6 - 11 Conference and Expo1 December 2017The Australian Science and Mathematics School

ST

EM

Science

Technology

Engineering

Mathematics

Program

Supported by:

8.15am Registration | Tea & Coffee ASMS - Ground Floor

8.45am - 9.00am Welcome & Housekeeping Lower Central Common

9.00am - 10.00am Keynote Presentation Lower Central Common

10.10am - 10.40am Morning Tea Lower Central Common

10.40am - 11.40am Workshop Session 1 ASMS - Ground & First Floor

11.45am - 12.45pm Workshop Session 2 ASMS - Ground & First Floor

12.45pm - 1.30pm Lunch Lower Central Common

1.35pm - 2.35pm Workshop Session 3 ASMS - Ground & First Floor

2.40pm - 3.40pm Workshop Session 4 ASMS - Ground & First Floor

3.45pm - 4.45pm Happy Hour Lower Central Common

9.00am - 10.00am

Lower Central Common

Keynote Presentation

Using Science and Maths in Education?Professor Joe Shapter, Flinders University, School of Chemical and Physical Sciences

The greatest challenge in education is finding ways to ensure meaningful student engagement. Science and maths present this opportunity. They are disciplines that are important lifelong skills, transferable to virtually any career and have a direct and profound impact on our current lifestyle. This presentation will explore how science and maths are taught and discuss what options now exist in a content rich world. There now many options where students direct their own learning and this provides a much greater level of ownership. We will explore how tailored study plans, now common in the US, ensure that students appreciate the relevance and usefulness of their programs and hence how the sector is providing the education and training required for successful careers. A new approach to deliver first year chemistry will also be discussed. Finally, a discussion of the integration of science and maths into the total curriculum will be examined.

Professor Joe ShapterFlinders University, School of Chemical and Physical Sciences

Joe Shapter was appointed as a lecturer at Flinders in 1996 and is now Professor of Nanotechnology. He has supervised many honours and Ph. D. students during his time at Flinders and the work in his group has attracted over $20 million dollars in grants and seen the publication of 6 book chapters, over 200 refereed journal articles and over 50 refereed conference publications. He gives several invited presentations each year both on education and research at national and international meetings. He is the Technical Director of the Renewable Energy Research Program within the Centre for NanoScale Science and Technology based at Flinders University, was the Foundation Director of the Defence Science and Technology Organisation (DSTO) funded Centre of Expertise in Energetic Materials (CEEM) and is the director of the South Australian node of the Australian Microscopy and Microanalysis Facility (AMMRF). Until recently he was also the Associate Dean (Teaching and Learning) for the Faculty of Science and Engineering at Flinders and the Dean, School of Chemical and Physical Sciences at Flinders. He was the key player in setting up the Nanotechnology degree at Flinders and was an OLT National Fellow with the Fellowship focussing on study plans. He has won several awards for his teaching including the RACI Fensham Medal for Outstanding Contribution to Chemical Education in 2016.

Joe is a passionate science educator taking every opportunity to engage people with science both in the tertiary sector and outside it. He set up the pioneering undergraduate degree in Nanotechnology at Flinders. The degree was innovative both in terms of the way it approached teaching science and the active ways in which students were given roles to help shape both their own education and the topic and course structure for students coming in following years. Additionally, time spent in the scientific work force was an integral part of the degree program. New practicals based on cutting edge science introduced students to new concepts and exciting scientific developments much earlier than was the norm previously.

10.10am - 10.40am | Lower Central Common

Morning Tea

10.40am - 11.40am | Workshop Session 1

Session Title Year Level Presenter/s Room Level

1.01 The Science of Learning - How integrated teaching can make an impact 6-11 John Dimitriou, Adelaide High School Studio 2 G

1.02 The T&E in STEM as the glue for interdisciplinary-ity 6-11 Feresh Agahi Pizarro, Australian Science & Mathematics School Learning Common 1 G

1.03 Improving the sophistication of student writing in STEM subjects 10-11 Lauren Haggis, Australian Science and

Mathematics School Learning Common 2 G

1.04 Mini-Worlds 6-11 Sam Moyle, Brighton Secondary School Conference Room G

1.05 The STEM in Sustainability Education 6-9 William Flynn, CSIRO Learning Common 4 1

1.06Digital Technologies Curriculum - How I developed an understanding of where to start and what it is all about

6-9 Matt Jessett, East Adelaide School & DECD Learning Common 5 1

1.07 CANCELLED: STEM Physics - Using Vernier magnetic field sensors 10-11 Paul Gavini, Marryatville High School

1.08 SESSION FULL: Creative problem solving projects within Maths’ classrooms 6-11 Angela Phillips, Westminster School Learning Common 7 1

1.09 CANCELLED: Communications Engineering - digital communication with Innovator interface hub 6-11 Brian Lannen, Wodonga Institute of TAFE

1.10 CANCELLED: Geometric Iterations using dynamic geometry software 6-11 Lloyd Stagg

1.11D How to incorporate STEM in everyday teaching (DOUBLE Session - Part 1) 6-11 Thierry Herman, Le Fevre High School &

DECD Studio 1 G

1.12D Design Thinking with Real Problems for STEM (DOUBLE Session - Part 1) 6-11 Nick Jackson & Brett Whittaker, Wirreanda

Secondary School & Sam Pearse, DECD Learning Common 9 1

1.13 Building Engagement in Senior STEM Through Extracurricular Experiences 10-11 Stefania Pulford & Allie Campbell,

Thebarton Senior College Learning Common 8 1

12.45pm - 1.30pm | Lower Central Common

Lunch

11.45am - 12.45pm | Workshop Session 2

Session Title Year Level Presenter/s Room Level

2.01 Engaging and useful pedagogies to support personalised and self-directed learning 6-11

Charlotte Twizell, Lauren George and Alicia Coleman, Australian Science & Mathematics School

Learning Common 1 G

2.02 SACE Earth and Environmental Science for new STEM careers 10-11 Len Altman, Geoscience Pathways project Learning Common 2 G

2.03 STEM Physics - Motion analysis using video 6-11 Paul Gavini, Marryatville High School Studio 8/9 1

2.04A games-based teaching and learning approach to accelerate contemporary STEM thinking skills and competencies

6-9 Chris Ramsden, Mind Lab Australia Conference Room G

2.05 Improving Reading Proficiency in Secondary Science 6-11 Ashleigh Schofield, Prince Alfred College Studio 4 1

2.06 Solar powered racer STEM challenge 6-11 John Cadogan, Scientrific Pty Ltd Studio 2 G

2.07 Calculator Robots - What next? 6-11 Peter Fox, Texas Instruments Learning Common 7 1

2.08 UniSA Connect - how UniSA can support your STEM teaching 6-11 Nathaneal Scherer, UniSA Connect Learning Common 4 1

2.09 Developing Community Partnerships to Inspire Student’s STEM Career Pathways 6-9 Mark Feetham, West Lakes Shore School /

Flinders University Learning Common 5 1

2.10 Building RC Drone Based Boats for Search and Rescue Mission 6-11 Swati K. Salvi Learning Common 8 1

2.11D How to incorporate STEM in everyday teaching (DOUBLE Session - Part 2) 6-11 Thierry Herman, Le Fevre High School &

DECD Studio 1 G

2.12D Design Thinking with Real Problems for STEM (DOUBLE Session - Part 2) 6-11 Nick Jackson & Brett Whittaker, Wirreanda

Secondary School & Sam Pearse, DECD Learning Common 9 1

2.13 Communications Engineering - coding for digital communication 6-11 Brian Lannen, Wodonga Institute of TAFE Studio 7 1

1.35pm - 2.35pm | Workshop Session 3

Session Title Year Level Presenter/s Room Level

3.01 Case study: Teaching STEM at ASMS 6-11 Maja Williams, Australian Science and Mathematics School Learning Common 5 1

3.02 Scientist with a Thousand Faces: A Science/English Collaborative Adventure 6-11 Nic Tubb, Brighton Secondary School Studio 1 G

3.03 CANCELLED: 101 Projects for the NBN 6-11 Peter Fox, Texas Instruments

3.04 Designing STEM Learning 6-11 Katrina Elliott, DECD Conference Room G

3.05 CANCELLED: Digital Work Tools 10-11 Lewis Williams, DECD

3.06 Inspire STEM Education 6-11 Jessica Jones, NewSpec Learning Common 1 G

3.07 STEAM approaches to investigations in wind energy 6-11 John Cadogan, Scientrific Pty Ltd Studio 5/6 1

3.08 The Maths Inside Bees with Backpacks 7-11 Ann Ruckert, The Australian Association of Mathematics Teachers Learning Common 4 1

3.09CANCELLED: The Future of STEM careers - how to seamlessly get Science as a Human Endeavour into your classroom

6-11 Hilary Jones, The Royal Institution of Australia / Australia’s Science Channel

3.10 CANCELLED: Using SMART technology in Physical Education to engage students in STEM 10-11 Katie Gloede, University of South

Australia

3.11 Making it real with problem based learning 6-11 Caroline Dean & John Rowe, Wirreanda Secondary School Learning Common 9 1

3.12 STEM in a Box 6-11 Brian Lannen, Wodonga Institute of TAFE Studio 7 1

3.45pm - 4.45pm | Lower Central Common

Credit Union SA Happy Hour

2.40pm - 3.40pm | Workshop Session 4

Session Title Year Level Presenter/s Room Level

4.01 Do Buildings Need to Have Straight Walls? 6-9 Vanessa Fay, Australian Science and Mathematics School Learning Common 1 G

4.02 The 6D Solution to STEM 6-9 Anthea Ponte, DECD Studio 2 G

4.03 Education Perfect - Empowering and promoting self-regulated learning 6-11 Antonio Fazzini, Education Perfect / St

Ignatius College Studio 1 G

4.04 Inspiring students about marine science 6-9 George Evatt, Marine Life Incursions Learning Common 2 G

4.05 STEM Chemistry - Using cameras to investigate rate of reaction and Beers law 6-11 Paul Gavini, Marryatville High School Studio 8/9 1

4.06 Putting the M in STEM 6-11 Carol Moule, MASA Conference Room G

4.07 Doctor for a Day - An alternative to testing through competitive PBL 6-11 Jarrod Johnson, Pulteney Grammar

School Studio 5/6 1

4.08 Pokescience Hunt 6-11 Sam Moyle, Brighton Secondary School Studio 4 1

4.09Fresh water literacies: Developing transdisciplinary STEM units of work with primary teachers and researchers

6-9

Joanna Whitehead & Jarrad Kilsby, Barmera Primary School, Bernadette Haggerty & Marj Francis, Burton Primary School

Learning Common 4 1

4.10 CANCELLED: Oceania Energy Summit 2017 6-11

Matthew Jamieson, Tina Lindemann, Felix Feliciano, Terry Patiniotis and George Krotiris, Windsor Gardens School B-12 & DECD

4.11 Maths by Stealth - PBL, C&CT & STEM in a Collaborative Classroom 6-9 Patricia Curtis & Lara Golding, Seaton

High School Studio 7 1

4.12 Life Hack Mythbusters: A versatile STEM task for Middle and Senior School Science Classrooms 6-11 Shane Meegan, Christian Brothers College Learning Common 7 1

Abstracts

1.01 The Science of Learning - How integrated teaching can make an impact

John Dimitriou, Adelaide High School

This brief seminar looks at how integrated teaching can cater for diverse tasks that inspire and challenge younglearners. It promotes the importance of STEM, Design Thinking or other Solution Fluency models that provide students with the opportunity to discover, dream, develop and design solutions to challenges that are relevant and creative.It focuses on the importance of high quality evidence and the evidencing of work. It provides examples of student Evidence Folios and highlights how the packaging of information helps students to unpack knowledge.

1.02 The T&E in STEM as the glue for interdisciplinary-ity

Feresh Agahi Pizarro, Australian Science & Mathematics School

We all know the relevance that integrated STEM directions grant to 21st century education. But where do we start? How do we zoom in from such a grand vision? This workshop will inspire you to be the ‘agent of change’ at your site by providing you with practical tools and resources to initiate STEM implementation through interdisciplinary learning design. We will collaboratively explore opportunities for staff, students and the community to engage and embrace STEM learning.

1.03 Improving the sophistication of student writing in STEM subjects

Lauren Haggis, Australian Science and Mathematics School

Many students may excel at understanding the content of STEM subjects but may struggle with expressing their ideas at an appropriate level of formality and sophistication. This workshop will help participants identify areas for development in student writing and explore ways to address them.

1.04 Mini-Worlds

Sam Moyle, Brighton Secondary School

A world in a box!Breakdown the walls maintaining the silos. True science is a tapestry of the different disciplines. STEM is the weft that enables delivery of engaging curriculum. This workshop takes participants through the Year 9 Mini-Worlds project where learner’s knowledge of ecosystems is put to the test by creating their own mini-world in a self-designed and created terrarium. The final project enables an exploration of the terraforming nature of photosynthetic life. This is a repeat presentation of Mini-Worlds presented at the recent International Astronautical Congress.

1.05 The STEM in Sustainability Education

William Flynn, CSIRO

The CSIRO Sustainable Futures schools education program combines the latest in climate science with education for sustainability. The program equips teachers with the knowledge and skills to help their students understand the science behind sustainability and the need for communities to live, work and play in a more sustainable way.The program enables students to develop skills in the processes of inquiry and literature research, as well as developing their experimental, investigation and critical thinking skills. It aims to support and empower students with the skills to identify, plan and drive sustainable change in their school and the wider community. The program is designed to facilitate collaborative learning with a critical and action based approach to problem solving. Sustainable Futures is an educational program developed by CSIRO Education and Outreach with funding support from Bayer.In this hands-on workshop, participants will have the opportunity to share ideas for best practice in educating for a sustainable future, as well as undertaking some fun STEM rich sustainability-themed activities that can be easily replicated back in the classroom.

Workshop Session 1

10.40am - 11.40am

SESSION FULL

1.06 Digital Technologies Curriculum - How I developed an understanding of where to start and what it is all about

Matt Jessett, East Adelaide School DECD

With my passion for all things ICT, I knew that I would be a teacher that embraces the technologies curriculum. However, knowing a subject area well is very different from knowing where to start when attempting to plan successful learning experiences. I want to share my learning journey as I learned how to break down the Technologies curriculum. I learned how to focus my teaching on core concepts and gained a much better understanding of the essence of digital technologies. I learned to communicate my new found understanding not through complex explanation but through discovery and exploration. I want to share a variety of learning activities that I believe teach concepts from the technologies curriculum through a hands on way. I would like to share how I opened up my learning tasks by encouraging students to look at real world problems. Building my confidence in this way of teaching enabled me to really open up my tasks and allow students to take charge of their STEM investigations.

CANCELLED: 1.07 STEM Physics - Using Vernier magnetic field sensors

Paul Gavini, Marryatville High School

Participants will use Vernier magnetic field sensors, interfaced with a computer, to establish relationships between magnetic field and distance. A demonstration on the magnetic field within a slinky will also be performed to explore factors that affect the magnetic field inside the solenoid and study how the field varies in different parts of the solenoid.

SESSION FULL: 1.08 Creative problem solving projects within Maths’ classrooms

Angela Phillips, Westminster School

Have you ever wondered whether it is possible for Spiderman to save a falling lift? Or how you would compare in the basketball count to an NBA professional? In this workshop I will explain how the Maths faculty developed students’ interest and creativity by enabling them to identify and try to solve problems. Crucially, these were not just problems the teachers found interesting, but questions that the students themselves wanted answers to. You will also see how we enabled the students to have the skills to present their findings and demonstrate their learning in a range of different ways. Furthermore, we will analyse the data that shows what the students found to be the biggest impact on their learning during the project.

CANCELLED: 1.09 Communications Engineering - digital communication with Innovator interface hub

Brian Lannen, Wodonga Institute of TAFE

An understanding of the building blocks necessary for the engineering of our communications industry calls upon all four components of STEM education. This workshop shares ready-to-use worksheets that coach students through the process of designing and controlling a flashing LED communicator that can be engineered to carry binary coded information. Better still, we can also use a similar unit with light sensor to read the flashing LED signal and decode it to information using the standard TI-Nspire calculators that students use for their maths classes.

CANCELLED: 1.10 Geometric Iterations using dynamic geometry software

Lloyd Stagg

Spiral, fractals and other interesting geometric designs can be produced using geometric iteration. Beginning with a simple geometric iteration like tracing the path of a particle moving past a fixed point.This workshop will then examine iteration applied to more elaborate designs like: a triple spiral , the surd spiral, Sierpinski’s Gasket, and if time permits the Koch Snowflake .Participants will be provided with a licence to use the GSP software, but will need to have their own device on which to load the software if necessary.

1.11D How to incorporate STEM in everyday teaching (DOUBLE session)

Thierry Herman, Le Fevre High School DECD

The first part of the presentation will be about how STEM fits within Le Fevre High School Naval Engineering courses. To illustrate how STEM principles are incorporated in middle school, the rest of the presentation will be centred on middle school programs such as flight Data analysis for water rockets, an IDU were STEM principles are used to optimise the range of catapults, gliders and gliding ratios. The last part will touch on the engineering of woomeras, plus flight analysis of spears, from a unit developed for ATSI students where they design, make and test their own woomeras. Time permitting, hands on activities will be organised for participant to experience first-hand STEM pedagogical opportunities.

1.12D Design Thinking with Real Problems for STEM (DOUBLE session)

Nick Jackson & Brett Whittaker, Wirreanda Secondary School & Sam Pearse, DECD

This workshop concurs with the belief that, “STEM values include curiosity, confidence, creativity, persistence and imagination. If disciplines continue to be taught in isolation eg. S.T.E.M we will not be generating the STEM professionals of the future, nor will we foster the capabilities that our community needs” (Professor Tom Lowrie). Focusing on those STEM values, we will take you through a hands-on workshop using Design Thinking tools to address a real industry problem and come up with solutions. Expect an energetic, brain hurting, messy, fun session that provides a different approach to STEM.

1.13 Building Engagement in Senior STEM Through Extracurricular Experiences

Stefania Pulford & Allie Campbell, Thebarton Senior College

At our site students only study SACE, VET or the New Arrivals Program and as such STEM comes in many different forms; from introducing professionals in STEM fields through the Women in STEM Breakfast & STEM sessions to exploring with drones at Summer STEMfest.Stefania and Allie are both senior science/maths teachers sharing as STEM project manager; our future is in equipping students with STEM skills through problem based learning & inspiring more of our senior students to pursue STEM careers.This workshop will discuss both the positive outcomes and challenges faced while we share our STEM journey. Time will be given to formulate ideas to take back to your own school, while also allowing for hands on opportunities with Ozobots.

Workshop Session 2

11.45am - 12.45pm

2.01 Engaging and useful pedagogies to support personalised and self-directed learning

Charlotte Twizell, Lauren George and Alicia Coleman, Australian Science & Mathematics School

The team will introduce you to some of our favourite teaching pedagogies. The Learning Menu, 5 Fingers, The Flipped classroom and Entry and Exit cards, our very faves! Those that we feel are useful, engaging, flexible and that assist teachers working in an interdisciplinary and self-directed learning environment. Pedagogies that allow for greater student choice, engagement and ownership. We will show the practical applications of these pedagogies but most importantly the team will work with individuals and teacher groups in a workshop setting so that you can apply a chosen pedagogy to a unit of work.

Please bring: Laptops and a unit of work or lesson that you plan to create or adapt - to apply a chosen pedagogy to!

2.02 SACE Earth and Environmental Science for new STEM careers

Len Altman, Geoscience Pathways project

This workshop will highlight the unique approach and content of the new SACE Earth and Environmental courses that can provide awareness and pathways to a range of careers.

2.03 STEM Physics - Motion analysis using video

Paul Gavini, Marryatville High School

This workshop is designed to show how to implement, from both a teacher and student perspective, the use of video and images to analyse motion within the classroom. Using the free software “Tracker” from the Open Source Physics project out of Canada, students are able to collect calibrated measurement data from recording/photographing practicals for post analysis. Laptops with the installed software will be provided and participants will process video footage recorded during the workshop individually.

2.04 A games-based teaching and learning approach to accelerate contemporary STEM thinking skills and competencies

Chris Ramsden, Mind Lab Australia

The methodology of Mind Lab through Accelium accelerates the teaching and learning of overlapping and complementary skills. This workshop will demonstrate our problem based integrative approach which immerses students through a blended learning experience. Simulations of real life problems and fostering generalised problem-solving abilities will be showcased together with the important competencies of critical and creative thinking and personal and social capabilities so needed for people to flourish and grow today and towards the future. The holistic, and constructivist approach transcends subject boundaries meaning concepts can be grasped and transferred much quicker facilitating accelerated interdisciplinary learning.

2.05 Improving Reading Proficiency in Secondary Science

Ashleigh Schofield, Prince Alfred College

YouTube has won the war on the “cult of seriousness” in science education, however at what cost? Secondary students struggling with difficult concepts can have them explained simply and beautifully at the click of a button. Consequently, pupils are watching more and reading less. Science knowledge is more accessible than ever, however students are less able to attain and communicate subject expertise. This workshop is a push back on the “Youtubeification” of science education. A range of explicit strategies that measurably improve student reading and writing within the structure of the Australian Curriculum will be highlighted, empowering students to step away from the screens and take control of their learning.

2.06 Solar powered racer STEM challenge

John Cadogan, Scientrific Pty Ltd

A STEM approach to exploring sources of alternative energies will see participants designing, making and testing a solar to race across the floor! Who can design and build the fastest car?The approach used involves students conducting a scientific investigation to gather data on relevant variables (such as sun angle) to improve performance of the car. The results are incorporated into the design, development and testing of the vehicle.These activities are well suited to any studies of forces and energy but fits well with Year 7 Unbalanced Forces and Year 8 Forms of Energy as well as senior classes studying alternative energies.

2.07 Calculator Robots - What next?

Peter Fox, Texas Instruments

Come and join the fun as we turn your graphic calculator into robot. That’s right, the worlds most popular calculator the TI-84Plus CE can become the brains behind a robot that your students can program. Participants in this workshop will be some of the first teachers in the world to experiment with this new development by Texas Instruments.

2.08 UniSA Connect - how UniSA can support your STEM teaching

Nathaneal Scherer, UniSA Connect

UniSA Connect programs engage with secondary schools and the community to inspire further STEM study and educational attainment.In this workshop, the range of UniSA Connect programs will be outlined, and you will learn how you can use UniSA Connect programs to complement your classroom teaching and support student learning.All participants will also engage in a hands-on investigation using equipment from the UniSA Connect ‘DSTG Radar Technology’ program.

2.09 Developing Community Partnerships to Inspire Student’s STEM Career Pathways

Mark Feetham, West Lakes Shore School / Flinders University

Students are leaving the STEM subjects. Research (For example Archer et al., 2013) suggests students often have little idea about what a career involving STEM can look like. This workshop will provide practical ways of developing community and industry links and partnerships to inform and inspire students in the many and diverse STEM career possibilities.

2.10 Building RC Drone Based Boats for Search and Rescue Mission

Swati K. Salvi

This units is based on students designing boats that can be used to rescue ducks of varying weights. The boats are powered by RC drones. The maths component of the unit is linear equations and graphing, the science component is energy, the engineering component is boat designing and the technology component is drones.

2.13 Communications Engineering - coding for digital communication

Brian Lannen, Wodonga Institute of TAFE

The NBN rolls its way across the country and binary coded information zooms along an ever-expanding network of optic cable and other media. An understanding of the building blocks necessary for the engineering of our communications industry calls upon all four components of STEM education. This workshop examines the science and design process and shares ready-to-use worksheets that coach students through the process of coding their own ASCII - Binary converter.

Abstracts

Workshop Session 3

1.35pm - 2.35pm

3.01 Case study: Teaching STEM at ASMS

Maja Williams, Australian Science and Mathematics School

Is it possible to teach Chemistry, Physics, Maths and Digital Technology all at once? Yes, we say! Through Internet of Things study at ASMS students were emerged in a real STEM subject. See what worked well and what could be improved. Can new pedagogies combined with known curriculum engage students?

3.02 Scientist with a Thousand Faces: A Science / English Collaborative Adventure

Nic Tubb, Brighton Secondary School

Two “heroes” take you through their class’ journey of a cross curricular unit where two worlds of English and Science collide to deepen student engagement through scientists’ capacity to change the course of human nature and literature’s potential to track that progression.Scientists have changed the world through their “human endeavour” and every innovation has seen a hero travel through a quest in order to deepen our “science understanding”.“It’s dangerous to go alone” so we will equip you with handouts, links to resources and our own humble advice that will allow you to go forth and attempt your own journey.

CANCELLED: 3.03 101 Projects for the NBN

Peter Fox, Texas Instruments

It’s one of the biggest infrastructure projects in Australia’s history and it’s filled with accessible science experiments, mathematical investigations and technology applications. Did you know, by the pure nature of its construction signals will move slower than the current copper network? So how come it is supposed to be so much faster? In this workshop participants will explore a range of experiments that can be combined to form a genuine and complete STEM unit.

3.04 Designing STEM Learning

Katrina Elliot, DECD

Through collaboration, communication, critical and creative thinking STEM learning evokes innovative pedagogies and new ways to identify evidence of learning.

In this workshop we will explore how to design integrated science, mathematics, and technologies learning using the engineering process to solve problems involving complex thinking.

Using a trans-disciplinary approach we can endeavour to build learners dispositions in learning STEM.

CANCELLED: 3.05 Digital Work Tools

Lewis Williams, DECD

Intended for high school teachers who have a strong digital element to their classrooms; ie, lots of computer work/word processing. Will present the use of: • Microsoft Word key features• Flipped Lesson software• Drafting techniques• Planning Techniques Upskilling students to use the same tools to enhance learning.

3.06 Inspire STEM Education

Jessica Jones, NewSpec

A partnership between NewSpec and Hitachi High Technologies has developed a service to support schools-based STEM learning. Access to quality research equipment can be cost prohibitive. By 2018, there will be more jobs in STEM related occupations than new graduates to fill them. Our mission; to inspire new generations of innovative pioneers through providing classroom based hands-on access for all learners to world class equipment and expertise in the areas of STEM. See our mobile Learning Lab in action. Hear about our service development, the possibilities, capabilities and applications of our programs, and contribute to shaping a service that could transform the way you teach STEM subjects at your school.

3.07 STEAM approaches to investigations in wind energy

John Cadogan, Scientrific Pty Ltd

A STEAM approach to exploring wind energy will see participants designing, making and testing their own windmill to lift a load weight or build a sail car to race across the floor!Who can design and build the most efficient machine? Can you design a functional yet aesthetically pleasing device?These activities are well suited to any studies of forces and energy but fits well with Year 6 Alternative Energies, Year 7 Unbalanced Forces and Year 8 Forms of Energy. There will also be an opportunity to explore wind turbine construction for senior year levels with the option of collecting energy and power data in an electric circuit.

3.08 The Maths Inside Bees with Backpacks

Ann Ruckert, The Australian Association of Mathematics Teachers

The University of Technology, Sydney & the Australian Association of Mathematics Teachers have developed videos and classroom resources examining the maths behind CSIRO’s science and technology research.Colony collapse disorder in bee populations has the potential for disastrous effects on plant pollination. Australian scientists are fitting bees with electronic chips to build up a picture of the behaviour of a healthy hive. Two of the six classroom resources available in the ‘Bees with Backpacks’ suite of resources will be examined. Counting Bees (collecting data) is suitable for students in Years 7 – 9. Clever Bees (networks) has been designed for Year 11 General Maths students. The other resources cater for students from Years 7 – 10.

CANCELLED: 3.09 The Future of STEM careers - how to seamlessly get Science as a Human Endeavour into your classroom

Hilary Jones, The Royal Institution of Australia / Australia’s Science Channel

Where are careers going for our young people? As automation gains pace, will all the jobs be taken by robots, leaving humans without clear career paths or a role to play? How do we get students excited by STEM and make them aware of not only how relevant it is to their lives but also just how important it will be to them throughout their lives? And how do we allow them to unlock STEM pathways if they feel they have already made ‘wrong’ choices academically or don’t measure up?By utilising the Science as a Human Endeavour part of the National Curriculum in lessons as an integral part rather than just a bolt on, we explore how to prepare your students for life after school as well as how to succeed academically.

CANCELLED: 3.10 Using SMART technology in Physical Education to engage students in STEM

Katie Gloede, University of South Australia

The UniSA Connect team will present ideas on incorporating smart technology such as spirometers and GPS trackers in physical education to engage students in STEM. The hands-on session will offer participants the opportunity to engage with the technology and gain exposure to ideas and methods for delivering the technology in a cross-curricular approach using sport as a focus.

3.11 Making it real with problem based learning

Caroline Dean & John Rowe, Wirreanda Secondary School

What if you had 4 “patients” rock up to your classroom with their urine samples? How can you use Mathematics to foster a Growth Mind Set and introduce Neuroscience at the same time? How can students learn about genetics so they can make informed decisions in the future? The answers to these questions and more about problem based learning will be explored in this workshop in trying to make Science learning more real. These three different problem based learning tasks are linked to years 8, 9 and 10 Science (and some Mathematics!) Australian Curriculum and the purpose, preparation, differentiation, management and assessment in my real classroom - warts and all, will be explored.

3.12 STEM in a Box

Brian Lannen, Wodonga Institute of TAFE

What is in the box? This box can control motors and lights, read temperature, detect motion and much, much more. This little box can connect to a computer or your TI-Nspire calculator making it a portable, accessible and inexpensive STEM solution! Come along and play as we explore a collection of easy and engaging investigations written and used by classroom teachers. All equipment will be provided and no experience is necessary. See what all the excitement is about. The TI-Innovator really is a STEM solution in a box.

Workshop Session 4

2.40pm - 3.40pm

4.01 Do Buildings Need to Have Straight Walls?

Vanessa Fay, Australian Science and Mathematics School

Geometrically complex shapes play an increasingly important role in contemporary architecture. This workshop will bring together ideas from architecture, science, and engineering, and include aspects of the Year 9 and 10 Australian Curriculum geometry to explore the construction and design behind some of the world’s most innovative buildings.Become inspired by the creative use of mathematical designs in shapes and spaces which transform their use and function. Design your own geometrically inspired structures using technology or low-tech options, to take your students on a geometrical adventure exploring built space.

4.02 The 6D Solution to STEM

Anthea Ponte, DECD

This is the STEM Solution you’ve been looking for! Participants will be introduced to the Solution Fluency Framework that utilises the 6D model (Define, Discover, Dream, Design, Deliver and Debrief) to support a problem solving approach to STEM activities. Using resources that scaffold the 6D solution fluency model and promote student thinking, participants will complete a STEM challenge as an example of how this flexible routine can be applied to STEM learning opportunities. Workshop resources will be available for participants in digital format so they can be easily modified for use across R-10 year levels.

4.03 Education Perfect - Empowering and promoting self-regulated learning

Antonio Fazzini, Education Perfect / St Ignatius College

Formative assessment is that which is specifically intended to generate feedback on performance to improve and accelerate learning and is a process to help instructors understand their students’ day-to-day learning and develop appropriate interventions to improve that learning. Education Perfect provides a platform that allows students and teachers to be informed and provide feedback to adjust ongoing teaching and learning. In this session, you will be provided with a demonstration that shows how Education Perfect allows teachers to customise content or find Australian Curriculum aligned content, set and assess tasks, create competitions, build assessments and track student progress. This can inform teachers on their teaching, assessment and reporting cycle of the differentiated classroom. Students are therefore provided with contextual, competitive activities that can make a positive impact on their learning journey.

4.04 Inspiring students about marine science

George Evatt, Marine Life Incursions

Australia has responsibility for the largest area of ocean of any nation on earth. Our local seas are unique and feature the world’s highest levels of endemic marine plants and animals. We are world leaders in aquaculture and home to some the world’s best marine scientists and marine science institutions. This presentation will explore our local marine habitats. It will look at the unique animals and ecosystems and at current issues including pollution, fishing and climate change. It will examine how science and technology are helping us understand and manage these fragile areas. This is an exciting time for students to explore and learn about our extraordinary oceans.

4.05 STEM Chemistry - Using cameras to investigate rate of reaction and Beers law

Paul Gavini, Marryatville High School

This workshop is designed to show how to implement, from both a teacher and student perspective, the use of video and images to conduct experiments on 1) Rate of reaction and 2) Beers law through colorimetric analysis. Laptops with the installed free scientific software “Tracker” will be provided for participants as they process video and image footage recorded during the workshop. Participants are required to bring their own camera/phones (with cables, adaptors ...) to process the media that they record.

Abstracts

4.06 Putting the M in STEM

Carol Moule, MASA

The M in STEM is fundamental to any study of the other three areas, and it is often overlooked!To apply mathematics properly requires sound concept development rather than a rote application of rules and methods. This workshop will concentrate on mathematical skills and understanding of concepts so that they readily transfer to other areas. I will show some different approaches to a variety of tasks such as algebraic factorisation, completing the square, trigonometry and the unit circle, each of which will aid student conceptualisation and application.

4.07 Doctor for a Day - An alternative to testing through competitive PBL

Jarrod Johnson, Pulteney Grammar School

‘Doctor for a Day’ is a PBL geared towards Middle School Biology students, but the basis could be used for any online activity. In class they learn about microbes, get a single disease to study, and create a poster of their disease. The students then do a ‘test’ by being a doctor working through case studies. They can walk around to find out information from the posters. Once they have identified the disease they sit at their computer, enter in the symptoms, their diagnosis and the treatment. The computer calculates their results, which are displayed live. This competition has been run at Pulteney and as an inter-school competition through the Gifted and Talented Association. This workshop will discuss set up, and run the ‘Doctor for a Day’ competition for attendees.

4.08 Pokescience Hunt

Sam Moyle, Brighton Secondary School

Taking the impetus of gamification of the classroom, in this activity, digital assets are created to use virtually in the Augmented Reality application -Augment. This workshop will take participants through an AR activity that epitomises STEM through interdisciplinary application of knowledge, problem solving and computational thinking approaches.Participants will undertake a Pokescience Hunt to identify where Equipemon are hiding, capture them and compile them into an Equipedex.Participants will also have the opportunity to explore different CAD programs such as Sculptris, Fusion 360 and 123D Sculpt to create their own Equipemon as digital assets. Participants will need a device (preferably iOS) with Augment installed.Gotta catch them all!

4.09 Fresh water literacies: Developing transdisciplinary STEM units of work with primary teachers and researchers

Joanna Whitehead & Jarrad Kilsby, Barmera Primary School, Bernadette Haggerty & Marj Francis, Burton Primary School

A year long interdisciplinary project on Fresh Water literacies has involved academics from UniSA and teachers from 3 primary schools based near the River Murray and wetlands. Initial steps involved provocations around developing a curriculum for the Anthropocene. The teachers participated in workshops on critical praxis, place based literacies, citizen science, futures and transdisciplinary approaches to STEM and arts education. The professional learning model involved action research by the teachers focusing on an aspect of their pedagogy. In this presentation, teachers from two of the schools will talk about the unit they developed and implemented, the learning that occurred and the issues associated with teaching a topic about water.

CANCELLED: 4.10 Oceania Energy Summit 2017

Matthew Jamieson, Tina Lindemann, Felix Feliciano, Terry Patiniotis and George Krotiris, Windsor Gardens School B-12 & DECD

Over 3 days all Windsor Gardens School B-12 middle-school students engaged in the inaugural “Oceania Energy Summit”. The Summit addressed the three AC Cross-Curriculum Priorities (& three Capabilities). Using TfEL Learning Design & Implemento to plan, we set two major questions; (1) How can your country raise renewable energy usage by 10% by 2020? & (2) What can I do as an individual in my country to reduce carbon emissions? Students were vertically grouped into 16 Oceania & 4 Indigenous countries. The Summit changed pedagogy of STEM teaching at Windsor by developing skills, knowledge & higher order thinking. This workshop will discuss concept to creation & discuss overwhelmingly positive staff and student post-Summit reflections.

4.11 Maths by Stealth - PBL, C&CT & STEM in a Collaborative Classroom

Patricia Curtis & Lara Golding, Seaton High School

Overview and rationale of STEM projects developed that enable students to investigate, design, analyse and create through real world applications. Individual and collaborative tasks are required to finalise project briefs. Activities require problem solving, application of geometry, trigonometry, scale, ratio and spatial reasoning to make appropriate decisions. Multiple solutions to the problem are possible, requiring students to justify and reflect on their decisions. Patricia & Lara teach Physics & Maths to Y12 in addition to Y8 & Y9 Maths & Science to the SHIP classes. Lara is a certified trainer in collaborative learning (CMS) and SHIP co-ordinator at Seaton High School.

4.12 Life Hack Mythbusters: A versatile STEM task for Middle and Senior School Science Classrooms

Shane Meegan, Christian Brothers College

This workshop will demonstrate a highly effective and engaging STEM activity for multiple year levels and abilities, where students design an experiment to test unfounded claims found on the internet. Did you know that you can wrap glad wrap around banana stems to keep them from going off? Highlighters can apparently remove permanent marker stains. Salmon is supposedly good for hair growth. One website even claims that you can tell how charged batteries are just by dropping them! With a seemingly endless supply, these ‘tips’ known as Life Hacks, are supposedly effective advice to help solve everyday problems. But do they actually work? That’s up to the students to test.

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