At the end of Term 1, two STEM activities took place with students from Years 8 to 10. Here are reports from students who were part of the Sustainable Development Goals Day and who are in the Semester 1 team of the BrainSTEM challenge. In addition, two teams of Year 10s presented their projects from the 2025 challenge. Group 1: was Hannah R (10L1), Raavi M (10L1) and Sandra S (10M2) and their project was HaptaLink - Improving Haptic Feedback Systems for Telesurgery in Remote Australia. Group 2 was: Millicent R (10L3), Caitlin S (10L2) and Amelia G (10A6) and their project was: The Psychosocial Effects of Social Media: How the Social Media Ban Played Out.

Dr Susan Long
Science Teacher

On Tuesday 24 March, we travelled to the Doreen Campus of Ivanhoe Grammar to attend the BrainSTEM Sustainable Development Goals Challenge.

OLMC was one of five schools taking part in the Challenge and rather than being a single team, we were mixed in with students from other schools. It was a great opportunity to connect with other teens our age with similar interests (and to also win some LEGO prizes!).

A panel was included at the beginning of the day where we were able to ask questions of professors and entrepreneurs in the field of STEM.

We learnt about the United Nation's sustainable development goals and got to use our innovative and critical thinking skills to solve these world issues in our mixed table groups. We demonstrated our potential solutions to the congregation by using LEGO.

It was fun to open our minds whilst listening to other groups' ideas about how to make our world a better place.

The BrainSTEM Sustainable Development Goals Challenge was such an awesome experience and I'm so glad I got the opportunity to take part in it.

Genevieve d 8B

On Friday 27 March we travelled to the RMIT Activator Centre to attend a Kickstarter session for the BrainSTEM Challenge. When we got there, we discovered more about what BrainSTEM actually is and how the Innovation Challenge works. The challenge involves working with a mentor on a project we will design over the next term that targets the United Nations Sustainable Design Goals (UN-SDG) and focuses on developing and building our skills in STEM.

While we were there, we also watched the Year 10s present their own projects, and their ideas were so innovative. Those of us in Year 9 that are participating can’t wait to create an idea that’s just as good!

We learnt about how important STEM is, especially today where the world of STEM is changing daily with new scientific and technological discoveries. During the program we chose 1 UN-SDG and using Lego, we modelled a solution for groups impacted by this problem- it was a lot of fun!

OLMC is one of seven schools taking part in the Challenge and we’re looking forward to being involved in the program!

Dinara D 9H

Over the Term 1 holidays, Gracie R (10MA2), a keen STEM student attended work experience placement at a local hospital which she organised herself. Below is her account of this valuable experience.

Assimina Semertjis
Science Learning Leader

During the recent school holidays, I completed a work experience placement at I-MED Radiology Network Warringal Private Hospital. I was fortunate enough to closely observe a wide range of medical imaging modalities and concepts, including CT, MRI, X-ray, ultrasound, fluoroscopy, and two theatre cases. The application process involved me emailing a number of clinics and hospitals that practice radiology in the hope that I would be accepted into one. In my email application I explained my passions and dedication to pursue medical imaging as a career. I was inspired to apply as I have a strong interest in studying VCE Physics and was interested to see radiography as a job firsthand. My interest in medical imaging—particularly radiology—began through my own experiences as a patient requiring various scans. However, it was last year that my curiosity truly deepened, when I underwent both an X-ray and an ultrasound on my finger. This experience gave me a clearer insight into the role imaging plays in diagnosis for various patients. Through observing the radiographers at work and their process I had found myself a new interest and furthermore, sparked a developed interest. I wanted to deepen my understanding of how physics is such a key requirement in diagnostic technology and how imaging is used in real clinical settings to support patient care.

Throughout the week, I observed radiographers and specialists working with advanced imaging technology such as Computed Tomography and Magnetic Resonance machines in a fast-paced clinical and hospital environment. I learnt how the X-ray systems are used with electrons to produce images, as well as how milliamperage is used to control image quality and exposure whilst ensuring patient safety. I also strengthened my understanding of human anatomy and became more familiar with key radiology positioning terms used in practice. One of my most memorable experiences was observing live X-ray imaging being performed in an operating theatre, which gave me a clearer insight into how imaging is integrated directly into surgical procedures.

This experience was both eye-opening and reflective for me, as it highlighted the strong connection between what I have learned in the classroom and how it is applied in real critical healthcare settings. It made me appreciate the importance of physics but also accuracy and applying communication skills in a clinical and surgical setting, especially when working with patients.

This placement truly has strengthened my appreciation for the technical role of STEM in not only medicine but also how STEM can evidently make a positive impact on patients. I have learnt new scientific knowledge, but also a greater developed sense of confidence and motivation in my future studies with Physics.

Gracie R (10MA2)

Our Unit 1 Psychology brought their study of the brain to life by constructing annotated models of neurons (photos below).

Ms Karen Koutsodontis
Psychology/Food Studies Teacher