the right support system.
