Award Winners in IPC by Invitation

Date

Jul. - Aug. 2027 (TBD)

Location

China

Language/h6>

EN<

Place

60

Program Introduction

The BPhO Junior Asia Camp is designed for outstanding young physics students at an early stage, helping them engage with high-level physics training sooner and fostering a deeper understanding of physics research along with long-term interest in the subject. Through a systematic curriculum, the camp focuses on developing students' scientific observation skills, logical thinking abilities, and hands-on experimental capabilities, laying a solid foundation for future physics learning. Through experimental demonstrations, the camp visualizes the physical principles behind classic BPhO problems from past years, enabling students to move from merely "knowing how to solve problems" to "truly understanding physics."

The BPhO Junior Asia Camp will be instructed by the British National Head Coach, UK Team Leader at IPhO, Mr. Robin Hughes, who is also a Cambridge Fellow & Interviewer, along with a top-tier coaching team from the British national team. This coaching team is primarily composed of physics professors and academic interviewers from the University of Oxford and the University of Cambridge, as well as leading physics competition coaches from top British secondary schools. The curriculum covers multiple fields such as dynamics, optics, thermodynamics, acoustics, and astrophysics, while also integrating diverse themes including environmental protection, artistic creation, and innovative design, helping students expand their intellectual boundaries through interdisciplinary perspectives. Without leaving China, students will have access to world-class physics instruction and cognitive training, engage in academic exchanges with top young physics talents from across Asia, and build a solid academic foundation for future applications to world-leading universities.

Pre-Assessment

Junior Physics Challenge (JPC):Nov. 21, 2026 (Sat.), 14:00-14:50, Grade 7-9

Pre-Assessment

Intermediate&Senior Physics Challenge MCQ (IPC&SPC MCQ):Feb. 3, 2027 (Wed.), 17:00-18:00, Grade 9-10 for Intermediate, Grade 10-11 for Senior

Introduction to Excellent Program Supervisor

Mr. Robin Hughes

  • Chairman of the BPhO Committee for the past ten years
  • British National Head Coach, UK Team Leader at IPhO
  • British National Head Coach, UK Team Leader at IPhO
  • Member of the Isaac Physics team at the Cavendish Laboratory
  • Cambridge Fellow & Interviewer
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Mr. Robin Hughes介绍

Mr. Robin Hughes

  • Chairman of the BPhO Committee for the past ten years
  • British National Head Coach, UK Team Leader at IPhO
  • British National Head Coach, UK Team Leader at IPhO
  • Member of the Isaac Physics team at the Cavendish Laboratory
  • Cambridge Fellow & Interviewer

Robin Hughes currently serves as an undergraduate physics supervisor at the University of Cambridge’s Department of Physics. Prior to this, he accumulated extensive experience in high school physics education, teaching for 35 years at the prestigious Kings College School Wimbledon in the UK. Additionally, Dr. Hughes has been the Chair of the British Physics Olympiad (BPhO) for the past decade and has long served as the UK team leader for the International Physics Olympiad (IPhO). The BPhO Committee comprises a team of experienced and dedicated teachers who aim to provide students with more opportunities in physics learning. He also co-founded the online physics learning platform isaacphysics.org. Supported officially by the University of Cambridge, Isaac Physics is widely recommended by both Cambridge and Oxford academics.

Prof. Anson Cheung

  • BPhO Board Member
  • Cambridge Lecturer
  • Former Cambridge interviewer with 10+ years of experience
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Prof. Anson Cheung 介绍

Prof. Anson Cheung

  • BPhO Board Member
  • Cambridge Lecturer
  • Former Cambridge interviewer with 10+ years of experience

PhD in Physics and Researcher, University of Cambridge | BPhO Coach | Former Cambridge Physics Interviewer for 10 Years Prof. Anson Cheung studied at St Paul's School, London, one of the UK's academically renowned schools, and represented Anson Cheung is an associate professor in London as well as an affiliated lecturer in Cambridge. He was educated at St Paul’s School London, one of the leading UK academic schools. Whilst there he was a member of the UK Physics Olympiad team at the International Physics Olympiad. He attended Trinity College Cambridge as an undergraduate, studying Natural Sciences, going on to complete a PhD at the Cavendish Laboratory on the quantum behaviour of matter at low temperatures, and being awarded a prestigious Fellowship of Trinity College for his work.

Dr Stephen Martin

  • BPhO National Coach
  • Physics Educator
  • Cambridge PhD
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Dr Stephen Martin介绍

Dr Stephen Martin

  • BPhO National Coach
  • Physics Educator
  • Cambridge PhD

Since graduating from St Johns College, Cambridge with an MA and PhD, Steve has been teaching Physics, Maths and technical subjects in State and Independent Schools in the UK. From 1984- 2012 he was Head of Physics at Hills Road Sixth Form College until retirement. His long teaching career with very able students has been alongside his work as a Principal examiner in Engineering Science (O-level) and Modular Physics A-level, the writer of the BPhO Physics Challenge Paper, juror at 2014 International Young Physicists’Tournament (IYPT), and in the UK in 2014. Between 1990-2001 Steve lead exchange schemes for students at Moscow Lomonossof University (MGU).

Prof Neil Downie

  • Senior Physics Researcher involved in the discovery of the gluon
  • PhD & Senior Researcher at Imperial College
  • Visiting Professor at the Royal Academy of Engineering
  • BPhO Senior Coach
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Prof Neil Downie介绍

Prof Neil Downie

  • Senior Physics Researcher involved in the discovery of the gluon
  • PhD & Senior Researcher at Imperial College
  • Visiting Professor at the Royal Academy of Engineering
  • BPhO Senior Coach

Neil majored Physics at Merton College, Oxford UK, followed by a PhD at Imperial College, London, on Fast Decision Problems in Electron-Positron Collisions at High Energy. As a member of the TASSO team at the DESY accelerator in Hamburg, Germany he was involved in the discovery of the gluon, the particle of the strong nuclear field. He then moved on to a career in industrial R&D in electronics, instrumentation and gases, including British Oxygen (now Linde) and Air Products & Chemicals Inc. He was made a Royal Academy of Engineering Visiting Professor of Innovation at the University of Surrey 2011-2016, recognising his work for a number of years in developing practical engineering projects for students, using electronics, mechanisms, pneumatics and fundamental ideas from physics.

Dr Andrew French

  • Senior Engineer (8 years)
  • Senior Physics Educator
  • BPhO Problem Writer
  • PhD, UCL
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Dr Andrew French 介绍

Dr Andrew French

  • Senior Engineer (8 years)
  • Senior Physics Educator
  • BPhO Problem Writer
  • PhD, UCL

Andrew has taught Physics, Mathematics and Computer Science at Winchester College since 2011. Previously he taught at Sherborne School, and worked as a systems engineer for eight years on a wide range of projects, from meteorological sensors, to wind farms, to signal processing algorithms associated with marine and land-based radar systems. While in industry, he completed a PhD with University College London on aspects of phased-arrays. He studied at Christ's College, Cambridge from 1997-2002, culminating in a Masters in Experimental & Theoretical Physics. He also holds a postgraduate Master of Philosophy in Fluid Dynamics from the BP Institute in Cambridge and a PGCE in Secondary Mathematics teaching from Southampton University. Dr French helps deliver the BPhO Round 1 online seminars, and writes the BPhO Computational Physics Challenge.

Vivien Martins

  • Experienced Physics Educator
  • Doctor
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Vivien Martins介绍

Vivien Martins

  • Experienced Physics Educator
  • Doctor

Vivien graduated from Cambridge in Natural Sciences, and has taught Physics at all levels in a wide range of schools in the Cambridge area; from the most highly academic Oxbridge focused schools, to ones giving students the opportunity to use their physics to support their entry to related courses. She has been an examiner for A level physics, and has seen the examination system from both sides. Yearning to do something medical, she studied and trained to become a Podiatrist. Physics/engineering and teaching experience still informs a lot of her specialist work as a Podiatrist, especially in the areas of biomechanics, gait analysis and orthotic therapy, in which she is highly regarded. She is currently studying for an MSc in Clinical Biomechanics which involves application of a whole range of physics and applied maths principles as applied to human structure and movement both in everyday life and in sports and medicine.

Stuart Hindle

  • BPhO Coach
  • Engineer
  • Senior Physics Educator
  • Experienced Oxbridge Application Instructor
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Stuart Hindle介绍

Stuart Hindle

  • BPhO Coach
  • Engineer
  • Senior Physics Educator
  • Experienced Oxbridge Application Instructor

Stuart is currently a physics teacher in a prestigious British independent school, which is part of the Eton group, and has lots of experience in successfully preparing students to apply to Oxbridge, having tutored and sent many students there in the past decade. Prior to becoming a teacher, Stuart studied Engineering Science at St Anne’s College, University of Oxford, specialising in numerical methods for the computation of shakedown loads of engineering structures and other dynamical systems, with applications ranging in aerospace, civil and mechanical engineering. Stuart went on to work as a structural engineering, and an acoustic consultant, working on some of the most exciting civil engineering projects around the world, including the Tottenham Hotspur football stadium and the Louvre Museum, in Abu Dhabi. Stuart has been one of the team leaders for the UK’s IPhO team.

Ingrid Murray

  • Teacher trainer at Issac Physics, Cambridge
  • BPhO Coach
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Ingrid Murray介绍

Ingrid Murray

  • Teacher trainer at Issac Physics, Cambridge
  • BPhO Coach

Ingrid Murray graduated from Newnham College, University of Cambridge, where she read Physical Natural Sciences. She currently works at the Cavendish Laboratory, University of Cambridge, serving as the Teacher Support Manager for the Isaac Physics project. In this role, she is dedicated to advancing physics education nationwide and promoting science outreach. With over 20 years of experience in physics and science teaching, Ingrid has taught at multiple schools and colleges across the UK, and has held positions including STEM Coordinator and Head of Physics & Science. Her work focuses on the development of physics teaching and curriculum design.

Academic Modules

1. Frontier Physics Lectures and Interdisciplinary Perspectives

Through a series of cutting-edge lectures, students will broaden their scientific horizons and gain insight into how physics, as a foundational discipline, intersects and integrates with fields such as engineering, biology, and information technology. The lectures are designed to be both in-depth and engaging. Under the guidance of the professors, students will gradually understand how physical ideas and methods can be transferred and applied in interdisciplinary contexts, thereby cultivating their comprehensive thinking abilities.

Previous Lecture Topics


History of Quantum Mechanics

Using the life of the physicist Fermi as the main thread, this narrative explores how theoretical physics and experimental physics have propelled each other forward and developed together. It reviews Fermi’s role in advancing nuclear physics and conveys a core scientific philosophy: major achievements in physics often emerge from the perfect integration of theoretical derivation and experimental validation.



Biomechanics

Applies physical mechanics to human body structure analysis, interpreting the foot as a precise “sensor” and “damper” while exploring the mechanical origins of foot disorders. Through this lecture, students will appreciate the practical value of applying physics knowledge in the fields of medicine and health. This tangible, interdisciplinary interpretation not only breaks down the abstract barriers of physics as a discipline but also helps students realize that physical laws do not exist in isolation; rather, they are deeply embedded in the underlying logic governing the operation of living systems.



Engineering

This lecture provides an accessible introduction to PID control theory—the core of modern industrial automation. It explains the underlying mathematical principles and demonstrates a PID-based self-balancing system in real time, allowing students to see firsthand how abstract equations can successfully “tame” an unstable physical entity. The session bridges knowledge across control theory, classical mechanics, and electronic engineering.



Moire Fringes

This lecture guides students from observing Moire patterns generated by superimposed periodic gratings toward uncovering their mathematical foundations, establishing a complete cognitive framework from phenomenon to principle. Physical phenomena and mathematical tools are mutually reinforcing—mathematics provides the clarity needed to comprehend the underlying patterns governing the physical world.



Optimization Principles in Scientific Research

Starting from the "shortest path" in everyday life and extending to the probabilistic wave phase of quantum mechanics, the lecture guides students to appreciate the elegant simplicity with which nature pursues efficiency. It conveys an important insight: many seemingly complex physical phenomena fundamentally adhere to the principle of optimization.

2. Observation and Reasoning in Physics Experiments
This module guides students through a progressive learning process to deeply understand and experience physics experiments and hands-on practice. Instructors with extensive experience in physics experimentation will lead students through practical work in mechanics, electricity, and machinery. Students are not only required to complete the experiments and observe the physical phenomena during the process, but also need to perform data collection and presentation after the experiments, and reflect on how these physical phenomena should be explained using physical principles. This segment aims to enhance the students' observational skills and their ability to present and explain findings, which are essential in the scientific research process.

Previous Lab Project Topics

Observational Circus & Puzzles and Surprises

Led by Robin Hughes (Chair and Head Coach, British Physics Olympiad) and Professor Stephen Martin, these mini-experimental demonstrations cover classic topics including gravity, magnetic fields, inertia, and refraction—guiding students to think through observation and uncover physical principles beneath phenomena.

Slinky Practical

Based on Hooke's law, students will investigate the relationship between the length of a vertically suspended spring and the number of coils through hands-on experiments, helping them establish scientific methods for experimental work and develop the ability to use spreadsheets to record and analyze experimental data.

Radioactive Dice & Newton Cooling

Using dice to simulate the random process of radioactive decay, students will verify Newton's law of cooling with experimental data. Through hands-on activities, they will understand the mathematical model of exponential decay and appreciate the important role of probability and statistics in physics research.

Robots with Neil

Led personally by Professor Neil, a renowned British physics educator with years of experience in engineering research and development, this module guides students through robotics and smart hardware experiments to help them understand the practical application of engineering thinking in scientific research. During the experimental process, students are required to thoroughly document the experimental procedures, analyze the causes of test failures, and complete system improvements by continuously adjusting parameters and optimizing solutions, thereby experiencing firsthand the iterative optimization and trial-and-error process inherent in real scientific research. The course places particular emphasis on the rigorous methodologies and engineering logic in scientific research, helping students establish a complete scientific research thinking framework that encompasses problem analysis, experimental validation, and system optimization.
3. Classic Physics Olympiad Problem Solving

Physical Modeling and Estimation: Cultivating the Physicist's Intuition: Order-of-magnitude estimation is an essential tool for physicists to understand the complex world and one of the most core thinking skills in theoretical physics training. In this module, students will learn how to perform quick and reasonable approximate analyses of complex problems by making simplifying assumptions, constructing physical models, and applying basic physical intuition, thereby grasping the essence of the problems. Through hands-on practice with classic problems, students will master how to extract clear physical models from seemingly chaotic phenomena.

Classical Mechanics in Depth: Physical Modeling and Approaches to Olympiad Problems: Led by BPhO Coach Professor Anson Cheung, this module returns to classical mechanics with focused training in force analysis and mathematical modeling. Through in-depth exploration of classic Olympiad topics—ladder equilibrium, collision dynamics, chain tension—students learn to translate complex physical scenarios into solvable mathematical frameworks, establishing rigorous and efficient problem-solving protocols.

4. Computational Physics and Python Programming: Physics & Python
The camp offers an introductory course in Python programming, aimed at helping students initially develop computational thinking and understand the value of programming as an important tool in modern scientific research. The course emphasizes guiding students to focus on problem-solving approaches and the logical flow of algorithms, rather than rote memorization of code. For example, when plotting function graphs, students will explore the mathematical relationships behind the images and their significance in physical contexts. This enables students to truly understand code logic, master programming thinking, and apply computational tools to solve real-world physics problems. Additionally, the camp features a robotics programming practice project, where students write code for smart hardware to intuitively experience how code controls physical entities. Through hands-on practice, they understand the connection between logical instructions and actual operations. This learning approach—starting from problems and implementing solutions through programming—helps students initially establish a thinking pathway of "physics context → logical modeling → computational problem-solving", laying a foundation for deeper scientific learning in the future.
5. Discussions

Most sessions are organized around four-person teams, where students learn to listen, articulate, and collaborate through joint problem solving, code logic discussions, and coordinated experiments—thereby transcending individual cognitive constraints. Dedicated Q&A sessions are also integrated, offering timely, targeted guidance on difficulties ranging from theoretical derivations and programming implementation to experimental data analysis. This cycle of “exploration–discussion–feedback–deepening” effectively fosters active and in-depth learning.

Schedule

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
Morning
9:00-12:00
/ Opening Ceremony Introduction to Python
Python
Puzzles and Surprises
(Physics Experiment Demonstration)
Election Cup Newton Cooling
Cantilever Competition
(Cantilever Bridge Design Competition)
Robots with Neil
(Experiments: Robotics and Intelligent Hardware)
Slinky Practical Maths for Moire
(Advanced Mathematical Problems in Physics)
Pinhole Camera
Noon Lunch
Afternoon
14:00-17:00
Arrive in Beijing Observational Circus
(Mini-Experiment Demonstrations
Revealing Core Physics
Concepts)
Moire Fringes
(Optics Experiments and Moiré Patterns)
Physics & Python
(Using Computers for Physics Research)
Radioactive Dice Closing Ceremony
Estimation
(Estimation via physical intuition)
Biomechanics Talk
(Biomechanical Insights into Foot Disorders: Causes, Prevention and Treatment)
Engineering Talk
(Engineering and Its Applications PID Control Theory and Control Examples for Static Unstable Systems)
Quantum Mechanics Talk
(History and the Interplay of Theory and Experiment)
/

* Note: The coaching team may adjust the course sequence, content, and difficulty. Specific schedule will be released before camp.

Student Reflections

Over years of coaching the BPhO, I have come to realize that the most valuable education often happens beyond the podium. The experiments we design often have no single correct answer, and the course content is not about delivering ready made knowledge—but about creating an environment where students, working in small groups, inspire each other through discussion and achieve breakthroughs through collaboration. The beauty of physics lies not only in its formulas, but in the process of thinking, explaining, and verifying together with peers. This is what we believe: great physicists are never born in isolation.

— Robin Hughes, Chair and Head Coach, British Physics Olympiad

At the BPhO Camp, we encourage students to go beyond the classroom—to sketch their own graphs, write their own code, and understand the mathematical relationships behind physical phenomena through hands on experiments. Physics is not just theory; it is the process of discovering and solving real problems through practice and collaboration. Here, you can even translate physical logic into program code and turn it into shareable value.

— Neil Downie, Coach, British Physics Olympiad

The training here is intense, but that is precisely what drives genuine growth in students—not only in solving problems, but in learning to think outside the box and approach the unknown with creativity. There are no standard answers, only reasonable reasoning and bold attempts. If you are willing to step forward, you may be surprised by how much you can gain in just a few days.

— Stephen Martin, Coach, British Physics Olympiad

I used to be hesitant to speak up, but here I broke through my limits and learned to take initiative and seize more opportunities. At the same time, I truly grasped the depth of different branches of physics. This experience not only gave me the courage to pursue opportunities but also strengthened my determination to devote myself to physics research in the future.

— Luo, Student, The Affiliated International School of Shenzhen University

What moved me most was the session on the biomechanics of the human foot—it was the first time I realized how closely biology and physics could intertwine. Here, professors care more about how we think than about simply giving answers. This kind of inspiration in thinking is something rarely experienced in regular school settings.

— Zhang, Student, Xian Tie Yi International Curriculum Center

In the spring oscillator experiment at the BPhO Camp, I personally verified simple harmonic motion for the first time. The fully English speaking classroom gave me an early taste of the academic atmosphere at overseas universities. More importantly, what I learned here was not just a formula—but a way of thinking about physics.

— Yang, Student, CAMFORD ROYAL SCHOOL

Participant Information

Programme Fee

The programme fee includes tuition and academic materials, but does not cover logistical expenses such as hotel accommodation, meals, transportation, etc.
* ASEEDER will provide logistical services for students. When logistical registration opens, students will be informed by message, email, etc.

Registration Deadline

Three weeks before the programme begins.
* Places on the camp are limited and registration will close once all places have been filled. Applications submitted after the deadline will be considered a voluntary withdrawal from participation.

FAQ

1、REFUND POLICY
After a student has registered and paid, they may apply to withdraw due to unforeseen circumstances. If the application is submitted before the registration deadline, 25% of the registration fee will be deducted as academic materials and service fees. If the application is submitted after the registration deadline, no refund will be given.
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