Conference Format · 1 Conference Format ... You will be asked to register your vehicle number plate and credit card details. ... have their memory activated renewing

Online RegistrationRegister on-line and receive acknowledgement of your registration within 2 working days. www.sciencevictoria.com.au/STAVCON.html

Registration FormA Registration form is contained at the back of this book. Registrations will be processed and accepted in order of receipt. REGISTRATION MUST INCLUDE SCHOOL PURCHASE ORDER NUMBER OR PAYMENT.

Registration Fees (GST inclusive)Are listed on page 30Registration fee includes: Keynote/s, sessions, breakfast, lunch and STAV 75th Birthday Celebrations Event NB: Make cheques payable to SCIENCE VICTORIA.

Contents1 Conference Format

2 General Information

3 Session Information

4 Keynote Address

7 - 26 Session Outlines

27 Presenter Listing

29 - 30 Registration Form

Inside back cover La Trobe University Map

Events CoordinatorVincent Conserva

STAV Business CentreNatalija Borizovski, Anne Heard, Kellie Jackson, Sofie Krcmar, Tracey Noonan, Violeta Zarce and Janice Teng

Science Teachers’ Association of Victoria Inc.Patron: Dr Barry Jones, ABN 59 004 145 329 AO, FAA, FAHA, FTSE, FASSA, FRSA, FRSN, FRSV, FACE

Science Victoria ABN 94 108 759 762

Address: 5 Munro Street, Coburg, VIC 3058Postal address: PO Box 109 Coburg VIC 3058Ph: 9385 3999 • Fax: 9386 6722email: [email protected] website: www.sciencevictoria.com.au

Registration Information STAVCON 2018

Associate Sponsors

Major Sponsors

R

Donald Whitehead

The Learning Commons

Agora TheatreAgri Bio Building

RegistrationRegistration DeskCatering, Conference Displays

VenuesAgora TheatreAgri Bio Building Car Park 3Donald WhiteheadEagle CafeThe Learning CommonsUnion Building

R

Union BuildingEagle Cafe

Car Park 3

La Trobe University MapLa Trobe University Kingsbury Dve, Bundoora, Melways Ref. 19 G8

Registration is at Union Hall, Annexe AreaR

Unlock your FREE teacher login - www.educationperfect.com

Car Parking InformationLa Trobe University uses Pay-as-you-go (PAYG) parking so you only pay for the time you use.We recommend you pre-register online or download this app on your device CellOPark at https://www.cellopark.com.au/Site/register. You will be asked to register your vehicle number plate and credit card details.Please do this well before the Exhibition and Presentation Day and well before you arrive at the car park. Once on site, you can simply tap on your app and it will guide you from there.Call 9111 1799 for help. For more information please visit latrobe.edu.au/transport-central

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Conference Format

Friday 30 November

7.30am - 8.30am Registration and Light Breakfast Union Hall

9.00am - 9.20am Welcome – Soula Bennett, STAV President Agora Theatre

9.20am - 10.05am Keynote Address - Professor Julian Savulescu Agora Theatre

10.15am - 10.45am Morning Tea and Conference Displays Union Hall

10.50am - 11.35am SESSION A

11.45am - 12.30pm SESSION B

12.40pm - 1.30pm Lunch and Conference Displays Union Hall

1.40pm - 2.25pm SESSION C

2.35pm - 3.20pm SESSION D

3.30pm - 4.30pm STAV 75th Birthday Celebrations Event Eagle Cafe

Proud Sponsor of the Coffee Cart, come

and enjoy a free fresh hot beverage.

Also, please visit the Education Perfect

Stand to receive your free Keep Cup.


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STAVCON 18 General Information

The latest conference information is available on the Science Victoria website: www.sciencevictoria.com.au/STAVCON.html

• You can register on-line or download a registration form. • You will receive an email confirming your registration. If you have not received an

email please contact STAV on 03 9385 3999. • Sessions only proceed if there are sufficient participants. • FINAL confirmation with your session allocations and all relevant information will

be emailed 7 days prior to the conference.

A range of text books, equipment and other resources covering all areas of Science Education will be available throughout the conference in the Union Hall area. Material will be on sale at a number of the displays.

The Registration Desk will be located in the Union Building (U). It will be open from 7.30am on Friday 30 November. Please register early so as to avoid delays in attending sessions.

Light Breakfast will be provided in the Union Hall from 7.30am - 8.30am.

Lunchtime is regarded as an important opportunity to network with other teachers and to view trade displays. The cost of lunch is included in the registration fee. Lunch will be served in the Union Hall. Please advise of dietary requirements.

Notification of cancellation must be in writing. Cancellations made on/or prior to 16 November 2018 will receive a refund less a 50% administration fee. There will not be any refunds for cancellations made after this date. Registrations are NOT transferable.

How to Register

Registration Desk

Light Breakfast

Cancellations

Conference Displays

Car Parking

Lunch

Car ParkingLa Trobe University uses Pay-as-you-go (PAYG) parking so you only pay for the time you use.

We recommend you pre-register online or download this app on your device CellOPark at https://www.cellopark.com.au/Site/register.

You will be asked to register your vehicle number plate and credit card details.

Please do this well before the Conference and well before you arrive at the car park. Once on site, you can simply tap on your app and it will guide you from there.

Call 9111 1799 for help or to register on the day.

For more information please visit

latrobe.edu.au/transport-central

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Enquiries regarding STAVCON can be directed to STAV on (03) 9385 3999 or

email: [email protected]

Session Information

Choosing Sessions Sessions will be allocated according to the preferences you indicate on your registration form or online registration. STAVCON 2018 has a full program of primary, secondary and research presentations. This booklet contains brief descriptions of each session to assist you in your choice of sessions. The program has been compiled to indicate what levels the presenter believes the topic will cover and, where possible, the area of science has been identified. Book early, places fill fast.

The coding: Early Years, Upper Primary, Years 7-10, VCE Units 1-4 etc, indicates the relevant teaching level with respect to classroom practice.

Many sessions are suitable for both primary and secondary as indicated by their year levels.

Some sessions suit Primary only. Look for this symbol indicating suitable for Primary.

Other sessions suit Primary and Secondary. As indicated by this symbol.

These include presentations of a book, video or other material which is available for sale at the conference or through commercial or institutional outlets.

Key to Sessions Listing

Commercial Presentations

Suitability

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STAVCON 18 Keynote Address

Keynote AddressProfessor Julian Savulescu

Friday 30 November 9.20am – 10.05am

Professor Julian Savulescu has held the Uehiro Chair in Practical Ethics at the University of Oxford since 2002. He has degrees in medicine, neuroscience and bioethics. He directs the Oxford Uehiro Centre for Practical Ethics within the Faculty of Philosophy, and leads a Wellcome Trust Senior Investigator award on Responsibility and Health Care. He directs the Oxford Martin Programme for Collective Responsibility for Infectious Disease at the Oxford Martin School at the University of Oxford. He co-directs the interdisciplinary Wellcome Centre for Ethics and Humanities in collaboration with Public Health, Psychiatry and History.

In 2017, he joined the Murdoch Childrens Research Institute, spending four months per year as Visiting Professorial Fellow in Biomedical Ethics where he is working to establish a programme in biomedical ethics, and Melbourne University as Distinguished International Visiting Professor in Law.

He is a leader in medical and practical ethics, with more than 400 publications, an h index of 58 and over 12, 500 citations in total. He recently completed his extended tenure as Editor of the Journal of Medical Ethics, the highest impact journal in the field, and is founding editor of Journal of Practical Ethics, an open access journal in Practical Ethics. He received an honorary doctorate from the University of Bucharest in 2014.

Photo credit Polly Borland

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SESSION A Friday 30 November: 10.50am – 11.35am

A4 Engineering and Design - a practical approachAngela White & Melissa Pang, Hands on ScienceWe’ll guide you through 3 authentic design and engineering investigations that you can use in your classroom. We’ll work through the design process and the art of engineering to find scientific and creative solutions and show how students can build on their knowledge of materials to find solutions to engineering challenges. Working as an individual and as part of a team, participants will share their experiences of these activities and hopefully will have their memory activated renewing other brilliant ideas they have seen/used in the pastSuitability: Years 4-8 Curriculum: GeneralNot Repeated

A5 “Game Changers and Change Makers”: A Grassroots PerspectiveDr Robert Roe, Mag-Net: Online Association of Science Educators and Roland Gesthuizen, Monash UniversitySome people point to the Internet/World Wide Web (digital technology) as the “Game Changer”. Others point to those ‘early adopters’ (people) who pioneered the use of networked and mobile computing in their classroom practice as the “Change Makers”. While others point to the interrelationship between the technology and teachers in their school setting being the ‘key’ to unlocking the ‘secrets’ of school improvement and curriculum change.

In this informal interactive session we will attempt to make sense of the conference theme through the collective sharing of our understanding of the terms “game changers” and “change makers”. We will draw upon our school-based experiences in the classroom, as coordinators/team leaders; or through our contributions to the wider science education community as authors, presenters, members of professional associations; and as informal/formal

A2 Biotechnology in Focus: a middle years program connecting industry to the classroom.Sandra McKechnie & Marc Blanks, Tech Schools Melbourne PolytechnicBiotechnology is a leading future industry critical to meet the growing challenges of liveability and population growth, yet many of our young people are unaware of the opportunities that exist within this sector. To address the gap, the Whittlesea and Banyule-Nilumbuk Tech Schools have partnered with key stakeholders to co-pilot a 10-week program for 200 middle year students. The pilot consisted of industry engagements, a four-week scientific inquiry and a biotech innovation challenge. The program highlights how partnerships between industry and secondary schools can support Melbourne’s future prosperity by encouraging our younger citizens to perceive and realize opportunities, learning valuable skills and the relevance of STEM education through authentic engagement with industry.Suitability: Years 5 - 10 Curriculum: Biology/Chemistry/GeneralNot Repeated

A3 Immersive Science: Virtual Reality in the Scientific ProcessJacqueline Bondell & Mark Myers, OzgravVirtual Reality (VR) can provide a useful tool for students engaging in the scientific process, allowing observations and data collection in an immersive environment. OzGrav has developed multiple Physics and Astrophysics VR applications for use in classrooms and in public outreach. OzGrav will present our digital VR assets, sharing how these are used in classroom programs and highlighting some benefits of VR data collection. Participants will be able to work through modules using VR and can receive feedback from presenters on incorporating interactive and immersive (and free) technology into their classes.Suitability: Years 5 - 10 Curriculum: Physics/Learning TechnologiesRepeated in B3

Keynote Address 9.20am – 10.05am

Light Breakfast Union Hall

7.30am – 8.30am

Welcome 9.00am – 9.20am

Morning Tea & Displays

Union Hall10.15am – 10.45am

Session A 10.50am - 11.35am

A1 How Were Atoms Discovered If We Can’t Even See Them?Spiro Liacos, Cheltenham Secondary CollegeThis is the most common question that we are asked when we teach Chemistry. Looking into the history of the discovery of atoms (and of the development of the periodic table) gives us a chance to teach students not just what we know about atoms but also how we know what we know about atoms! The composition of matter was a long-standing mystery, but the story of how the mystery was solved is fascinating, and it gives us a great way to teach students everything they need to know about modern chemistry. Lesson plans, worksheets, and more will all be provided.Suitability: Years 7 - 10 Curriculum: Chemistry/GeneralNot Repeated

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science education researchers (including students as Citizen Scientists). Together we will examine the dilemma confronting teachers of science trying to make sense of STEM - the new curriculum paradigm. As agents of change: What am I expected to do? What am I capable of doing? What did I do?Suitability: All Curriculum: GeneralNot Repeated

A6 Energy transformations + forces+ chemical reactions = model rocketryPeter Razos, Caulfield Grammar SchoolThis activity never fails to capture the engagement and imagination of all students. A great way to cover energy transformations and chemical reactions not to mention forces. All participants will be given access to online worksheets and will be encouraged to build and launch their own rocket. Considering Australia now will have its own Space Program the time is right to introduce an exciting activity the brings science to life and helps teach it context. Participants should bring their own device to experience the array of resources on offer.Suitability: Years 7-10Curriculum: Chemistry/Physics/Earth & Space Sciences/Learning Technologies/GeneralNot Repeated

A7 STEM as an Extreme Sport?Raymond Harvey, Cider House Ict & Jamie Astill, Sirius CollegeAre science practical activities dull because is seem the good ones “argon”?

Do you want STEM investigations as dashing and suave as “Bond”.…”Hydrogen Bond”?

STEM inquiry-based learning projects engage curious students when teamed with enthusiastic educators!

Do you possess the following?

• A standard of excellence to impart to your students (because kids

need smarter role models than the Kardashians!)

• The ability to work in a chaotic and largely unstructured environment (because inquiry based learning is never oh-so-routine and boring!)

• A stubbornness with goals, and flexibility with methods to achieve them (as there’s many ways to superbly smash out a beautifully designed investigation!)

• A desire to help students write the next best-seller (of scientific and technological discovery!)

• Networking skills (to meet industry mentors, who are great science besties!)

• A willingness to travel (to science competitions that are bigger than the AFL Grand Final!)**

**Individual results may vary

• And extreme levels of enthusiasm and awesomeness to inspire your STEM students (science-educator superheroes don’t always don red capes and wear underwear on the outside of their pants!)

If so, you’re ready to start life-changing journeys with your students!

Ray Harvey (CREST Mentor, Cider House ICT) and Jamie Astill (Lab Technician, Sirius College) will share how using CSIROs CREST (Creativity in Research, Engineering, Science and Technology) program using science and technology projects, helped elevate student outcomes at Sirius College with surprising results. You can too!

We’ll see you ‘round like a plasmid….Suitability: Years 7 - 10Curriculum: GeneralNot Repeated

A8 Interactive Science Simulations for years 7-12.Michael O’Brien, Newbyte Educational SoftwareFinding good science simulations for secondary students and using them effectively in your classroom is difficult.

This, hands on workshop, will give you some great practical ideas for using this new technology with your students. During the workshop we will examine several Newbyte packages covering Ecology, Evolution and Chemistry.

Receive free trial software and someone will win a copy of one of these packages.

Look for our other workshop “Interactive Genetics Simulations for years 9-12”.

Delegate Note: Please bring your own laptop fully charged. Laptop NOT essential, however, it would make the workshop more interactive for you. Windows and Mac preferred.Suitability: Years 7 - 12Curriculum: Biology/ChemistryNot Repeated

A9 Why We Do, What We DoClare Stanner, Tintern Grammar & Angie Atal Carreon, Southern Cross Grammar Join us in this workshop as we unpack the reasoning behind our teaching choices. This session will examine approaches to pre-testing, dispelling student misconceptions, inquiry-based learning, developing an appreciation for science, modelling and simulations, as well as the use of games in the science classroom. Specific examples will be given from across the Years 7 - 10 Science curriculum.Suitability: Years 7 - 10Curriculum: Earth & Space Sciences/Biology/Chemistry/Physics GeneralNot Repeated


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A10 Improving students’ outcomes through knowing your impactAlexander Young, Ingenious Technological EnterprisesThe author collaborated with schools in three states to develop a “world first” means for teachers to improve their students’ outcomes through “assessment for learning”.

When teachers use pre-test/post-test analysis in their everyday teaching they learn about the effectivness of their impact and are told about the nature of each struggling students’ misunderstanding.

This has enabled teachers to change their lives and that of their students, or as a speaker at the ACEL 2012 conference put it; The students in her school, on average, learn at twice the pace of the nation and at twice the usual depth.Suitability: All Curriculum: Biology/Chemistry/Physics/Earth & Space Sciences/GeneralNot Repeated

A11 Human Evolution: Trends, anomalies and new discoveriesRichard Allan, Biozone Learning Media AustraliaThe most recent discoveries (2017-2018) and new scientific data gathering techniques will affect how you teach this exciting but challenging topic. This presentation will explore recent advances in scientific thinking and modelling of human adaptive radiation. See also how BIOZONE has developed annotated 3D models that allow students to explore early human anatomy on their own devices. Explore curated content on BIOZONE’s Pinterest account and understand the potential of 3D printing models of early human skulls for the classroom. Workshop attendees will each receive a free copy of BIOZONE’s VCE Biology for Units 3 & 4 student edition plus a copy of the PowerPoint presentation.Suitability: VCE Unit 4Curriculum: BiologyNot Repeated

A12 What fearlessness can teach us about fearRobert New, Methodist Ladies CollegeSM has been dubbed “The woman with no fear”. She is a woman who suffers from an autosomal recessive disorder called Urbach-Wiethe disease. One of this disorder’s key neurological symptoms comes from the destruction of the sufferer’s amygdalae, which is where the emotion of fear is produced.

This talk will be a summary of research into SM, with a focus on the behavioural implications of her neuropathology. The session will provide participants with an understanding of a case study which students find fascinating and can be used in classes about the structure and function of the brain, genetics, evolution, human behaviour and cognition.Suitability: Year 7-10; VCE Unit 1 & 2; IB PsychologyCurriculum: GeneralNot Repeated

A13 Slowmations in the science classroomIrene Apostolopoulos, Salesian College – ChadstoneA Slowmation or slow-animation is a simplified way for students to use a variety of materials to create a narrated stop-motion animation that is played slowly at 2 frames/second to explain a concept or tell a story.

Slowmations encourage use of higher order thinking skills as students act to deconstruct a scientific concept, analyse its components and then reconstruct the concept in the ultimate process of representational thinking.

Learning is creative and constructive. It allows students to be the builders and creators of their own meaning and knowledge of a scientific concept. An authentic learning activity for every science classroom.Suitability: All Curriculum: GeneralRepeated in C13

A14 Are you teaching and assessing inquiry skills?Lara Machado & Peta White, Deakin UniversityWhat makes a science teacher take on the challenge of teaching through inquiry, assessing the inquiry skills, and how do they do it? We have worked alongside experienced science teachers who have been applying inquiry teaching for years and through multiple interviews and class observations, we were able to construct rich narratives illustrating what is like to be an inquiry teacher. The strong links to who they are as a person and a marked presence of a collaborative team of professionals were some of the commonalities between teachers who have stuck to the practice.Suitability: Years 7 - 10Curriculum: GeneralNot Repeated

A15 Analysing SugarsDr Peter Ball, Southern BiologicalThis workshop commences with a description of some of the special properties of dietary sugars that can be used to identify them. We then carry out two quantitative analyses, based on enzymes and colorimetric reactions, of lactose in milk and sucrose in soft drinks. As well as raising awareness of the role of carbohydrates in the human diet and their possible effects on health, these experiments combine an understanding of enzyme reactions with the collection of data using analytical chemical methods. Teachers will be able to”cherry pick” the parts they want for use in senior biology and chemistry classes.

Delegate Note: Please bring a lab coat and safety glassesSuitability: Years 7 - 10, VCE Unit 1-4Curriculum: Biology/ChemistryNot Repeated


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A16 Science by Doing: Engaging students with scienceJef Byrne, Australian Academy of ScienceHow can we excite and engage high school science students? The Australian Academy of Science has developed a high school program called Science by Doing. Much research and trialling has gone into its development. The program has been revised and enhanced based on extensive feedback from teachers.

Science by Doing is a comprehensive online science program for Years 7 to 10 available free to all Australian students and teachers. It is supported by award winning professional learning modules and a research based professional learning approach. At present three quarters of all Australian high school teachers have registered to use the program. Many teachers find that they can adapt the innovative program to the needs of their students.

Jef will provide an overview of the program and show how it can be implemented in schools.

Delegate Note: Please bring your own laptopSuitability: Years 7 - 10 Curriculum: GeneralRepeated in B16, C16 & D16

A17 Developing an integrated Primary STEM programNathan Moore & Rachel Pacuzzo, Charles la Trobe P-12 CollegeIn this session you will hear from teachers at Charles La Trobe P-12 College on how the school has moved from a traditional primary maths/science curriculum towards an inclusive hands on STEM program. The school caters for students with a number of learning challenges, including EAL, diverse cultural backgrounds, and learning needs. You will see and hear from students and teachers as well as see work samples. Teachers will share their FISO linked instructional model, assessment, and teaching and learning strategies that have been

learned over the last year (including successes, challenges and improvement opportunities).Suitability: Years P - 6 Curriculum: GeneralNot Repeated

A18 Effective Formative Assessment with Education PerfectMichael Villanti, Education PerfectA key recommendation from Gonski 2.0 is the move from summative assessments measured against year level outcomes to more regular formative assessments that acknowledge learning progressions. Of particular importance is the role that formative assessments can have to help students become active partners in their learning journey. One component that makes formative assessment so powerful is the feedback that is provided to students. Feedback is most effective when it is timely and specific. It can be incredibly difficult for a teacher to mark and review every student’s responses, efficiencies can be gained through an automatic marking and analysis tool to accelerate the feedback provided to students. This in turn frees up teacher time to further target specific areas to follow up with students. Education Perfect is a resource that has a range of content aligned to the Australian and Victorian Curriculum. It has an assessment tool that can automatically mark and analyse class and student results. Plus overall, it provides the resources to implement effective regular formative assessments in your classroom to empower you as a teacher and encourage a growth mindset in your students. This session will explain how to do this using Education Perfect.Repeated in B18, C18 & D18

SESSION A

A19 Beyond the STEM buzzwordHelen Silvester & Brian Murphy, Casey Tech SchoolWith strong endorsement from industry and the Australian and Victorian Government Chief Scientists, it is clear that STEM education has to become more integrated and more relevant to our community and the future lives of our young people. This session will showcase how Casey Tech School, part of the new Victorian Tech School’s initiative, uses a collegiate approach to include digital and design technologies, diverse engineering concepts (from electrical to chemical) and mathematical modelling to achieve truly cross-curricula activities. Using a project and problem-based approach students are encouraged to think critically, develop relevant STEM and Enterprise skills, as they prepare for a new world of work.Suitability: Years 7 - 10Curriculum: Learning Technologies, GeneralRepeated in B19

A20 Amazing Activities that blend, bridge & teach, delivering great STEM outcomesCarl Ahlers, Prof Bunsen ScienceAs wind, string and percussion instruments blend into one orchestral unit, the STEM content in our classrooms should blend into one main delivery stream. By integrating subjects taught in isolation before, we can deliver the outcomes society and our students require. In this session, our focus will be on chemistry, physics, engineering and technological outcomes. Find out how you can transmit information on a light beam, run a car on a capacitor’s stored energy, demonstrate the difference between diesel and petrol combustion, prepare hydrogen in a jiffy, launch a hydrogen rocket (safely) and many more. Guaranteed engagement.Suitability: Years5-10, VCE Unit 1-4 Curriculum: Chemistry/Physics/GeneralRepeated in D20

Friday 30 November: 10.50am – 11.35am

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A21 Digital Careers - Computational ThinkingMichael Page & Alira Storey, CSIRO - Digital CareersThe workforce is changing at an incredible rate and research supports the need for increased digital literacy and computational thinking skills in order for students to be resilient and agile for the future.

The Bebras Computational Thinking Challenge is an international student challenge run by CSIRO Education and Outreach through the Digital Careers program

The concepts are a broad, deeper type of knowledge, helping the learner apply this knowledge to different contexts, and form the foundation for, and give cross-disciplinary real-world meaning to, Computational Thinking skills, Abstration, decomposition, pattern recognition, algorithms, modelling and simulation and evaluation.Suitability: Years 7 - 10Curriculum: Learning TechnologiesRepeated in B21

A22 Best practice STEM education: Practical activities in the classroom. The what, the why and the how.Jaclyn Rooney, Stile EducationPractical activities are a core component of any effective STEM program. Knowing how to plan and conduct effective practical activities will promote and enhance student engagement as well as develop a range of skills, science knowledge and conceptual understanding. But what exactly does “effective” mean? And more importantly - what does it look like in the classroom?

This workshop, delivered by a team of leaders and highly experienced teachers in the STEM field, will provide you with everything that you need to plan and conduct exciting, engaging and curriculum-aligned practical activities

with students in your classroom, that are designed based on best-practice.Suitability: Years 7 - 10Curriculum: Biology/Chemistry/Physics/Earth & Space Sciences/General/Learning TechnologiesRepeated in C22

A23 Flipping the Classroom made easy with ClickView - discover the full potential of this resource and use in your classes tomorrow.Kerry Thomas, ClickviewThis hands on workshop will demonstrate how to use the ClickView platform and content to flip the classroom with a minimum of fuss.

We will use curriculum mapped content to create interactive videos suitable for students to complete either in class or at home and will investigate creating content using the recording and editing features of ClickView TV. The session will finish with analysis of the analytics component and a lesson suitable for your next junior science lessons.

BYO LAPTOP

Audience- this workshop is suitable for any teacher with access to the ClickView platform.

Your school doesn’t have ClickView? Don’t worry, we will provide you with a guest account.Suitability: Years 7-12Curriculum: AllNot Repeated

A24 Modular Robotics & The Australian Digital Technologies Curriculum: EZ-RobotMr Sam Kingsley, The BrainaryThe Brainary will look at the benefits of using a modular robotics platform to engage with and meet the requirements of the Australian Digital Technologies Curriculum. Participants will work with the 3D printable EZ-Robot robotics platform, where they will build, program and control EZ-Robots in groups. The emphasis will be on the


practicalities of utilising the Australian Digital Technologies Curriculum in the classroom. Participants will be given access to the EZ-Robot programming software and no prior programming or coding experience is required. Please bring your laptop and or tablet fully charged for the session.

Delegate Note: Please bring your own deviceSuitability: Years 7-9 and teachers/lab techniciansCurriculum: Robotics and Digital CurriculumNot Repeated

A25 Introduction to Electricity, Electric Circuits and InstrumentationMichael Foster, Thornbury High SchoolThis workshop is aimed at those will little or no experience in physics/electricity

Part 1 - This workshop will cover forces, electric fields, electric potential, potential difference, electric charge, current and power.

Part 2 - will look at applying ideas/concepts from the 1st session to electric circuits and measuring instruments.

Delegate Note: Please bring a pen and note book.Suitability: Years 5-10 Curriculum: Learning Technologies/PhysicsRepeated in B25

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SESSION A Friday 30 November: 11.45am – 12.30pm

A26 Escape(class)RoomColleen Filippa and Anthony Fernando, EcolincA rogue robot is causing mayhem and it is up to you to shut her down using a remote kill switch. Problem is ... the switch is in a small cage that has 4 padlocks. Your task is to break the code to the locks to access the switch. You have 30 minutes! Playing in a team, you’ll need your wits, your problem solving skills and perhaps a little ‘sheer dumb luck’.

Escape rooms are a great way to get your students collaborating in teams to develop problem-solving and critical thinking skills.

Intrigued? Come join us.Suitability: Years 5-10 Curriculum: GeneralRepeated in C26

A27 Engaging students and building capacity through student design investigationsKatie Hart and Adele Hudson, Aitken CollegeThere is growing evidence that more than three quarters of future jobs will require Science, Technology, Engineering and Maths and that all jobs will require critical thinking, social skills and problem solving. It is therefore never been more important for Science to be taught in a way that develops students capacity in these 21st century learning skills and encourages students to continue with the Sciences beyond the middle school years. In this session, we will share about how our Science faculty has improved student engagement by integrating over 600 student design projects and 1000 research projects into our classroom curriculum. We will also show how student design projects help facilitate the development of future work skills.Repeated in C27

A28 Climate Change - The Missing ScienceKeith Burrows, Beyond Zero EmissionsEndless arguments about renewable energy and greenhouse emissions rage on in the media and politics. What seems to be missing are the real reasons we need to reduce emissions. These reasons have little to do with politics and a lot to do with science - something you wouldn’t guess from much of the so called “debate”?. This session will attempt to provide some of that missing science. Keith is a (not entirely) retired Physics teacher who has been looking closely at this issue since he retired from full time teaching. He has a website called “Climate Science for Sceptics”? www.cs4s.netSuitability: AllCurriculum: GeneralRepeated in B27

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SESSION B 11.45am - 12.30pm

B1 Get Your Students up to Speed on MotionSpiro Liacos, Cheltenham Secondary CollegePracs, print resources, videos, and activities that will help you to nail your Year 10 Motion unit. For example, using nothing more than a digital camera, find out how fast you can kick a soccer ball, and, using a set of stopwatches, compare your sprinting performance with Usain Bolt’s. Your students will find these activities very moving.Suitability: Years 7 - 10, VCE Unit 2Curriculum: Physics/General/Learning TechnologiesNot Repeated

B2 Creating Behaviour Change Through STEMShane French, CERES Community Environment ParkKnowledge alone will not change the world, understanding what to do with that knowledge, and how to filter it into your school and community is what creates lasting change. This interactive workshop explores how you can empower your students to take STEM out of the classroom and help build more sustainable communities. By knowing the underlying motivations of your students, your school and your community, STEM can be turned into a powerful tool of communication and action. Join CERES and explore how knowledge, motivation and empowerment can create powerful lifelong learning experiences. We’d love to see you there!Curriculum: GeneralNot Repeated

B3 Immersive Science: Virtual Reality in the Scientific ProcessJacqueline Bondell & Mark Myers, OzgravVirtual Reality (VR) can provide a useful tool for students engaging in the scientific process, allowing observations and data collection in an immersive environment. OzGrav has developed multiple Physics and Astrophysics VR applications for use in classrooms and in public outreach. OzGrav will present our digital VR assets, sharing how these are used in classroom programs and highlighting some benefits of VR data collection. Participants will be able to work through modules using VR and can receive feedback from presenters on incorporating interactive and immersive (and free) technology into their classes.Suitability: Years 5 - 10 Curriculum: Physics, Learning TechnologiesRepeat of A3

B4 Getting STEAMy: Making connections between Science and EnglishMarian Spires & Karen Davies, St Josephs CollegeMarian Spires (English) and Karen Davies (Science) will explore how they crossed from English and Science discourses and lived to tell the tale. In liaison, they linked an existing Mission To Mars Science unit to a film study of The Martian. Using the framework of Multiple Intelligence, they wanted to develop and extend their students’ metalanguage for learning. This allowed their students to demonstrate their scientific knowledge in an English environment.Suitability: Years 7 - 10Curriculum: Earth & Space Sciences Not Repeated

B5 Learning with your students in a vertical structureNicole Dobson & Randi Klassen, Mount Alexander College Nahom Tekulu, StudentAt Mount Alexander College, we have abolished year 7-10 general science classes and exchanged it for more authentic learning opportunities. In science, student-led electives focus on inquiry, collaboration, and student choice extended investigations. The real value of this structure comes from the elimination of grades and the saturation of interest based, student empowered learning. Take from us what we have learned about structure, planning, assessment, reporting and bring this into your traditional model, your electives or a unit within a traditional year level science class.Suitability: Years 7 - 10Curriculum: Biology/Chemistry/Physics/Earth & Space Sciences/GeneralRepeated in D5

B6 The one resource that will make a difference to your teaching. ReallyPeter Razos, Caulfield Grammar SchoolThis resource will provide the classroom teacher with an array of resources and ideas on how best to engage and enthuse students in the science classroom. Units of work that are written and ready to go online. Units such as “The science of magic’” , “The science of sport” or “Space science”. Participants should bring their own device to get the maximum from this workshop. Oh! and its free. Yeap no cost or sign up. Just sharing of ideas and resources. TO see why on average, 14,000 unique visitors log in every day go to www.dynamicscience.com.au/tester ,enter as a student and surf till you drop.

SESSION B Friday 30 November: 11.45am – 12.30pm

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Then come to the workshop and let’s have some fun. Guaranteed if you are teacher in search of ways to brighten up the teaching of science you will not be disappointed.Suitability: All Curriculum: Biology/Chemistry/Physics/Earth & Space Sciences/Learning Technologies/GeneralNot Repeated

B7 Green Galaxies - The World’s Largest Data visualisation Teaching ToolRaymond Harvey, Cider House Ict, Stephen Harris, Solar Schools/Green Galaxies & Jamie Astill, Sirius CollegeThis workshop will be the first public view of Green Galaxies, the biggest, real-time data visualisation ever created for teaching and learning.

Created in Australia by government and commerce, the ambition is to change energy understanding globally in less than one generation.

Experience -

• Live Data Portal

• Learning application (teacher-led, interactive game for grades 1-12)

• Australian Curriculum Approved Teachers Toolkit (unit/lesson plans, student activities, off-the shelf resources)

• The world’s most comprehensive Knowledge Bank (8 years data / 3 years visualisation development).

Come and discover how this world-leading program engages higher-order thinking skills and curiosity regarding the environment and humanity.

Delegate Note: Delegates to bring their mobile devices for Hands-On interactionSuitability: Years 4-10 Curriculum: Physics/Earth & Space Sciences/General/Learning TechnologiesNot Repeated

SESSION B

B8 Interactive Genetics Simulations for years 9-12Michael O’Brien, Newbyte Educational SoftwareFinding good interactive science simulations for secondary students and using them effectively in your classroom is difficult.

This, hands on workshop, will give you some great practical ideas for using this computer technology in your classroom. During the workshop we will examine the new Drosophila, Pea Plant Genetics and DNA Labs developed in Australia for the new Victorian syllabi, which include self-marking interactive worksheets.

Receive free trial software and someone will win a copy of one of these packages.

Look for our other workshop ‘Interactive Science Simulations for years 7-12’?.

Delegate Note: Please bring your own laptop fully charged. Laptop NOT essential, however, it would make the workshop more interactive for you. Windows and Mac preferred. Suitability: Years 9 - 12Curriculum: Biology/ChemistryNot Repeated

B9 A future-focused Year 9 learning programPeter Dodd, Balcombe Grammar SchoolWhat does an innovative Year 9 Program that develops 21st Century skills look like? Collaboration, entrepreneurship, gamification, STEAM, authentic and personalised learning experiences. Drawing on real-life experiences, you will receive practical advice on how to take a future-focused approach to Year 9 curriculum design. Discover how students learn and use it to develop programs that will create active and invested learners, and take your teaching to the next level.Suitability: Years 7-10Curriculum: Learning Technologies/GeneralRepeated in D9

B10 How to approach teaching STEM classes for Years 7-10Marty Olmos, Wyndham Central CollegeAt the moment, the STEM word in education is heard coming from the politicians, teachers, students, parents and the business community. However, at the moment there is no official STEM curriculum in Victoria.

How can teachers create relevant, authentic and viable curriculum?

I am presently in the role of STEM Education Co-ordinator at Wyndham Central College, teaching STEM electives and Digital Technologies.

Creating projects that are authentic and relevant for students in middle years is something all teachers can do.

So how do staff Wyndham Central college approach it?

The STEM teaching team do this by mapping curriculum from the year 7-10 science, Year 7-10 Technology, Year 7-10 Digital Technologies and year 7-10 Maths curriculum.

I will provide an example of a project for my current year 10 Robotics class and show a method of how vertical mapping of the curriculum can work to create authentic projects.Suitability: Years 7-10Curriculum: Learning Technologies/GeneralNot Repeated

B11 Supercharge BIOZONE & VCE Biology seriesRichard Allan, Biozone Learning Media AustraliaLearn how to make the most of the pedagogical innovations that underpin the BIOZONE books. Explore how collaborative learning using BIOZONE activities in the classroom can provide powerful learning experiences. This includes getting the most out of BIOZONE & Teachers Digital Edition and using our enhanced WebLinks - which now also feature annotated 3D models. Lastly, find out about BIOZONE’s new eBooks and BIOZONE Academy & two new digital solutions. Workshop attendees will each receive FREE copies

Friday 30 November: 11.45am – 12.30pm

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of BIOZONE’s Biology for VCE Biology & “Units 1 & 2 and Units 3 & 4, plus a FREE 14 day trial of the eBooks.Suitability: VCE Units 1, 2, 3 & 4Curriculum: BiologyNot Repeated

B12 Improving Laboratory Learning ActivitiesKieran Lim, Dr John Long & Dr Peta White, Deakin UniversityLearning science through practical activities is an essential component in school science and this aspect of hands-on learning has an increased emphasis in the Victorian Curricula. Students report that they do not always enjoy these practical learning opportunities. Studies of the nature of the practical activities show that they vary immensely from open-ended inquiry to guided inquiry to recipe based activities. This hands-on workshop will focus on aspects of inquiry and how to teach and assess the curriculum inquiry skills. Participants will complete an inquiry-based laboratory learning activity in groups.Suitability: Years 5-10, All Curriculum: GeneralNot Repeated

B13 STEM and Design Thinking at the ZooKirsty Costa, Zoos VictoriaThe staff at Melbourne Zoo, Healesville Sanctuary and Werribee Open Range Zoo care for over 460 species of animals. It is one massive STEM challenge! In this interactive session, you’ll discover real-life STEM examples. You’ll explore how to teach with a purpose and connect your students to the world outside the classroom. You’ll discover the design thinking framework being used in Zoos Victoria’s education programs. And there’ll be time for you to chat and tap into the wisdom of your fellow teachers.Suitability: Early Years P - 8 Curriculum: Biology, GeneralNot Repeated

B14 Discovering content through guided investigationNick Shaw, Salesian CollegeUsing guided investigation allows all students to experience success as it is innately differentiated. Investigation also helps build critical thinking, key science skills and gives teachers the opportunity to have one on one scientific conversations with students about what they are doing and learning.

By demonstrating two successful projects from year 7 classification and year 10 chemistry, the hope is for teachers will walk out with ideas that they can use and adapt for their own school, boosting science engagement. Why ‘teach’ content to students when they can discover it themselves?

Delegate Note: Please bring your own laptopSuitability: Years 7 - 10, ALL Curriculum: Biology, Chemistry, GeneralRepeated in D14

B15 Designing and Using Effective Formative Science RubricsAdrian Bertolini, Intuyu Consulting Pty LtdOne of the core aspects of educational research around effective teaching and learning is the importance of developing self-regulated independent learners. However, how can learners become self-regulated and independent if they don’t drive their own learning? When done well, formative Science rubrics allow the shared common understanding of a team of teachers to be articulated into a clear progression that makes it apparent to students where they are and where they need to go next.

In this session participants will be taken through the steps to articulate a clear progressive rubric that can be used for formative purposes. Examples from a range of year levels and schools will be used to highlight the process.Suitability: Years P - 10 Curriculum: GeneralRepeated in D15

B16 Science by Doing: Engaging students with science.Jef Byrne, Australian Academy of ScienceHow can we excite and engage high school science students? The Australian Academy of Science has developed a high school program called Science by Doing. Much research and trialling has gone into its development. The program has been revised and enhanced based on extensive feedback from teachers.



Delegate Note: Please bring your own laptopSuitability: Years 7 - 10Curriculum: GeneralRepeat of A16, Repeated in C16 & D16

B17 An effective way to introduce many chemical concepts - using a stereomicroscopeJenny Sharwood OAM and Vanessa Jackson McRae, The RACI (Vic) Chemical Education CommitteeInvestigating chemical reactions and processes under a stereomicroscope not only brings a Wow! factor to the classroom, but also very effectively enables students to discover for themselves chemical concepts such as redox reactions, the electrochemical series, galvanic cells and crystal growth. In this hands-on workshop you will receive great ideas and resources.Suitability: VCE Unit 2,3 & 4Curriculum: Chemistry Not Repeated


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B18 Effective Formative Assessment with Education PerfectMichael Villanti, Education PerfectA key recommendation from Gonski 2.0 is the move from summative assessments measured against year level outcomes to more regular formative assessments that acknowledge learning progressions. Of particular importance is the role that formative assessments can have to help students become active partners in their learning journey. One component that makes formative assessment so powerful is the feedback that is provided to students. Feedback is most effective when it is timely and specific. It can be incredibly difficult for a teacher to mark and review every student’s responses, efficiencies can be gained through an automatic marking and analysis tool to accelerate the feedback provided to students. This in turn frees up teacher time to further target specific areas to follow up with students. Education Perfect is a resource that has a range of content aligned to the Australian and Victorian Curriculum. It has an assessment tool that can automatically mark and analyse class and student results. Plus overall, it provides the resources to implement effective regular formative assessments in your classroom to empower you as a teacher and encourage a growth mindset in your students. This session will explain how to do this using Education Perfect.Repeat of A18, Repeated in C18 & D18

B19 Beyond the STEM buzzwordHelen Silvester & Brian Murphy, Casey Tech SchoolWith strong endorsement from industry and the Australian and Victorian Government Chief Scientists, it is clear that STEM education has to become more integrated and more relevant to our community and the future lives of our young people. This session will showcase how Casey Tech School, part of the new Victorian Tech School’s initiative, uses a collegiate approach to include digital and design technologies,


diverse engineering concepts (from electrical to chemical) and mathematical modelling to achieve truly cross-curricula activities. Using a project and problem-based approach students are encouraged to think critically, develop relevant STEM and Enterprise skills, as they prepare for a new world of work.Suitability: Years 7 - 10Curriculum: Learning Technologies, GeneralRepeat of A19

B20 From dolphins to the deep ocean: bringing real research to student learningMarie Kinsey & Matt Montemurro, Marine Mammal FoundationMarine Mammal Foundation’s innovative Education and Outreach programs combine real applied research to student learning. Our work with iconic marine mammals puts us in a unique position to deliver interactive incursion programs designed to inspire future marine and environmental scientists, conservationists, and world changers. From local to global perspectives, our education programs are designed to address specific curriculum priorities from years 5-10, fostering students’ interest in STEM through enquiry-based learning. Our holistic outreach programs compliment the science curriculum, inspiring sustainable action to make a difference for the future. MMF’s scientists will inspire students to use critical thinking to become positive change makers.Suitability: Years P-10 Curriculum: Biology/Earth & Space SciencesNot Repeated

B21 Digital Careers - Computational ThinkingMichael Page & Alira Storey, CSIRO - Digital CareersThe workforce is changing at an incredible rate and research supports the need for increased digital literacy and computational thinking skills in order for students to be resilient and agile for the future.

The Bebras Computational Thinking Challenge is an international student challenge run by CSIRO Education and Outreach through the Digital Careers program

The concepts are a broad, deeper type of knowledge, helping the learner apply this knowledge to different contexts, and form the foundation for, and give cross-disciplinary real-world meaning to, Computational Thinking skills, Abstration, decomposition, pattern recognition, algorithms, modelling and simulation and evaluation.Suitability: Years 7 - 10Curriculum: Learning TechnologiesRepeat of A21

B22 Gamifying our Year 10 Chemistry UnitSteve Bayly, Goulburn Valley Grammar SchoolChemistry can be a challenging topic for some Year 10 students and as such, they can disengage. Setting up our 7 week Chemistry unit as a Game complete with ‘Levels’, ‘Quests’, a ‘Leader-board’ and some well defined ‘House Rules’ proved to be motivating for students and teachers alike. The gamification relied on the use of a LMS.Suitability: Years 7 - 10Curriculum: Chemistry, GeneralRepeated in D22

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Lunch & Displays Union Hall

12.40pm – 1.30pm

B23 Game Changer: Science Pedagogy in a virtual classroomJade Bohni, Emerging Science VictoriaThe introduction of CISCO WebEx into government school classrooms is a real game changer. We now have the software and the hardware to allow authentic 21st Century digital teaching, learning and collaboration. But just how do we do this? In this session, we share strategies on teaching science pedagogy, tested over 4 years in a digital classroom environment, utilising CISCO WebEx. We will discuss the benefits and challenges of utilising this online platform for teaching and learning. We will showcase a number of strategies currently used in the Emerging Science Victoria digital classrooms that will assist with online student participation in classes, collaboration and group work between students and tips for effective formative and summative assessment. We will also discuss how Google Apps including Google Classroom and Google Classwork, can assist. If you are interested in learning proven strategies for effective scientific online teaching and learning, this is one session you shouldn’t miss.Suitability: Years 8-10 Curriculum: Biology/Physics/Chemistry/Nanotechnology/Astrophysics/Neuroscience Repeated in D23

B24 Science Talent Search – A versatile tool for Science learning and Inquiry SkillsJanice Teng, & Jennifer Cutri, Science Teachers’ Association of Victoria & Monash UniversityThis workshop will suit those who are taking over the role from a previous STS School Co-ordinator, or for anyone who has always wanted to enter the Science Talent Search but has felt that they did not know where to begin.

Science Talent Search can be more than a competition that you offer your students. It provides a wonderful tool for

formative learning, creative thinking and development of ideas. This workshop will examine how you can implement the Science Talent Search at your school with links to the Victorian Curriculum and the VCE Sciences. You will also be taken through the registration process and the role of school co-ordinator, with a variety of past entries for you to view. STS enhances the students’ science experience and provides opportunities that may only ever be achieved through this activity.

STS PD Kits: Electronic Kits will be emailed to participantsSuitability: Foundation – Year 12 Curriculum: GeneralNot Repeated

B25 Introduction to Electricity, Electric Circuits and InstrumentationMichael Foster, Thornbury High SchoolThis workshop is aimed at those will little or no experience in physics/electricity

Part 1 - This workshop will cover forces, electric fields, electric potential, potential difference, electric charge, current and power.

Part 2 - will look at applying ideas/concepts from the 1st session to electric circuits and measuring instruments.

Delegate Note: Please bring a pen and note book.Suitability: Years 5-10 Curriculum: Learning Technologies/PhysicsRepeat of A25

B26 Practical tips from 16,000 science teachers. What sets the best teachers apart.Katrina Don Paul, Stile Expert TeacherWant to develop genuine engagement in the Science classroom? Resources that replace teachers are not the answer.

This workshop will explore the biggest lessons we learned from digging into the usage data of 16,000 science teachers. We’ve identified the most effective techniques and will share the practical lessons that you can apply in your classroom immediately.

The workshop is based on Stile’s online science resources. Two thirds of Victorian schools already use Stile for science. We’ll explain how you can get the most out of it.

NOTE: The Victorian DET has purchased for Stile for all Years 7 & 8 Students at government schools - it’s available now and free.Suitability: Years 5-10 Curriculum: GeneralRepeated in D26

B27 Climate Change - The Missing ScienceKeith Burrows, Beyond Zero EmissionsEndless arguments about renewable energy and greenhouse emissions rage on in the media and politics. What seems to be missing are the real reasons we need to reduce emissions. These reasons have little to do with politics and a lot to do with science - something you wouldn’t guess from much of the so called “debate”?. This session will attempt to provide some of that missing science. Keith is a (not entirely) retired Physics teacher who has been looking closely at this issue since he retired from full time teaching. He has a website called “Climate Science for Sceptics”? www.cs4s.netSuitability: AllCurriculum: GeneralRepeat of A28

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SESSION C 1.40pm – 2.25pm

C1 Easy and Engaging Light Pracs for Year 9 ScienceSpiro Liacos, Cheltenham Secondary CollegeThis hands-on session will introduce you to a series of outstanding practical activities that cover Reflection, Refraction and Lenses, and Colour. You will be provided with heaps of prac sheets that will help you teach the topic of Light to your Year 9s and you will have a chance to carry out the pracs.Suitability: Years 7 - 10Curriculum: Biology/PhysicsNot Repeated

C2 Designing for change: Developing future proof STEM subjects.STAV Councillor Fiona Trapani and Fiona Lorenti, Mercy CollegeTeachers at Mercy College, Coburg have been working towards the development of a STEM curriculum for the last few years. When STEM funding was secured in 2018, the opportunity to develop a sequenced STEM progression though standalone STEM subjects from year 7-10 was too good to pass up. Two staff members from Mercy college, who have been leading the working party and curriculum development during 2018 will discuss the decision making process which has led to the sequence of units to be offered to students at Mercy College from 2019. Overviews of the planned units will be shared with participants.Suitability: Secondary Science and STEM- 7-10, Girls and mixed ability Repeated in D2

C3 Using drama in the science classroom to support and engage low-literacy studentsMatthew Ward, Melton Secondary CollegeThis session look at using drama-based assessment in science for both engagement and assessment. Using a case study of an at the time Year 7 Science Student we will look at developing and implementing a drama-based summative Science assessment. We will look at assessment results for this and other assessments in Science as well as his performance in Science into the future. An example of the assessment will ne provided and used in this session.Suitability: Years 4-10 Curriculum: GeneralNot Repeated

C4 Are we leaving our science students out in the cold? Cressida Byrne, Mount Ridley P-12 CollegeAbstract: Whether it is through conscious or unconscious biases, or through delivery of Industrial revolution teaching methods in the 21st Century, students are flocking away from STEM based disciplines in droves. How then do we engage this Netflix generation? This interactive, hands on workshop provides student centred learning at its best with a 21st Century flavour that will build knowledge and data literacy in even the most reluctant learner. Delegates will leave with a gamut of strategies and resources that will inspire any leadership team and make the science classroom the place to be. Repeated in D4

C5 Chemical Management for School LaboratoriesMichael Pola, Envirostore Chemical Consulting P/LChemical management for the school laboratory covers topics such as compliance with applicable legislation, manifests, labelling, spills, disposals, the GHS, chemical storage , banned chemicals and more.Suitability: VCE Unit 1Curriculum: Biology/ChemistryNot Repeated

C6 STEM PBL- 21st Century LearningSoula Bennett, STAV President, Director Quantum Victoria and Latha Shivasubramanian Quantum VictoriaThis workshop introduces participants to STEM PBL through an accessible, customised Design Thinking Framework that will engage and motivate students as they solve real world or complex problems. Suitability: Years P-10 Curriculum: Biology, Chemistry, Physics, Earth & Space Sciences, General, Learning TechnologiesNot Repeated

C7 Addressing Authentic Problems through STEMLucas Johnson, Monash UniversityThe purpose of this workshop is to build an understanding of the nature of effective pedagogical practices in STEM Education, including conceptual understandings, transdisciplinary integration and the application of STEM skills. Participants will be challenged to consider what STEM Education is and how it can be regularly included in the classroom, through recognising opportunities to involve students in STEM based problems within their own communities. The workshop will utilise the Design Process as a tool for the beginning stages of planning and assessing, within an integrated approach to STEM Education.Suitability: Years P-8 Curriculum: GeneralRepeated in D7

SESSION C Friday 30 November: 1.40pm – 2.25pm

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C8 Targeted interventions: Using skills based rubrics and data to inform teachingCristy Herron, Aitken CollegeIn this session we will be discussing ideas for developing and implementing classroom activities that are targeted for different skill levels. Using skills based rubrics alongside results data enables the teacher to identify what students should be focusing on in order for them to progress to higher levels of achievement. Examples of how this has been done in junior and VCE Science classes will be shared, and session participants will have the opportunity to apply new ideas to their own teaching practice.Suitability: Years 7-10, VCE Unit 1-4Curriculum: Biology/Chemistry/Physics/Earth & Space Sciences/GeneralRepeated in D8

C9 Game Changer: Using Wolfram|Alpha to engage and excite your students.Craig Bauling, Wolfram ResearchWolfram|Alpha helps millions of people each day explore their world through our world leading knowledge computation engine. In this session we will explore how students, teachers and scientists are accessing it to help give them insight into their world. Craig will demonstrate the key features that are directly applicable for use in teaching. Topics of this technical talk include

• Enter scientific calculations in everyday English, or using the flexible Wolfram Language

• Visualize data, functions, surfaces, and more in 2 D or 3 D

• Access trillions of bits of on - demand data

• Employ powerful analytics to your student’s lab data

• Use semantic import to enrich your data using Wolfram curated data

Prior knowledge of Wolfram|Alpha or Mathematica is not required -

new users are encouraged. This is a great opportunity to get faculty not experienced with Wolfram|Alpha and Mathematica involved and excited.Suitability: All, Years 4-10, VCE Unit 1-4, VCAL Curriculum: Biology/ Chemistry/Physics/Earth & Space Sciences/General/Learning TechnologiesNot Repeated

C10 LEGO Mindstorms Education EV3 Leads the Way in Coding & STEM for Middle YearsLibby Moore, Moore EducationalEV3 is a curriculum relevant teaching solution that engages students in scientific inquiry, design engineering and coding. Explore the Space Challenge Activities to challenge students to apply and creatively adapt coding and problem solving skills to construct robots that solve actual space exploration challenges.

Utilise EV3 data logging capabilities to bring physical science to life with experiments on energy, heat, light and forces and motion. The software and curriculum resources are freely available to download to optimise impactful teaching and learning.Suitability: Years 4-8 Curriculum: Physics/ Earth & Space Sciences/Learning TechnologiesNot Repeated

C11 BIOZONE: eBooks & Online Courses for VCE BiologyRichard Allan, Biozone Learning Media AustraliaFind out about BIOZONE’s new eBooks just published, plus BIOZONE Academy & our new digital platform that transforms our popular VCE Biology workbooks into immersive online courses. Both digital solutions provide the added enhancements of 3D models and curated weblinks to third-party animations, videos and simulations they will provide an

exciting interactive experience for students. See how BIOZONE embedded annotated 3D models allow students to explore biological concepts. Workshop attendees will each receive a free 14-day trial login of the eBooks and BIOZONE Academy.Suitability: VCE Units 1, 2, 3 & 4Curriculum: BiologyRepeated in D11

C12 Improving Laboratory Learning ActivitiesKieran Lim, Dr John Long & Dr Peta White, Deakin UniversityLearning science through practical activities is an essential component in school science and this aspect of hands-on learning has an increased emphasis in the Victorian Curricula. Students report that they do not always enjoy these practical learning opportunities. Studies of the nature of the practical activities show that they vary immensely from open-ended inquiry to guided inquiry to recipe based activities. This hands-on workshop will focus on aspects of inquiry and how to teach and assess the curriculum inquiry skills. Participants will complete an inquiry-based laboratory learning activity in groups.Suitability: Years 5-10, All Curriculum: GeneralNot Repeated

C13 Slowmations in the science classroomIrene Apostolopoulos, Salesian College – ChadstoneA Slowmation or slow-animation is a simplified way for students to use a variety of materials to create a narrated stop-motion animation that is played slowly at 2 frames/second to explain a concept or tell a story.

Slowmations encourage use of higher order thinking skills as students act to deconstruct a scientific concept, analyse its components and then reconstruct the concept in the ultimate process of representational thinking.


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Learning is creative and constructive. It allows students to be the builders and creators of their own meaning and knowledge of a scientific concept. An authentic learning activity for every science classroom.Suitability: All Curriculum: GeneralRepeat of A13

C14 The Rock Kit you always wanted (and much more)!Greg McNamara & Leslie Almberg, TESEPOne of the best rock kits available for schools anywhere in the world has been assembled by a dedicated team of TESEP geoscientists. Here we introduce the kit, the rationale for the rocks and support documents and demonstrate the amazing on-line support materials accessible to those that purchase the package.Suitability: Years 5 – 10, Anywhere Earth Science intersects with Bio/Chem/Physics Curriculum: Earth & Space SciencesNot Repeated

C15 Are we there yet? Engaging students in studies of motion through qualitative, immersive experiences.Elke Barczak & Skye Bennett, Museum VictoriaHow do you engage students in meaningful exploration in the physics of motion, when those students could be beginning their study of physics or concluding it? In a way that will be equally appealing to the student who ‘doesn’t really get science’ and the student who reads Cosmos in their spare time? At Road to Zero, TAC’s brand-new and world first road safety education centre at Melbourne Museum, this was our challenge. This workshop

explores our approach and how it can be incorporated into your classroom learning.

Suitability: Years 7 - 10Curriculum: Physics/Learning TechnologiesNot Repeated

C16 Science by Doing: Engaging students with science.Jef Byrne, Australian Academy of ScienceHow can we excite and engage high school science students? The Australian Academy of Science has developed a high school program called Science by Doing. Much research and trialling has gone into its development. The program has been revised and enhanced based on extensive feedback from teachers.



Delegate Note: Please bring your own laptopSuitability: Years 7 - 10Curriculum: GeneralRepeat of A16 & B16, repeated in D16

C17 History and Philosphy of Science in the YouTube AgeChris Guest & Nik Alksnis, Australian Skeptics Victorian BranchWhen science teachers encounter new students they are frequently competing for their minds with the celebrity pseudoscientists of YouTube. They come primed with videos promoting Flat Earth theory, NASA lunar and climate conspiracies and even doubting the germ theory of disease.

Adolescents are particularly susceptible to this kind of material if they have little grounding in the history and philosophy of science.

To this end we are offering resources tailored to the Victorian Curriculum that promote a foundational knowledge of key topics including the discovery of the Earth’s sphericity, the clash of the geocentric and heliocentric world views and the birth of epidemiology and the germ theory of disease.Suitability: AllCurriculum: Biology/PhysicsNot Repeated

C18 Effective Formative Assessment with Education PerfectMichael Villanti, Education PerfectA key recommendation from Gonski 2.0 is the move from summative assessments measured against year level outcomes to more regular formative assessments that acknowledge learning progressions. Of particular importance is the role that formative assessments can have to help students become active partners in their learning journey. One component that makes formative assessment so powerful is the feedback that is provided to students. Feedback is most effective when it is timely and specific. It can be incredibly difficult for a teacher to mark and review every student’s responses, efficiencies can be gained through an automatic marking and analysis tool to accelerate the feedback provided to students. This in turn frees up teacher time to further target specific areas to follow up with students. Education Perfect is a resource that has a range of content aligned to the Australian and Victorian Curriculum. It has an assessment tool that can automatically mark and analyse class and student results. Plus overall, it provides the resources to implement effective regular formative assessments in your classroom to empower you as a teacher and encourage a growth


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mindset in your students. This session will explain how to do this using Education Perfect.Repeat of A18 & B18, repeated in D18

C19 Safe handling of MicroorganismsDr Radhika Iyer, Mullauna Secondary CollegeMicroorganisms include fungi, bacteria and viruses. Microorganisms are ubiquitous, and live within the human gut, and in every corner of our environment. We come in contact with bacteria on a daily basis. Handwashing is 99.9% effective at decontaminating us from bacteria that might reside on the skin.

Therefore, when the proper safety precautions are taken, colonies of microorganisms can be safely isolated from homes, yards, gardens, etc. The majority of microorganisms are non-pathogenic, but bacterial cultures or petri plates that contain any type of bacterial colonies should be treated with general safety precautions.

Similarly, most fungi are harmless whereas few are highly pathogenic and can cause infection lasting for longer period of time. The infection could be on the skin, hair, even at subcutaneous level or affect some organs like lungs. One of the finest example of such fungi is Aspergillus flavus.

Viruses are hard to culture and is not within the scope of the school curriculum.

The techniques discussed will help understand various methods of isolation or maintenance of bacterial or fungal cultures used in the laboratory for study purpose. Safe disposal methods will also be discussed in detail.

Safe handling techniques will be elaborated using demonstrations and where feasible, the participants would be given an opportunity to apply some of the hands on techniques.

This workshop will be very useful for Teachers or Technicians working with the microorganisms for the first time.

These techniques will be beneficial at middle school year level trying to grow and identify microorganisms from the surroundings of their school as well as for VCE Biology doing antifungal assay.Suitability: Years 9 - 12Curriculum: Biology/GeneralRepeated in D19

C20 Create an App in STEM!Anthony Simcox and Mahaelia Thavarajah, Quantum VictoriaDelegates attending this hands-on workshop will experience how easily Apps can be created and used as a teaching tool in the Primary and Secondary Science and STEM classrooms. Delegates attending this workshop MUST bring their own LAPTOP.Suitability: Years 4-10 Curriculum: Biology/Chemistry/Physics/Earth & Space Sciences/Learning TechnologiesNot Repeated

C21 Coding with purpose: engaging low SES students by using Project based learning and Python programming languagePaulo da Silva, Alamanda CollegeCoding has gained the media over recent years and, unfortunately, become synonymous with STEM Education. Regrettably, most students from low SES still haven’t had the opportunity to learn coding, a situation that might widen the technological skills gap, with a negative equity and economic impact for our society.

In this presentation, the successful implementation of a new coding curriculum for students at school in Werribee, Victoria is discussed.

Students had the opportunity to gain valuable 21st century skills by learning and using Python Programming Language throughout a Project-Based Learning assessment task, working under the motto “code with purpose”.Suitability: Years 7 - 10Curriculum: Learning TechnologiesRepeated in D21

C22 Best practice STEM education: Practical activities in the classroom. The what, the why and the how.Jaclyn Rooney, Stile EducationPractical activities are a core component of any effective STEM program. Knowing how to plan and conduct effective practical activities will promote and enhance student engagement as well as develop a range of skills, science knowledge and conceptual understanding. But what exactly does “effective” mean? And more importantly - what does it look like in the classroom?

This workshop, delivered by a team of leaders and highly experienced teachers in the STEM field, will provide you with everything that you need to plan and conduct exciting, engaging and curriculum-aligned practical activities with students in your classroom, that are designed based on best-practice.Suitability: Years 7 - 10Curriculum: Biology/Chemistry/Physics/Earth & Space Sciences/General/Learning TechnologiesRepeat of A22


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C23 Connecting students with the game changers in science through contemporary science practice.Mrs Maria Vamvakas, Deakin University - School of EducationAs teachers, we are always seeking engaging resources and tools to support effective learning in science teaching. Resources that incorporate contemporary science can help put scientific practice in context for our students. This session presents research on how teachers have taken up contemporary science practice in their classroom. Data was collected by interviews and classroom observations of teachers using resources that were end products of preservice teachers working with teachers and scientists. The analysis reveals the effectiveness of using these resources for the teacher as well as the engagement and learning gains made by students.Suitability: Years 7 - 10Curriculum: Biology/Chemistry/Physics/Earth & Space Sciences/GeneralNot Repeated

C24 Cybersecurity ~ Exciting Challenges for the STEM GenerationRenee Hoareau, LifeJourney, Director Education and Engagement. Cyber fluencies are essential to life, work and play in today’s global world.

Cybersafety and security awareness are important skills for every consumer of technology and innovator alike; we all need a foundation in Cyber to participate in today’s society.

Participants will walk away with a starting point for this journey to build this capacity in students to follow a pathway to succeed in Cyber/STEM careers

Cyber knowledge and skills are relevant to our national STEM education strategies and the Digital Technologies curriculum priority goals.

This workshop includes an interactive, hands-on session for participants. BYO laptop or tablet fully charged.Suitability: AllCurriculum: GeneralNot Repeated

C25 Tune to the music and wave to the ScienceBrian Lannen, Wodonga Institute of TAFEA forensic science scenario is used to introduce a case for analysing sound waves. Both the generation and analysis of sound is considered along with technology to examine period, frequency and note. The science, mathematics and technology are all there. Now can you engineer some music?

Delegate Note: A preview of the activity can be found at the following weblink, but it is not essential to read beforehand. education.ti.com/en/tisciencenspired/us/detail?id=9C3D1196CF23482C8036ED93

5F797F7E&t=8CE921F03DC247628767C9BD34D788BCSuitability: Years 7 - 10Curriculum: PhysicsNot Repeated

C26 Escape(class)RoomColleen Filippa and Anthony Fernando, EcolincA rogue robot is causing mayhem and it is up to you to shut her down using a remote kill switch. Problem is ... the switch is in a small cage that has 4 padlocks. Your task is to break the code to the locks to access the switch. You have 30 minutes! Playing in a team, you’ll need your wits, your problem solving skills and perhaps a little ‘sheer dumb luck’.

Escape rooms are a great way to get your students collaborating in teams to develop problem-solving and critical thinking skills.

Intrigued? Come join us.Suitability: Years 5-10 Curriculum: GeneralRepeat of A26

C27 Engaging students and building capacity through student design investigationsKatie Hart and Adele Hudson, Aitken CollegeThere is growing evidence that more than three quarters of future jobs will require Science, Technology, Engineering and Maths and that all jobs will require critical thinking, social skills and problem solving. It is therefore never been more important for Science to be taught in a way that develops students capacity in these 21st century learning skills and encourages students to continue with the Sciences beyond the middle school years. In this session, we will share about how our Science faculty has improved student engagement by integrating over 600 student design projects and 1000 research projects into our classroom curriculum. We will also show how student design projects help facilitate the development of future work skills.Repeat of A27


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SESSION D 2.35pm – 3.20pm

D1 Electricity: The Shocking TruthSpiro Liacos Cheltenham Secondary CollegeHow do engineers achieve the extraordinary feat of wiring up a car’s electrical circuitry so that the same courtesy light turns on regardless of which door you open? This hands-on session will give you ideas (and the actual prac sheets) that will allow your students to learn to design and construct a variety of electrical circuits that satisfy a range of design briefs. Currently the best electricity pracs ever!! (Positively a bad pun, but I will conductor good session with ample opportunities for you to learn watts of stuff that can transform your class before you go ohm.)Suitability: Years 7 - 10Curriculum: Chemistry/GeneralNot Repeated

D2 Designing for change: Developing future proof STEM subjects.STAV Councillor Fiona Trapani and Fiona Lorenti, Mercy CollegeTeachers at Mercy College, Coburg have been working towards the development of a STEM curriculum for the last few years. When STEM funding was secured in 2018, the opportunity to develop a sequenced STEM progression though standalone STEM subjects from year 7-10 was too good to pass up. Two staff members from Mercy college, who have been leading the working party and curriculum development during 2018 will discuss the decision making process which has led to the sequence of units to be offered to students at Mercy College from 2019. Overviews of the planned units will be shared with participants.Suitability: Secondary Science and STEM- 7-10, Girls and mixed abilityRepeat of C2

D3 Change Making - through contemporary science practice in schoolsDr Peta White & Maria Vamvakas, Deakin UniversityDeakin University has been putting scientists and pre-service teachers together with education academics and practicing teachers to develop teaching resources. We have published this work into one web resources that we will showcase during the session. The resources include activities and teaching and learning sequences that relate to a variety of research scientists current research. There are also videos of scientists and other issue specific multi-media presentations. This work was supported by ReMSTEP and ASELL for Schools (Vic Node) as is freely accessible (online) and adaptable.Suitability: Years 7-10, VCE Units 1-4Curriculum: Biology/ Chemistry/Physics/Earth & Space Sciences/ GeneralNot Repeated

D4 Are we leaving our science students out in the cold? Cressida Byrne, Mount Ridley P-12 CollegeAbstract: Whether it is through conscious or unconscious biases, or through delivery of Industrial revolution teaching methods in the 21st Century, students are flocking away from STEM based disciplines in droves. How then do we engage this Netflix generation? This interactive, hands on workshop provides student centred learning at its best with a 21st Century flavour that will build knowledge and data literacy in even the most reluctant learner. Delegates will leave with a gamut of strategies and resources that will inspire any leadership team and make the science classroom the place to be. Repeat of C4

D5 Learning with your students in a vertical structureNicole Dobson & Randi Klassen, Mount Alexander College Nahom Tekulu, StudentAt Mount Alexander College, we have abolished year 7-10 general science classes and exchanged it for more authentic learning opportunities. In science, student-led electives focus on inquiry, collaboration, and student choice extended investigations. The real value of this structure comes from the elimination of grades and the saturation of interest based, student empowered learning. Take from us what we have learned about structure, planning, assessment, reporting and bring this into your traditional model, your electives or a unit within a traditional year level science class.Suitability: Years 7-10Curriculum: Biology/Chemistry/Physics/Earth & Space Sciences/GeneralRepeat of B5

D6 Fertility and Assisted ReproductionBonnie Lee & Athi Kokonis, Family Planning VictoriaIt has become increasingly important that teachers provide accurate and appropriate information on different forms of conception, given that many children are now conceived through Assisted Reproductive Techniques. To support teachers in this, Family Planning Victoria (FPV), in partnership with the Victorian Assisted Reproductive Treatment Authority (VARTA), have developed a suite of teaching and learning resources that scaffold learning from Levels 3 to 10 of the Victorian Curriculum. This session will allow educators to build their knowledge and skills in relation to teaching Fertility and Assisted Reproduction, as well as provide examples of practical teaching and learning materials that teachers will be able to apply within their own classroom settings.Suitability: Years 7 - 10Curriculum: Biology, GeneralNot Repeated

SESSION D Friday 30 November: 2.35pm – 3.20pm

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D7 Addressing Authentic Problems through STEMLucas Johnson, Monash UniversityThe purpose of this workshop is to build an understanding of the nature of effective pedagogical practices in STEM Education, including conceptual understandings, transdisciplinary integration and the application of STEM skills. Participants will be challenged to consider what STEM Education is and how it can be regularly included in the classroom, through recognising opportunities to involve students in STEM based problems within their own communities. The workshop will utilise the Design Process as a tool for the beginning stages of planning and assessing, within an integrated approach to STEM Education.Suitability: Years P-8 Curriculum: GeneralRepeat of C7

D8 Targeted interventions: Using skills based rubrics and data to inform teachingCristy Herron, Aitken CollegeIn this session we will be discussing ideas for developing and implementing classroom activities that are targeted for different skill levels. Using skills based rubrics alongside results data enables the teacher to identify what students should be focusing on in order for them to progress to higher levels of achievement. Examples of how this has been done in junior and VCE Science classes will be shared, and session participants will have the opportunity to apply new ideas to their own teaching practice.Suitability: Years 7-10, VCE Unit 1-4Curriculum: Biology/Chemistry/Physics/Earth & Space Sciences/GeneralRepeat of C8

D9 A future-focused Year 9 learning programPeter Dodd, Balcombe Grammar SchoolWhat does an innovative Year 9 Program that develops 21st Century skills look like? Collaboration, entrepreneurship, gamification, STEAM, authentic and personalised learning experiences. Drawing on real-life experiences, you will receive practical advice on how to take a future-focused approach to Year 9 curriculum design. Discover how students learn and use it to develop programs that will create active and invested learners, and take your teaching to the next level.Suitability: Years 7-10Curriculum: Learning Technologies/GeneralRepeat of B9

D10 Make Science Come to Life in Early YearsLibby Moore, Moore EducationalReal world science projects, including engineering, technology and coding in LEGO Education WeDo 2.0 makes this a relevant learning solution for early years classrooms. Ignite curiosity in science and build student confidence to design while promoting scientific investigation and experimentation. This hands on workshop will provide you the opportunity to freely download and explore the digitally relevant science projects fully supported with teacher guide and links to the ANCA.Suitability: Years P-3 Curriculum: Physics/ Earth & Space Sciences/ Learning TechnologiesNot Repeated

D11 BIOZONE: eBooks & Online Courses for VCE BiologyRichard Allan, Biozone Learning Media AustraliaFind out about BIOZONE’s new eBooks just published, plus BIOZONE Academy & our new digital platform that transforms our popular VCE Biology workbooks into immersive online courses. Both digital solutions provide the added enhancements of 3D models and curated weblinks to third-party animations, videos and simulations they will provide an exciting interactive experience for students. See how BIOZONE embedded annotated 3D models allow students to explore biological concepts. Workshop attendees will each receive a free 14-day trial login of the eBooks and BIOZONE Academy.Suitability: VCE Units 1, 2, 3 & 4Curriculum: BiologyRepeat of C11

D12 Teaching Multi-age Primary ScienceAnita Trevaskis, Olympic Village PrimaryThe challenges of creating, presenting and assessing a multi-age primary science program. Making the learning outcomes clear and delivering all-encompassing lessons to a diverse age range. Making the information accessible to all and involving every year level in an age appropriate part of the theory and practical portions of the process. Assessing the learning that occurs in a multi-age classroom that has a variant of seven to eight years range.Suitability: Years P-6 Curriculum: GeneralNot Repeated


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D13 Functional application of learning models to modify and shape behaviourDr Brad Rundle, Therapy Animals AustraliaDr. Brad Rundle is the Director and Head Trainer at Therapy Animals Australia, a charitable organisation that trains service and therapy animals to support individuals suffering from mental and/or physical disabilities and illnesses.

This presentation will enable participants to get a first-hand look at some of the principles of animal behaviour and behavioural modification, including various learning models. What better way is there to further yours and your student’s knowledge and understanding of shaping behaviour as well as classical and operant conditioning (and this is just scratching the surface) than to discuss these topics with expert animal trainers not to mention meeting and observing one of our amazing animals in action!!

Therapy Animals Australia raises funds to support its charitable purpose by offering incursions and presentations to Science classes and schools.Suitability: All Curriculum: Biology/GeneralNot Repeated

D14 - Discovering content through guided investigationNick Shaw, Salesian CollegeUsing guided investigation allows all students to experience success as it is innately differentiated. Investigation also helps build critical thinking, key science skills and gives teachers the opportunity to have one on one scientific conversations with students about what they are doing and learning.

By demonstrating two successful projects from year 7 classification and year 10 chemistry, the hope is for teachers will walk out with ideas that they can use and adapt for their own school, boosting science engagement.

Why ‘teach’ content to students when they can discover it themselves?

Delegate Note: Please bring your own laptopSuitability: Years 7 - 10, ALLCurriculum: Biology, Chemistry, GeneralRepeat of B14

D15 Designing and Using Effective Formative Science RubricsAdrian Bertolini, Intuyu Consulting Pty LtdOne of the core aspects of educational research around effective teaching and learning is the importance of developing self-regulated independent learners. However, how can learners become self-regulated and independent if they don’t drive their own learning? When done well, formative Science rubrics allow the shared common understanding of a team of teachers to be articulated into a clear progression that makes it apparent to students where they are and where they need to go next.

In this session participants will be taken through the steps to articulate a clear progressive rubric that can be used for formative purposes. Examples from a range of year levels and schools will be used to highlight the process.Suitability: Years P - 10 Curriculum: GeneralRepeat of B15

D16 Science by Doing: Engaging students with science.Jef Byrne, Australian Academy of ScienceHow can we excite and engage high school science students? The Australian Academy of Science has developed a high school program called Science by Doing. Much research and trialling has gone into its development. The program has been revised and enhanced based on extensive feedback from teachers.

Science by Doing is a comprehensive online science program for Years 7 to 10 available free to all Australian students

and teachers. It is supported by award winning professional learning modules and a research based professional learning approach. At present three quarters of all Australian high school teachers have registered to use the program. Many teachers find that they can adapt the innovative program to the needs of their students.


Delegate Note: Please bring your own laptopSuitability: Years 7 - 10Curriculum: GeneralRepeat of A16, B16 & C16

D17 Bringing plant identification into the classroom: introducing new easy to use online interactive keysDaniel Ohlsen, Royal Botanic Gardens VictoriaPlant identification relying just on dichotomous keys is subject to several limitations that may place plant identification beyond the scope of the typical classroom. With the emergence of online guides to plant species and interactive computer identification keys, accessing information on plant identification is now readily available to all and much easier to use and interpret. Join a plant scientist from the Royal Botanic Garden of Victoria who will guide you through the resources available in the online Victorian plant guide, VicFlora, and see how the new alternative forms of keys it provides can bring plant identification into your classroom.Suitability: Years 7 - 10, VCE Unit 1Curriculum: BiologyNot Repeated


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D18 Effective Formative Assessment with Education PerfectMichael Villanti, Education PerfectA key recommendation from Gonski 2.0 is the move from summative assessments measured against year level outcomes to more regular formative assessments that acknowledge learning progressions. Of particular importance is the role that formative assessments can have to help students become active partners in their learning journey. One component that makes formative assessment so powerful is the feedback that is provided to students. Feedback is most effective when it is timely and specific. It can be incredibly difficult for a teacher to mark and review every student’s responses, efficiencies can be gained through an automatic marking and analysis tool to accelerate the feedback provided to students. This in turn frees up teacher time to further target specific areas to follow up with students. Education Perfect is a resource that has a range of content aligned to the Australian and Victorian Curriculum. It has an assessment tool that can automatically mark and analyse class and student results. Plus overall, it provides the resources to implement effective regular formative assessments in your classroom to empower you as a teacher and encourage a growth mindset in your students. This session will explain how to do this using Education Perfect. Repeat of A18, B18 & C18

D19 Safe handling of MicroorganismsDr Radhika Iyer, Mullauna Secondary CollegeMicroorganisms include fungi, bacteria and viruses. Microorganisms are ubiquitous, and live within the human gut, and in every corner of our environment. We come in contact with bacteria on a daily basis. Handwashing is 99.9% effective at decontaminating us from bacteria that might reside on the skin.

Therefore, when the proper safety precautions are taken, colonies of microorganisms can be safely isolated from homes, yards, gardens, etc. The majority of microorganisms are non-pathogenic, but bacterial cultures or petri plates that contain any type of bacterial colonies should be treated with general safety precautions.

Similarly, most fungi are harmless whereas few are highly pathogenic and can cause infection lasting for longer period of time. The infection could be on the skin, hair, even at subcutaneous level or affect some organs like lungs. One of the finest example of such fungi is Aspergillus flavus.

Viruses are hard to culture and is not within the scope of the school curriculum.

The techniques discussed will help understand various methods of isolation or maintenance of bacterial or fungal cultures used in the laboratory for study purpose. Safe disposal methods will also be discussed in detail.

Safe handling techniques will be elaborated using demonstrations and where feasible, the participants would be given an opportunity to apply some of the hands on techniques.

This workshop will be very useful for Teachers or Technicians working with the microorganisms for the first time. These techniques will be beneficial at middle school year level trying to grow and identify microorganisms from the surroundings of their school as well as for VCE Biology doing antifungal assay.Suitability: Years 9 - 12Curriculum: Biology/GeneralRepeat of C19

D20 Amazing Activities that blend, bridge & teach, delivering great STEM outcomesCarl Ahlers, Prof Bunsen ScienceAs wind, string and percussion instruments blend into one orchestral unit, the STEM content in our classrooms should blend into one main delivery stream. By integrating subjects taught in isolation before, we can deliver the outcomes society and our students require. In this session, our focus will be on chemistry, physics, engineering and technological outcomes. Find out how you can transmit information on a light beam, run a car on a capacitor’s stored energy, demonstrate the difference between diesel and petrol combustion, prepare hydrogen in a jiffy, launch a hydrogen rocket (safely) and many more. Guaranteed engagement.Suitability: Years 5-10, VCE Unit 1-4 Curriculum: Chemistry/Physics/GeneralRepeat of A20

D21 Coding with purpose: engaging low SES students by using Project based learning and Python programming languagePaulo da Silva, Alamanda College

Coding has gained the media over recent years and, unfortunately, become synonymous with STEM Education. Regrettably, most students from low SES still haven’t had the opportunity to learn coding, a situation that might widen the technological skills gap, with a negative equity and economic impact for our society.

In this presentation, the successful implementation of a new coding curriculum for students at school in Werribee, Victoria is discussed.

Students had the opportunity to gain valuable 21st century skills by learning and using Python Programming Language throughout a Project-Based Learning assessment task, working under the motto “code with purpose”.Suitability: Years 7 - 10Curriculum: Learning TechnologiesRepeat of C21


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STAV 75th Birthday Celebrations Event Eagle Cafe

From 3.30pm to 4.30pm


D22 Gamifying our Year 10 Chemistry UnitSteve Bayly, Goulburn Valley Grammar SchoolChemistry can be a challenging topic for some Year 10 students and as such, they can disengage. Setting up our 7 week Chemistry unit as a Game complete with ‘Levels’, ‘Quests’, a ‘Leader-board’ and some well defined ‘House Rules’ proved to be motivating for students and teachers alike. The gamification relied on the use of a LMS.Suitability: Years 7 - 10Curriculum: Chemistry, GeneralRepeat of B22

D23 Game Changer: Science Pedagogy in a virtual classroomJade Bohni, Emerging Science VictoriaThe introduction of CISCO WebEx into government school classrooms is a real game changer. We now have the software and the hardware to allow authentic 21st Century digital teaching, learning and collaboration. But just how do we do this? In this session, we share strategies on teaching science pedagogy, tested over 4 years in a digital classroom environment, utilising CISCO WebEx. We will discuss the benefits and challenges of utilising this online platform for teaching and learning. We will showcase a number of strategies currently used in the Emerging Science Victoria digital classrooms that will assist with online student participation in classes, collaboration and group work between students and tips for effective formative and summative assessment. We will also discuss how Google Apps including Google Classroom and Google Classwork, can assist. If you are interested in learning proven strategies for effective scientific online teaching and learning, this is one session you shouldn’t miss.Suitability: Years 8-10Curriculum: Biology/Chemistry/Physics/Earth & Space Sciences/GeneralRepeat of B23

D24 Science needs storiesMatthew McArthur, Diver Matt IncursionsHumans communicate in a variety of ways but never more powerfully than in story form. Cave paintings demonstrate we began telling our stories before we developed language and story telling traditions occur on every continent, whether developed in isolation or carried across oceans as part of our baggage. We use stories to share our memories, our ideas and our values. Stories can create a common ground for understanding, prompt strong emotional responses and offer insights into experiences beyond our own. Telling stories is so integral to our communications that we sometimes forget that it’s a skill and that we can train ourselves in that skill, that we can hone our story telling techniques.

In this presentation I’ll contrast my output as a scientific author with the approach I apply to communicating in more narrative contexts: as a member of Storytelling Australia Victoria; as a science podcaster; as an author; as an Antarctic history lecturer; and in the classroom. I intend highlighting the strengths and weaknesses of each approach and demonstrating how accepting the challenges posed by a variety of communication roles offers opportunities to gain insights and to spot opportunities that would otherwise remain hidden to us.

I’ve developed a broad range of skills in the course of my career in marine ecology, from commercial diving practices to multivariate statistical analysis, but no other skill helped me connect with fellow researchers, saw me engage with my students, or opened so many doors as learning how to tell a story well.Suitability: AllCurriculum: GeneralNot Repeated

D25 Pick the Pedigree of a Robotic Lab Rat - Now that’s a Game Changer!Brian Lannen, Wodonga Institute of TAFEThis pre-written classroom activity uses pedigree charts of dominant, recessive and sex-linked alleles to run a series of behavioural tests on our robotic lab rat (TI-Innovator - Rover) to classify the specimen. An additional set of tests in conjunction with a dichotomous key can enable us identify the species. These freely downloadable lesson packages provide a fun way to engage students with important biology concepts.Suitability: Years 7 - 10Curriculum: BiologyNot Repeated

D26 Practical tips from 16,000 science teachers. What sets the best teachers apart.Katrina Don Paul, Stile Expert TeacherWant to develop genuine engagement in the Science classroom? Resources that replace teachers are not the answer.

This workshop will explore the biggest lessons we learned from digging into the usage data of 16,000 science teachers. We’ve identified the most effective techniques and will share the practical lessons that you can apply in your classroom immediately.

The workshop is based on Stile’s online science resources. Two thirds of Victorian schools already use Stile for science. We’ll explain how you can get the most out of it.

NOTE: The Victorian DET has purchased for Stile for all Years 7 & 8 Students at government schools - it’s available now and free.Suitability: Years 5-10 Curriculum: GeneralRepeat of B26

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Presenter Listing

Carl Ahlers A20 D20Nik Alksnis C17Richard Allan A11 B11 C11 D11Dr Leslie Almberg C14Irene Apostolopoulos A13 C13 Jamie Astill A7Angielette Atal Carreon A9Peter Ball A15 Elke Barczak C15 Craig Bauling C9 Steve Bayly B22 D22Skye Bennett C15Soula Bennett C6 Adrian Bertolini B15 D15Marc Blanks A2Jade Bohni B23 D23Jacqueline Bondell A3 B3 Keith Burrows A28 B27Cressida Byrne C4 D4Jef Byrne A16 B16 C16 D16Kirsty Costa B13 Jennifer Cutri B24Paulo da Silva C21 D21Karen Davies B4Nicole Dobson B5 D5Peter Dodd B9 D9Katrina Don Paul B26 D26Anthony Fernando A26 C26Colleen Filippa A26 C26 Michael Foster A25 B25 Shane French B2 Roland Gesthuizen A5Chris Guest C17 Stephen Harris B7Katie Hart A27 C27Raymond Harvey A7 B7 Cristy Herron C8 D8Renee Hoareau C24 Adele Hudson A27 C27 Radhika Iyer C19 D19Vanessa Jackson-McRae B17Lucas Johnson C7 D7Sam Kingsley A24 Marie Kinsey B20 Randi Klassen B5 D5Athi Kokonis D6Brian Lannen C25 D25

Bonnie Lee D6Spiro Liacos A1 B1 C1 D1Kieran Lim B12 C12 John Long B12 C12Fiona Lorenti C2 D2Lara Machado A14 Matthew McArthur D24Sandra McKechnie A2 Greg McNamara C14 Abby Milesi A13 C13Libby Moore C10 D10Nathan Moore A17 Matt Montemurro B20Brian Murphy A19 B19Mark Myers A3 B3Robert New A12 Michael O’Brien A8 B8 Daniel Ohlsen D17Marty Olmos B10 Michael Page A21 B21 Melissa Pang A4Rachel Pascuzzo A17Michael Pola C5 Peter Razos A6 B6 Robert Roe A5 Jaclyn Rooney A22 C22 Brad Rundle D13Jenny Sharwood B17 Nick Shaw B14 D14Latha Shivasubramanian C6Helen Silvester A19 B19 Anthony Simcox C20 Marian Spires B4 Claire Stanner A9 Alira Storey A21 B21Nahom Tekulu B5 D5Janice Teng B24 Mahaelia Thavarajah C20Kerry Thomas A23 Fiona Trapani C2 D2Anita Trevaskis D12Maria Vamvakas C23 Michael Villanti A18 B18 C18 D18Matthew Ward C3 Angela White A4 Peta White B12 C12 D3Alexander Young A10

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Personal details To register online go to: http://sciencevictoria.com.au/gateway/stavcon.php

School Purchase Order No. (ESSENTIAL) STAV Individual Membership No.

Title First name Surname

School/Organisation

Address

Suburb State Postcode

Mobile Telephone Fax

Email Address (ESSENTIAL)

School Type: Government Independent Catholic Other

Region: North Eastern North Western South Eastern South Western Victoria

School Level: Early Years (P-4) Middle Years (5-8) Later Years (9 - 10) VCE

Gender: Male/Female Dietary requirements: call STAV directly on 03 9385 3999An initial email is sent to confirm that we have received your registration form, then a further email is sent 7 days prior to the conference to confirm your session allocations and other relevant conference information. If you do not receive an email contact STAV at: [email protected]

Privacy statement: As part of this event STAV compiles a list of participants’ contact details for communication of upcoming events. If you do not wish to be included on this list please tick this box.

Please tick this box if you wish to receive further information from Science Teachers’ Association of Victoria Inc.

Session SelectionEssential Sessions Use the codes in the STAVCON Program.

These codes appear at the beginning of each session (eg. A10, B12, etc).

YOU MUST INDICATE FOUR (4) PREFERENCES FOR EACH SESSION.

Preferences 1st 2nd 3rd 4thSession A 10.50am – 11.35am

Session B 11.45am – 12.30pm

Session C 1.40pm – 2.25pm

Session D 2.35pm – 3.20pm

STAV 75th Birthday Celebrations Event Friday 3.30pm Yes NoESSENTIAL for catering purposes

Please register early to ensure your choice of sessions – Complete details continued overleaf >>

Friday 30 November 2018 La Trobe University, BundooraSTAVCON 2018 Registration Form

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2

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OFFICE USE ONLY Registration Number

Science Teachers’ Association of Victoria Inc. Science VictoriaABN 59 004 145 329 ABN 94 108 759 762Patron: Dr Barry Jones, AO, FAA, FAHA, FTSE, FASSA, FRSA, FRSN, FRSV, FACE

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A Registration Fees Name:

(GST inclusive) Note: Light Breakfast, Lunch and STAV 75th Birhtday Celebrations Event is included in the Registration Fee. A Tax Invoice will be issued.

PRIMARY/SECONDARY RATES

STAV INDIVIDUAL MEMBER $265.00 $

STAV SCHOOL SUBSCRIBER $340.00 $

NON-MEMBER $375.00 $

CONCESSION RATE

RETIRED TEACHER $78.00 $

FULL TIME STUDENT TEACHER ONLY - YOU MUST include a copy of your student ID or you will be charged the FULL RATE

$78.00 $

STAVCON PRESENTER/FIRST CO-PRESENTER FREE SUBSEQUENT CO-PRESENTERS $75.00 $First presenter name: First co-presenter name: Subsequents co-presenters/names:

TOTAL COST $

Payment details ABN 94 108 759 762 TAX INVOICE Cheque – made payable to: SCIENCE VICTORIA Invoice School/Purchase order supplied - ESSENTIAL

Credit Card (please tick applicable) VISA MasterCard

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Name of Cardholder (please print)

Signature

Cancellation policy: A 50% cancellation fee will apply. Notification of cancellation must be in writing.

There will not be any refund for cancellations made less than 2 weeks prior to the conference.

CLOSING DATE for all Registrations is 16 November 2018EMAIL: [email protected] • FAX: 9386 6722

STAVCON 2018 Registration Form Continued

Online RegistrationRegister on-line and receive acknowledgement of your registration within 2 working days. www.sciencevictoria.com.au/STAVCON.html

Registration FormA Registration form is contained at the back of this book. Registrations will be processed and accepted in order of receipt. REGISTRATION MUST INCLUDE SCHOOL PURCHASE ORDER NUMBER OR PAYMENT.

Registration Fees (GST inclusive)Are listed on page 30Registration fee includes: Keynote/s, sessions, breakfast, lunch and STAV 75th Birthday Celebrations Event NB: Make cheques payable to SCIENCE VICTORIA.

Contents1 Conference Format

2 General Information

3 Session Information

4 Keynote Address

7 - 26 Session Outlines

27 Presenter Listing

29 - 30 Registration Form

Inside back cover La Trobe University Map

Events CoordinatorVincent Conserva

STAV Business CentreNatalija Borizovski, Anne Heard, Kellie Jackson, Sofie Krcmar, Tracey Noonan, Violeta Zarce and Janice Teng

Science Teachers’ Association of Victoria Inc.Patron: Dr Barry Jones, ABN 59 004 145 329 AO, FAA, FAHA, FTSE, FASSA, FRSA, FRSN, FRSV, FACE

Science Victoria ABN 94 108 759 762

Address: 5 Munro Street, Coburg, VIC 3058Postal address: PO Box 109 Coburg VIC 3058Ph: 9385 3999 • Fax: 9386 6722email: [email protected] website: www.sciencevictoria.com.au

Registration Information STAVCON 2018

Associate Sponsors

Major Sponsors

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Donald Whitehead

The Learning Commons

Agora TheatreAgri Bio Building

RegistrationRegistration DeskCatering, Conference Displays

VenuesAgora TheatreAgri Bio Building Car Park 3Donald WhiteheadEagle CafeThe Learning CommonsUnion Building

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Union BuildingEagle Cafe

Car Park 3

La Trobe University MapLa Trobe University Kingsbury Dve, Bundoora, Melways Ref. 19 G8

Registration is at Union Hall, Annexe AreaR


Car Parking InformationLa Trobe University uses Pay-as-you-go (PAYG) parking so you only pay for the time you use.We recommend you pre-register online or download this app on your device CellOPark at https://www.cellopark.com.au/Site/register. You will be asked to register your vehicle number plate and credit card details.Please do this well before the Exhibition and Presentation Day and well before you arrive at the car park. Once on site, you can simply tap on your app and it will guide you from there.Call 9111 1799 for help. For more information please visit latrobe.edu.au/transport-central

Documents

Conference Format · 1 Conference Format ... You will be asked to register your vehicle number plate and credit card details. ... have their memory activated renewing