Biography

I have spent many years annoying people in Maths, Physics, IT and Publishing at Universities, Schools and in Industry by pointing out things people didn’t seem to want to think that hard about.

Abstract

Biography

Ms Sheena Yaremko teaches Physics at Balwyn High School. Originally from Canada, she has developed and adapted her teaching practice to meet the needs of diverse learners while embracing emerging technologies through creative pedagogical approaches. As a former Head of Science, and having studied the implementation of STEM from a school leadership perspective, she places inquiry learning at the heart of her teaching. Her background in IT has also shaped her interest in helping students use AI as a tool to support learning and thinking, rather than as a substitute for thinking itself.
Dr Hernan Alonso is the Director of AI: Innovation in Education at Balwyn High School, with expertise in pedagogy, Physics and Chemistry, and digital technologies. His experience designing and scaffolding inquiry-based learning for diverse student cohorts informs his practical approach to integrating artificial intelligence into teaching and learning. He is particularly interested in how emerging technologies can be used purposefully to strengthen student thinking, inquiry and learning in classrooms.

Abstract

What if AI could help students learn more deeply rather than simply provide answers? This presentation showcases an innovative VCE Physics Unit 2, Area of Study 2 assessment sequence that harnesses generative AI to develop both physics understanding and AI literacy.
After selecting a focus study topic, students use Microsoft Copilot to explore unfamiliar content, experiment with different prompting strategies, and evaluate the quality and reliability of the information they receive. Across three connected tasks, students learn to craft effective prompts, critically scrutinise AI-generated information using an eight-point reliability framework, synthesise key physics concepts, and evaluate the limitations of scientific models and theories. They then consolidate their learning into a concise summary sheet before applying their knowledge to a contemporary issue and reflecting on how AI shaped, challenged and extended their thinking.
Rather than treating AI as a threat to academic integrity, this approach positions it as a tool for developing curiosity, metacognition, critical thinking and evidence-based learning. Attendees will explore practical strategies for embedding AI into Physics assessment in ways that strengthen student agency and scientific literacy while maintaining academic rigour and authentic student thinking.

Biography

In the past Dan has had a number of roles in the exam setting and marking processes, and currently contributes to Vicphysics’ exam solutions and its exam review which is submitted to VCAA.

Abstract

This session will focus on the questions that were not done well, considering explanations and suggesting strategies to improve the outcome. Questions from previous years will also be referenced.

Biography

Colin is a happily retired Physics teacher. After teaching for 40 years in the state system, he retired from Bialik College as Head of Science, 10 years ago. During his career Colin won the Victorian Educational Excellence Award for Curriculum Innovation and was a finalist for the Outstanding Secondary Teacher Award. He has maintained his involvement and was awarded an OAM for services to Physics education across Victoria.

Adrian is a Physics and Maths trained teacher currently conducting research and tutoring undergraduate students at La Trobe University.

Abstract

Many teachers use past examination papers as their preferred method of consolidation throughout the year. Does research suggest ideas and strategies to improve effectiveness? Can identifying students’ Zone of Proximal Development support effective teaching and learning protocols to enhance learning? We have refined the previous Excel method and created a more convenient and user-friendly web browser interface. Teachers simply show a code on screen, students complete the curated past exam questions, and the data is summarised on your screen to inform teaching. We are actively looking for teachers to trial the materials in class to further develop the resources. Copious digital resources, in the form of over 3000 VCAA exam questions with solutions and analysis processes will be shared.

Biography

Anthony Simcox is an educator and STEM program developer at Quantum Victoria, where he designs and delivers engaging experiences that connect students with science, technology and emerging fields. He is passionate about making complex ideas accessible, practical and fun for students. Anthony develops hands-on programs that encourage curiosity, problem-solving and creative thinking, while helping students see the possibilities of further study and careers in STEM.

Abstract

How do we get Years 7–10 students excited about physics before they decide whether it is a subject for them? This workshop explores how fun, surprising and hands-on experiences can help students see physics as something to do, not just something to calculate.
Drawing on Quantum Victoria’s Physics Fun Day, we will share a collection of engaging activities designed to introduce visiting middle-years students to physics through curiosity, experimentation and a healthy dose of “physics magic”. Participants will experience examples from three key areas: light, electricity, and surprising physics phenomena involving magnets, Bernoulli’s principle and more. The activities are designed to be accessible, memorable and adaptable, demonstrating how relatively simple demonstrations and challenges can spark questions and encourage students to investigate the physics behind what they observe.
The workshop will also provide an opportunity for participants to contribute their own ideas. Working together, we will build a bank of activities, demonstrations and challenges that can be used to engage middle-years students and help them develop a positive connection with physics.
Come ready to play, experiment, be surprised—and rediscover just how much fun physics can be!

Biography

 Mark is a passionate Physics and Science educator with over 30 years of teaching experience. He brings complex scientific ideas to life through engaging, real-world learning and a creative teaching style. With a strong interest in connecting classroom physics to cutting-edge research, he recently participated in the 2025 CERN International High School Teachers (HST) Program. Through his social media channel “Juddy Productions,” he shares innovative teaching ideas, experiments, and insights to inspire educators and learners across Australia and beyond.

Abstract

Outline the international programs delivered by CERN (HST program), Perimeter Institute (EisnsteinPlus program) and LIGO (IPA Program).

Biography

Saeed Salimpour is an award-winning astronomy education researcher and interdisciplinary educator whose work bridges cosmology, visual arts, and big data. He has founded Next Astronomy after completing two prestigious competitive research fellowships, the inaugural Office of Astronomy for Education Research fellowship through Max Planck Institute for Astronomy in Germany as well as the Alfred Deakin Fellowship at Deakin University in Melbourne. With a PhD in cosmology education and a background spanning high school physics teaching, astrophysics, physics, and design, he investigates the role of aesthetics, representation, and cultural perspectives in science education. He has contributed to several major international research projects funded by the NSF and US Department of Defense, is co-editor of the Astronomy Education Journal, and serves on the organizing committees of multiple International Astronomy Education conferences. Dr. Salimpour is also an invited speaker, teacher educator, and science communicator, with a passion for making the cosmos accessible through both scientific and artistic lenses.

Andrew Yen has a diverse career spanning education, strategy, and innovation, Andrew Yen, a high school physics teacher with a passion for astronomy, brings decades of leadership experience as Managing Director of the award-winning Warrandyte Community Retirement Village and as a strategy consultant with Chase Consulting, advising organisations across sectors on growth and innovation. His background includes executive roles in engineering and manufacturing, and he has led numerous community and educational development projects, including as Chairman of Village School and Project Director for childcare and renewable energy initiatives. Holding multiple postgraduate qualifications in education, engineering, and business, he is deeply committed to interdisciplinary learning and impactful community outcomes.

Abstract

Over the past two decades the discovery of planets orbiting other stars has become an extremely prolific area of research in astronomy. Driven mainly by space-based observatories like Kepler and TESS, but also earth-based observations. This has led to a rapidly growing community of keen amateurs and students who are actively contributing to exoplanet science.

The aim of this workshop is to demonstrate how exoplanet science, and various other astronomy topics can be used as a context in physics education to engage students in awe and wonder. Bringing this into the classroom through a network of research-grade robotic telescopes through www.nextastro.org. Together with practical tips and resources that help address the requirements of the VCE curriculum and physics curriculum in general.

Biography

Doug Bail started teaching in the mid-eighties and worked for many years in schools as a Maths/Physics/Science teacher. He was a Head of Science, Director of Technology and Physics and Maths teacher. In recent years he has run his own company specialising in quality science equipment including the PASCO, Frederiksen and Lascells scientific range of Physics and electronic measure. This has presented the opportunity to both learn and present professional development in schools around the world. Doug has extensive real world experience of classrooms and science departments, as a teacher, Head of Science and curriculum coordinator. He brings ideas and expertise from not only his experiences but also from visiting schools and universities in Queensland, around Australia and overseas.

Abstract

A hands-on introduction to electromagnetic induction. Often viewed as “hard” by students, the use of voltage and/or current sensors can bring this topic alive for students, generating a broader, deeper understanding and in much less time and at a lower cost than traditional methods. Even your teachers might understand the topic!

We’ll look at generating Lenz and Faraday’s laws from first hand data, generators, and transformers.

Biography

Stuart is a Science Communicator for Scientrific. He presents content that focus on Science literacy outcomes through innovative and engaging activities that involve the integration of new technologies. He has also developed and conducted outreach programs for QUESTACON, NRMA and the Australian Trucking Association.

Abstract

“Physics is science where you think with your hands”
Are you looking for ways of collecting data related to experiments in the Australian Curriculum – Physics (Especially when inertia keeps you at home)?
This workshop explores Physics using Vernier Dataloggers. With multiple workstations, and support from our presenter, participants will use dataloggers to explore different physics experiments. Topics will include:

• Examining motion using a Motion Probe, a Photogate and Video Analysis

Biography

Abstract

Experience the extraordinary power of virtual reality for enhancing teaching and learning about our amazing universe and explore possible school programs for your students.

Biography

Dino Cevolatti and Stuart Bird have known each other since 1993, undertook the Post-Graduate Diploma of Education together in 2004 and have been teaching Science/Physics ever since. Dino has been at Castlemaine Secondary since 2009, in roles including Leading Teacher, Learning Specialist, and Science Coordinator, while Stuart has been at Castlemaine Secondary since 2012, in roles including Leading Teacher and VASS Coordinator. They have also collaborated on “Quality Assessment Tasks (QATs)”.

Abstract

This interactive workshop introduces DIRT-SCAN 2.0, an enhanced problem-solving protocol aligned with the Victorian Teaching and Learning Model (VTLM 2.0). This update addresses potential limitations of linear execution by integrating a critical “hinge point” pause between the analysis (DIRT) and synthesis (SCAN) phases. This metacognitive checkpoint combines symbolic evaluation strategies (such as dimensional analysis and limiting case checks) with numerical estimation. Along with structured peer-feedback loops, DIRT-SCAN 2.0 can further transform passive receipt of corrections into active analytical practice and build habits for robust mastery and transferable scientific reasoning skills across diverse physics contexts.

Biography

Sean Duguid’s career begun studying and researching astrophysics before developing a strong passion for teaching. His teaching centres on practical, hands-on experiences that allow students to discover physics, rather than simply learn about it. This approach makes physics tangible, experimental and genuinely exciting. His VCE teaching has included both Units 1–4 Physics and the challenge of teaching combined Year 11 and Year 12 classes, requiring creative approaches to differentiation, curriculum planning and student engagement. Outside the classroom, Sean pursues a wide range of physics and astronomy projects, including satellite communication, astrophotography and photometry, through to coding and software development.

Abstract

Teaching combined Year 11 and 12 Physics classes presents a unique challenge: two cohorts, following different curricula, learning at different stages, sharing the same teacher and classroom.

This session will explore practical strategies for planning and teaching combined VCE Physics classes, with a focus on structuring lessons, managing competing content, maintaining student engagement, effectively using independent learning time, and using data informed practices. Drawing on experience teaching combined Year 11 & 12 classes, the session will share planning approaches, classroom structures, practical activities and strategies for ensuring both cohorts continue to make meaningful progress.

The session will also consider the advantages of combined classes and how, with careful planning, the arrangement can create opportunities for peer learning, consolidation and greater student independence.

Biography

Catherine Bellair has been a VCE Physics teacher for over twenty years at a range of schools across Melbourne. She has also taught General Science across Years 7 to 10 and Mathematics from Year 7 to VCE level. Catherine has been a VCAA examiner for Physics for over fifteen years and has written and edited textbooks for both VCE Physics and General Science in years 7 – 10. She is a regular presenter at Science Teacher Conferences, offering sessions on Literacy Skills for Science, implementing STEM approaches to science teaching at all levels and novel ways to engage students in Physics and Science learning. Catherine was also an independent reviewer for the latest VCE Physics Study Design and is currently a council member for the Science Teachers’ Association of Victoria.

Abstract

Special Relativity can be a very abstract concept for students. Explaining special relativity using space-time diagrams or using mathematical approaches can make students more confused than they need to be. This session presents some qualitative ideas which help students understand Special Relativity without relying on maths and can be used to explain key concepts in more comprehensible ways. By the end of the session, you should have more teaching strategies to use when teaching Special Relativity.

Biography

Lachlan McGinness is a passionate physics teacher who loves engaging students with hands on demonstrations. He is currently vice president of the ACT science teacher association and director of the Australian Physics Olympiad.

Abstract

This workshop will focus on hands-on experiments that can be used to make the teaching of light more fun and engaging. The activities focus on teaching the core concepts from VCE Physics AoS 1 Outcome 1 and some of the activities are also appropriate for Level 7-10 physical sciences (e.g. VCSSU105).

Biography

Nobody knows what education will look like in 2030. Stuart Fankhauser believes we should use what we know today to build a strategic vision that keeps education human and continues to improve on what we have now. As both Director of Digital Development and Innovation and a physics teacher at Nossal High School, he helps leadership make thoughtful decisions in the meantime, with the classroom keeping him grounded.
He cares about better teaching, stronger relationships and independent learners. For Stuart, AI matters only if it protects curiosity, critical thinking and trust, and gives teachers time back. His work asks how schools can put those principles into practice and keep people, teaching, learning and wellbeing at the centre.

Abstract

Our classrooms, study sessions and lecture theatres are likely to find themselves with an additional member in the near future. As intelligence becomes cheaper and more capable, it will increasingly find its way into our offices, homes and schools. Its growing usefulness and ease of access ask us to consider the case for its inclusion not just behind the scenes in teaching and learning, but explicitly in the classroom itself.

This presentation explores how we might think about teaching physics when expertise is shared among teachers, students and AI. Physics, alongside mathematics, could offer a useful case study of how AI might support a competency-based learning model, in which students progress through demonstrated mastery. These subjects require students to develop connected capabilities, from choosing appropriate representations and models to constructing arguments and evaluating results. Progress often depends on competencies developed earlier, making gaps in understanding consequential for later learning. AI may help students develop these competencies, but it may also enable successful performance that conceals those gaps.

Recognising what students understand when assistance is readily available therefore becomes an important element of teacher judgment. Could AI assist with that judgment as well? This raises questions about how we distinguish assistance in assessing understanding from responsibility for interpreting evidence and deciding what follows. As expertise becomes shared, how might the teacher’s authority change, and what responsibility should they retain for the development of students’ competence?

The aim is to invite further thinking about how physics teaching might adapt, what we should preserve and what we should reconsider. Participants will leave with ideas to guide their own thinking: distinctions between access to expertise and the development of understanding, questions about the changing nature of teacher authority, and ways to examine the purposes of familiar curriculum content. These will provide a starting point for considering what students must learn to do independently, how they might work intelligently with AI, and how our teaching should begin to change.

Biography

Adele Hudson is a science teacher at Braemar College with experience teaching VCE Physics, Chemistry and middle school science. Coming from a background in research, she explores evidence-based approaches, using examination data to understand how students think and to personalise her teaching to their diverse needs.

Ashleigh Holland teaches middle school and senior Physics at St Monica’s College, Epping. She is passionate about helping students find a love of Physics through activities that balance fun with academic rigour. In senior Physics, she is also interested in building the step-by-step reasoning students need to tackle the most demanding VCE exam questionI am Mrs Emma Love and I am delighted to be a presenter at the Physics conference this year. I did my undergraduate in Mechanical Engineering and worked in the telecommunications industry before becoming a Physics teacher.

Abstract

The most demanding VCE Physics exam questions require students to apply principles in unfamiliar contexts, yet few resources teach this skill explicitly. This presentation explores an approach to exam preparation using SOLO taxonomy and VCAA examination data. Exam questions were mapped against SOLO levels using study score cut-offs, revealing where student reasoning breaks down. This analysis informed scaffolded resources that guide students step by step from Unistructural to Extended Abstract reasoning, underpinning lessons and targeted small-group tutorials. This reasoning helps students tackle complex questions with confidence, understanding underlying principles rather than relying on best guesses.

Biography

Abstract

Obtaining deep conceptual understanding of how motors operate from the line diagrams typically presented can be challenging for students. This session explores how construction of a single loop of wire can be used to create a motor, incorporating electromagnets, commutator, brushes and rotor, in the form of an application SAC with associated analysis can engage students in a hands-on way that supports stronger outcomes.

Biography

Robert is Education Manager at CSIRO’s Space & Astronomy research unit. He leads the PULSE@Parkes program for high school students and coordinates S&A’s undergraduate and postgraduate student programs. He has extensive experience in high school teaching, curriculum development and astronomy education. His research interests are in student investigations in astronomy with real data and astronomy curriculum globally. Robert is a Life Member of STANSW. He chairs the National Astronomy Education Coordinator team for the IAU’s Office of Astronomy Education and heads the Education Panel for the Astronomical Society of Australia’s Eclipse Working Group for the 2028 total solar eclipse.

Abstract

Astronomy is a Gateway Science that inspires students and the public into STEM pathways. A strength is that it is a discipline in which real scientific data is freely and easily accessible, making it an ideal area for first-hand and second-hand student investigations. This workshop introduces participants to a range of Australian and international datasets from some of the latest astronomical facilities, where to access and how to use them to engage and challenge students. Topics from exoplanets, pulsars and galaxy classification are explored, with key databases and science tools being identified. Participants will work through examples of some datasets and use online tools for data analysis and visualisation that they can readily implement in their classrooms.