SCIOS September 2011 by STAWA

ISSN 0157-6488

SCIOS JOURNAL OF THE SCIENCE TEACHERS’ A SSOCIATION OF WESTERN AUSTRALIA

Volume 47 Number 3 September 2011

inside this issue: • T he Wonders of Exploring Space! • P lanting the Seeds of Science • P ower Shift is coming to the West! • Space Academy USA

SCIENCE TEACHERS’ ASSOCIATION OF W E S T E R N AU S T R A L I A

The Science Teachers’ Association SCIENCE TEACHERS’ ASSOCIATION OF W E S T E R N AU S T R A L I A of Western Australia PO Box 7310 Karawara WA 6152 Head Office Resources and Chemistry Precinct Curtin University Building 500 Manning Road Entrance Bentley WA 6102

Contents

EDITORIAL 2

CHIEF EXECUTIVE OFFICER’S REPORT

PRESIDENT’S REPORT

Warehouse Address Unit 6, 10 Mallard Way, Cannington WA 6107 Contact details Tel +61 (0) 8 9244 1987 Fax +61 (0) 8 9244 2601 Email info@stawa.net Web www.stawa.net

NEWS

Editor Julie-Anne Smith Perth Zoo

Planting the Seeds of Science

Space Academy USA

Editorial COMMITTEE Frank Dymond Edith Cowan University

The Wonders of Exploring Space!

Lesley Glass Ballajura Community College

Wilf Ewers Award 2011 – Congratulations Dr Marree Baddock

Suzi Greenway Perth Zoo

Chemistry Links – Low Literacy Students

Jennifer Pearson Edith Cowan University

Perth Zoo Biology Day for National Science Week

George Przywolnik Curriculum Council

CONSTAWA 14

Rachel Sheffield Edith Cowan University

Education for Schools at Perup

HotRock – Education for a Sustainable Future

Power Shift is coming to the West!

Rosemary Evans Balga Senior High School

David Treagust Curtin University Shelley Yeo Curtin University EDITORIAL correspondence Julie-Anne Smith Perth Zoo Published four times a year by STAWA through

a division of Cambridge Media 10 Walters Drive Osborne Park WA 6017 www.cambridgemedia.com.au Graphic Designer Gordon McDade Advertising enquiries to Tel (08) 9244 1987 Fax (08) 9244 2601 Email jude@stawa.net © 2011 The Science Teachers’ Association of Western Australia. All rights reserved. No part of this publication may be reproduced or copied in any form or by any means without the written permission of The Science Teachers’ Association of Western Australia. Unsolicited material is welcomed by the Editor but no responsibility is taken for the return of copy or photographs unless special arrangements are made. ISSN 0157-6488 This journal aims to promote the teaching of science with a focus on classroom practice. It provides a means of communication between teachers, consultants and other science educators. Opinions expressed in this publication are those of the various authors and do not necessarily represent those of the Science Teachers’ Association of Western Australia or the editorial committee.

VOLUME 47 NUMBER 3 SEPTEMBER 2011

BOOK REVIEWS Radioactive – Marie & Pierre Curie, A Tale of Love and Fallout

Activities for Young Learners: Wonders of the Rainforest

HEADS UP ON SCIENCE WITH SCIENCE NETWORK WA Curtin University

Edith Cowan University

Murdoch University

University of Western Australia

STAWA COUNCIL 2011-12

GUIDELINES FOR AUTHORS

IBC

Editorial

Spring is traditionally a time of new beginnings with its promise

present news about education initiatives from the community

of warmer weather and endless possibilities for renewal and

through the Australian Youth Climate Coalition and HotRock.

growth. So if you’ve got a sudden rush of energy after the cold and wet winter, this issue of SCIOS is bursting with ideas to get you started on something new and different.

In the United Nations proclaimed International Year of Chemistry, it’s a pleasure to recognise this year’s Wilf Ewers Award winner, Dr Maree Baddock from Saint Hilda’s Anglican School for Girls,

Once again, we have a journal full of news from inspired (and

for her outstanding contribution to the profession of Chemistry

inspirational) teachers and other educators who are setting the

in Western Australia. Congratulations Maree! It’s also great to

example by providing quality learning opportunities for their

present a thought-provoking article from regular contributor

students. In keeping with the theme of new beginnings and

Lesley Glass from Ballajura Community College, who can always

growth, Associate Professor Christine Howitt from The University

be counted on to provide us with fresh perspectives with high-

of Western Australia introduces a terrific new integrated resource

interest activities for secondary students.

for teachers of three to eight year olds in her article Planting the

Thank you to everyone who has contributed to this issue of

Seeds of Science. This innovative curriculum is free of charge and downloadable from the World Wide Web, making it accessible to teachers throughout Western Australia. Mark Pager from Cable Beach Primary School and Natalie Shaw from Guildford Grammar School recount recent professional learning experiences that have reinvigorated their teaching and given them a fresh perspective on life. And, as with each of our issues of SCIOS, we

SCIOS. We hope this issue will bring fresh energy to your teaching and look forward to hearing back from readers who have taken inspiration from these pages. We’d love to share your ideas in future issues of our journal. Best wishes Julie-Anne Smith

Letter to the Editor I read with some interest the article “Visit to the Gravity Discovery Centre” (Volume 47, Number 2, June 2011), a facility that clearly offers activities that are beyond the classroom. However, I was disappointed to read the perpetuation of the myth that Galileo performed many of his experiments on gravity from the Leaning Tower of Pisa. Galileo did NOT perform any gravity experiments at the Leaning Tower. His conclusion that large objects and small objects all fall at the same rate (ignoring the friction of air) was based on one of his famous thought experiments. In this thought experiment he imagined dropping the two different weights separately and then chained together and came to the obvious conclusion there was a contradiction of logic if large dropped faster than small. I leave the reader to work out why. There is evidence that it wasn’t until 40 years after his death that the experiment quoted was performed by others! Incidentally, the article implies that the Leaning Tower was built with a 5.5 degree lean (paragraph 2, line 4) when of course it only began to lean after it was built due to soil subsidence. Regards Frank Dymond

SCIOS Deadlines for 2011-2012

Issue

Articles and Advertising

December 2011

1 November 2011

March 2012

1 February 2012

June 2012

1 May 2012

September 2012

1 August 2012

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

Chief Executive Officer’s Report STAWA

Councillors

and

Committee

members are pleased to note member support for the number of significant venue and format changes to our 2011 conference programs.

The STAWA Primary Science Conference The Primary Science Committee, both through a record number of registrations and the positive feedback, is very pleased with the return to a

STAWA Publications STAWA is exploring the e-book platform. We hope to be able to provide our resources in both the print and digital form. Don’t forget to place our books on your school’s book list, and remember by ordering directly through STAWA, considerable saving for students can be made. STAWA needs your help in creating the best possible resources to support your teaching. To this end we call for any corrections, suggested changes, experiment hints and ideas that will improve our books. You can send your updates to me at john@stawa.net.

two-day residential conference at the Vines Resort. The Vines

Membership

provides an ideal location and supports the great networking that

Congratulations! Most of you have renewed your membership

occurs. The Committee is already planning next year’s conference for 17th & 18th March 2012. The 2012 conference promises to

and should have received your member’s pack. Thank you! I trust that STAWA is supporting your science teaching needs.

be a valuable professional learning experience. The focus will

We currently have 684 members with membership showing a

again be on the Australian Curriculum Science with workshops

steady growth since 2006. A large membership contributes to

addressing its implementation and pedagogy. As with this year,

successful advocacy when lobbying for sound science education,

places will be at a premium so keep an eye out for registration

support and when negotiating grants. I encourage you to extend

details and register early to avoid disappointment.

the invitation of STAWA membership to your science-teaching

CONSTAWA

colleagues.

This year, the CONSTAWA Committee delivered its first conference

ScienceIQ

away from Muresk. CONSTAWA 2011 introduced a Friday 27 May

STAWA’s ScienceIQ online science quizzes are on again:

program of excursions, and, at the Esplanade Hotel Fremantle,

• Term 3 Years 5, 6, 7 and 10 from 22 August to 2 September

a Friday evening welcome reception, a keynote address by Professor Lyn Beazley and the conference dinner. The Saturday 28 May workshop program took place at Notre Dame University.

and • Term 4 Years 5, 6 and 8 from 14 November to 25 November

Over 100 attendees each day enjoyed the learning experiences,

Don’t miss out. Visit www.scienceiq.net to explore the quizzes

networking, social events and the opportunity to interact with

find out who has won in the past and to register.

trade exhibitors. Although this conference was a great success,

Please keep an eye on the STAWA website for news of upcoming

the Committee is taking the opportunity to change venue again in 2012. CONSTAWA 2012 will be held the Margaret River campus of Curtin University from Friday evening 25 May to Sunday 27 May. This will be a two-day residential conference with resort-style accommodation at prices similar to 2011. Planning has begun so keep your eyes on the STAWA website for updates. Places will

conferences and workshops. All the best for the remainder of 2011. Your Chief Executive Officer John Clarke

be limited and the program promises to be unique. Start your thinking and planning for a whole-of-science-staff attendance at the conference. To keep costs down shared accommodation will be available with some rooms housing 6 guests.

STAWA Future Science Conference Future Science will be held on the 2 December 2011 at The University of Western Australia. A call for expressions of interest from presenters has already been made. The 2011 fresh conference program will be sure to whet your appetite for knowledge. Not just a brilliant professional learning experience, Future Science is a great opportunity to network with your peers and trade exhibitors. Progressive program and registration details will be provided on the STAWA website with the final details and online registration available during the first couple of weeks of Term 4.

VOLUME 47 NUMBER 3 SEPTEMBER 2011

Minister for Science and Innovation John Day with STAWA Chief Executive Officer John Clarke at the Launch of National Science Week on 8 August. Photo courtesy Professor Lyn Beazley.

President’s Report It was good to catch up with so many

STAWA is strong on teamwork and I aim to continue the example

friends and acquaintances at the

set by Susan and John. I encourage your ongoing support for

STAWA

Meeting

our Association’s endeavours and activities. I also invite you to

recently. The AGM was held in the

engage with our sub-committees. A list of contacts for each

Expo Room at The Resources and

sub-committee can be found at the back of this issue of SCIOS

Chemistry Precint, Curtin University,

and I urge you to contact them at any time with ideas or offers of

on Friday 2 September. There was a

support. I’m sure you’ll be welcomed to any of their meetings if

pleasing turnout of longstanding and

you’d like to contribute or volunteer in any way. If any of you wish

new members, representing science

to raise any issues or discuss our various projects please don’t

educators across primary, secondary

hesitate to contact me by email at bhunneybun1@bigpond.com.

Annual

General

and tertiary teaching, and colleagues from corporate and government organisations. The evening was ably led by Chief Executive Officer John Clarke and Immediate Past President Susan Doncon, who have both provided strong leadership and

STAWA is an organisation on the move. It is with this in mind that I embark on my new role and invite you to join me on the way. I look forward to working with you in the coming months.

inspiration to our Association over the past few years. Together

Thank you.

with our 2010 Councillors, they reported on STAWA’s many

Bernadine Hunneybun

outstanding achievements over the past 12 months and laid the foundations for 2011-2012.

STAWA President

It is a great honour and a privilege for me to assume the role of newly appointed President of STAWA. Our Association has a solid history with a strong strategic focus, and I realise that my role is therefore one of continuation and enhancement of our vision and mission. When I look back, I can see the achievements of my predecessors who have always aimed to promote science teaching as a profession and to strengthen the Association and its membership base. I look forward to continuing their good work, but realise there will be many challenges in this time of change as well as highlights. I also look forward to working with the newly appointed STAWA Council, and encourage the continuing involvement of members and STAWA partners.

STAWA Council 2011-2012.

News

Planting the Seeds of Science A flexible, integrated and engaging resource for teachers of 3 to 8 year olds Associate Professor Christine Howitt Graduate School of Education, The University of Western Australia “A practical, child-friendly, classroom-based resource that

best practice early childhood principles and a highly innovative

actively encourages teachers to teach science to young children.”

template, the five modules within the resource were designed

(Case Study teacher)

to allow teachers maximum agency through interpretation

Introduction

of information, flexibility in choice of learning experiences,

Planting the Seeds of Science is a new early childhood science resource developed through collaboration between early

and adaptability in modifying learning experiences. This approach to curriculum development acknowledges teachers

childhood teacher educators, early childhood pre-service

as professionals, and that the teacher best knows their children

teachers and science/engineering academics, with funding

and interests, the teaching context, the environment, and the

from the Australian Learning and Teaching Council. Based on

outcomes they wish to achieve.

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

News Best practice early childhood principles

the teacher flexibility in choice of learning experiences, and

Each module was developed around a philosophy that embedded

adaptability in modifying learning experiences to suit a given

five main principles based on best practice in early childhood education. These five principles are: 1. Acknowledgement of the place of young children as natural scientists 2. Active involvement of children in their own learning through play and guided inquiry 3. Recognition of the place of a socio-cultural context for children’s learning 4. Emphasis on an integrated approach to children’s learning experiences 5. The use of a variety of meaning making practices for children to demonstrate their understanding and learning

class, context or environment. The aim of including information on resources, ideas for assessment, science content knowledge in the form of Q&A, and integration across the curriculum was to provide a document that could readily be used for planning, teaching and assessment. To make it as relevant and up-todate as possible, the resource also addressed the nationally mandated Early Years Learning Framework and Version 1.0 of the Australian Curriculum: Science. Each module finished with a case study, highlighting how teachers had used the information within a classroom context.

Summary of modules Five modules were developed around the general themes of the environment, day and night, forensic science, cleanliness and solar energy. A summary of the five modules is presented below.

Innovative template

Module 1: Look what we found in the park!

The approach to the resource design and development was

Children love exploring their outside environment. Look what

innovative in that it aimed to produce a flexible, adaptive and

we found in the park! allows children to develop a greater sense

integrated curriculum, rather than a teaching program or a

of their local environment and their place within it. The module

syllabus. Thus, the information presented within each module

starts with children exploring a local park, bush area or beach,

was developed to provide a range of possible science ideas and

the school yard or the school’s suburb and collecting a range

activities that could be used in the early childhood education

of objects that provoke interest. These objects then become

classroom.

the basis for activities to increase knowledge of their natural

The template for each module was based on the following information: • an overview • an introduction with a range of ideas and activities

environment, connections with it, and an awareness of their responsibility towards that environment. Look what we found in the park! provides children with the opportunity to discover and explore in detail trees and their many components (leaves, barks, nuts, seeds, sticks and flowers),

• focus questions relating to the introduction

produce park art, celebrate the many shades of green or brown

• a range of follow-up sub-themes, each with their own ideas

their classroom into a park, and revisit their park in a different

and activities

found in nature, map the park, adopt an animal as a mascot, turn season.

• a conclusion with a range of ideas and activities

Module 2: Is the grass still green at night? Astrophysics of the

• a list of resources that include people, websites, narrative

dark

and factual books, and raps and rhymes • suggestions for diagnostic, formative and summative

The rhythm of day and night is a part of everyone’s life and children can easily relate their experiences of day light and night

assessment • background information in the form of questions and scientific answers that can easily be explained to children • suggestions for curriculum integration • suggestions for addressing the five Learning Outcomes of the Early Years Learning Framework • suggestions for addressing the three strands of the Australian Curriculum: Science, and • a case study illustrating how the module has been implemented in the early childhood classroom. While each module contained an Introduction and Conclusion, a wide range of varying learning experiences could be implemented in the classroom between these two end points. This allowed

VOLUME 47 NUMBER 3 SEPTEMBER 2011

Pointing to the top of the trees, from the module Look what we found in the park! Photo by Shelley Forbes.

News time dark. Is the grass still green at night? Astrophysics of the dark introduces children to scientific concepts related to day and night. This module is designed to expand a child’s knowledge of why there is a light and a dark part of every day through developing a greater understanding of the characteristics of day and night, exploring shadows, and observing the relationship between Earth and the Sun. Is the grass still green at night? Astrophysics of the dark begins with children discussing living and working during day time, and living and working at night time. The night time discussion acknowledges that some children are afraid of the dark and sensitively addresses this issue. It also discusses monsters, and allows children to confidently experience being in the dark. A comparison between day and night is then made. Children

type of food can be used to make obvious fingerprints. Finally, they bring all the evidence together to determine who left the footprints in the classroom. Module 4: Muds and suds: The science of cleanliness Cleanliness and hygiene are concepts that children can readily relate to by the time they start school. Muds and suds: The science of cleanliness is designed to expand children’s basic knowledge of these concepts in relation to themselves and their everyday life. This module aims to promote in children a greater sense of responsibility in maintaining their own health through an understanding of how and why both animals and humans wash themselves, the differences between dirty and clean, and how soap works.

Module 3: We’re going on a (forensic) bear hunt!

The module begins with the children being introduced to the Joy Crowley book, Mrs Wishy-washy, to discuss why and how the animals in the story were cleaned. Children then investigate various ways that animals stay clean, make a comparison of how they get dirty and how they get clean, explore the properties of mud, and find out how soap works. Opportunities to investigate bubbles and discover how wet objects dry out are also provided.

Children love being part of a mystery. We’re going on a (forensic)

Module 5: The Sun changes everything!

investigate how shadows are made, by examining shadows of themselves, the changing shapes of shadows, and shadows on balls. Using the relationship between the Sun and the Earth, children explore day and night with various hand-held models. Finally, they answer the question ‘Is the grass still green at night?’

bear hunt! introduces children to the fundamental principles of forensic science, and allows them to solve a class mystery. The children are initially presented with a set of bear footprints. However, any footprints appropriate for the context could be used. For example, unique Australian animals such as the emu, kangaroo or lizard, or farm animals such as the horse, pig or duck. Through the completion of various basic forensic activities where children collect clues and evidence using their observational, descriptive and classification skills, they solve the mystery. The song and actions to Michael Rosen’s story We’re going on a bear hunt are used to elaborate the experiences. We’re going on a (Forensic) bear hunt! provides children with the opportunity to solve a class problem while at the same time becoming more familiar with their body. Children compare their footprint, handprint and hair with those that the bear has left behind, as they learn about their own uniqueness. Children observe the detail of cuts to patterned paper as they determine what instrument cut the paper. They also investigate which

Children can easily relate to their experiences of warmth from the Sun and other heat sources. The Sun changes everything! has been designed around everyday experiences to expand children’s knowledge about how the Sun’s heat and light energy influence their lives. Energy is a very abstract concept for young children to comprehend. It is therefore best to focus on how energy is associated with situations undergoing change that they can easily relate to, rather than trying to define energy. Hence, the emphasis within this module is on the influence of the Sun’s energy on a child’s everyday life and how the Sun’s energy creates changes. The module begins with a puppet, symbolising an Australian reptile in search of a suitable place to warm up. A frilled neck lizard called Freda is used to introduce reptiles and their need of the Sun’s light energy. The characteristics of a lizard are then compared with those of a human. This is followed by a sequence of activities to investigate the power of the Sun by identifying warm and cool places inside and outside of the classroom, and how a range of familiar objects can change if left in sunlight. The module concludes with the production of a basic solar cooker to make ‘sun-bread’. Freda features throughout the module with reference to her need of the Sun’s heat to live.

Availability of resource As a requirement of the funding body to make the resource freely available, Planting the Seeds of Science was produced under a Creative Commons Licence. This means the book cannot be purchased in book shops. Copies of the book can be downloaded from the following website: <http://www.altc.edu.au/resourceplanting-seeds-science-second-edition-2010>.

Acknowledgements Comparing footprints, from the module We’re going on a (forensic) bear hunt! Photo by Emily Upson.

This research was made possible by funding obtained through the Australian Learning and Teaching Council, Grant Number CG8-724.

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

2011 Titration Stakes

Over 250 school students and associated staff from over 30 schools took part in the annual RACI Titration Stakes held in the chemistry labs at the Resources and Chemistry Precinct, Curtin University on the evening of 21 June.

These teams plus the remainder News of the top 15 teams will go on to represent WA in the national titration competition, to be held later this year.

This competition is designed to encourage those students who enjoy Chemistry, particularly its practical side, to develop their skills and to reward those who attain a high level of proficiency. The basis of the present competition is that each team is to standardise a sodium hydroxide solution against supplied hydrochloric acid solution and then is to standardise three acetic acid solutions with the sodium hydroxide solution. Judging is on the basis of the values each team reports for the titres and concentrations of the sodium hydroxide and acetic acid solutions.

The event could not have taken take place this year without the hard work of the following:

Once again the competition was ferocious and the standard extremely high, with the top 15 teams separated by the narrowest of margins. The participants are to be congratulated for the dedication and hard work. The top three teams were:

The Titration Stakes is run entirely by volunteers, many of whom have been involved with the Titration Stakes for many years.

Dr Maree Baddock, Ben Fletcher, Kristy Blyth, Hugh Lance, Edi Twiss, Graeme Clarke, David Bradshaw, Dr Peter Sheppard, John Clarke Dr Daniel Southam and his team of demonstrators: Erin Smith, Carolyn Taylor, Mark Maric, Ashley Mulder, Ching Yong Goh, Ronald Fernandez, Anteneh Yeneneh, Jamila Vaughan, Guy Travers, Karen Magee and Dr Max Massi The Chemical Education Group would like to thank Prof Mark Buntine for use of the Department of Chemistry facilities at Curtin University. We would also like to thank our generous sponsor, Reg Rowe of Rowe Scientific, for his on going financial support of our activities.

1st Duncraig SHS Team 3 2nd All Saints College Team 2

Assoc Prof Simon Lewis

3rd All Saints College Team 1

Chair, WA Chemical Education Group

Supported by:

The Titration Stakes are organised by the Chemical Education Group of the Western Australian Branch of the RACI This group was formally constituted in 1980 and aims to foster a close and continuing interaction among students, teachers and practising chemists - both industrial and academic - with the objective of developing interest in and an understanding of the full ramifications of chemical science. COMING UP: Crystal Growing Contest (July-October) VOLUME 47 NUMBER 3 SEPTEMBER 2011

News

Space Academy USA Mark Pager, Cable Beach Primary School In March 2011 I was very lucky, and privileged, to be accepted and awarded a scholarship by The Education Department of the US Space and Rocket Center to attend the Honeywell Educators at Space Academy in Huntsville, Alabama. This five-day program, which is run in June each year, is sponsored by Honeywell and is for primary school mathematic and science teachers from around the world. Teachers participate in 45 hours of intensive classroom, laboratory and training time, focusing on space science and space exploration. Teachers also take part in astronaut-style training and simulations, as well as activities designed to promote lifelong learning in a classroom setting. While attending the Space Academy, teachers are also given the opportunity to stay at the University of Alabama with full lodging and all meals provided. On arrival each participant is put into a team consisting of 16 international team members that is lead by a counselor for the duration of the program. Each team works together on an array of amazing activities that are not only highly educational but are also very exciting and challenging. A particular highlight of the program is the opportunity to participate in two simulated Space Shuttle Missions in which teachers are given a series of guidelines to achieve the missions, which include:

Shuttle Orientation An introduction to the major components of the Space Transportation System, which included a briefing on the highlights of a mission sequence. Each topic was illustrated using hands-on activities that can easily be transferred to the classroom context.

Mission Overview Participants are given an overview of the mission in which they will participate. A description of the different simulation areas of the mission is provided, along with an explanation of astronaut and ground positions and responsibilities. The mission timeline is reviewed, and an explanation is given of the activities to be conducted and experiments to be performed.

Mission Training Participants are provided with specific, in-depth training on how to conduct their simulated shuttle mission. Training is conducted in all areas of the mission simulation, including cockpit procedures, EVA procedures, satellite deployment and scientific experimentation aboard Space Station and Mission Control responsibilities. Practice time for following checklists and solving problems is provided.

Shuttle Mission Specific activities in the mission include launch and landing of the shuttle, satellite deployment, assembly of a large space structure and the conducting of experiments while in space. In this scenario, participants are challenged with various types of problems that require teamwork and critical thinking in order to solve the problems and have a successful mission. For our missions I was lucky enough to be selected as a pilot and

given the name ‘Captain Kangaroo’. During our first mission I can honestly say that we were able to successfully land the space shuttle without crashing the craft. There were loads of laughs along the way though, with pushing the odd incorrect button here and there or responding incorrectly to mission control.

Mark Pager as Captain Kangaroo in the Space Shuttle simulator at the US Space Camp Academy, Huntsville, Alabama. Photo courtesy Mark Pager.

Other exciting activities included the simulation of walking on the Moon and working in a frictionless environment of space using the astronaut simulators. The unique sensations of space flight are reinforced through the use of the simulators, such as the 1/6 gravity chair that allows a person to experience how astronauts trained to walk on the moon. The MMU is a full-sized mock-up of NASA’s Manned Maneuvering Unit. The Multi-Axis Trainer allows the participant to experience the dramatic sensation of being aboard a tumbling aircraft. All simulators are patterned after actual simulators used for training NASA astronauts. The simulators are also tools for demonstrating and experiencing Newton Laws of Motion. Astronaut Simulators have a weight limit of 260 pounds (118 kilograms). Not only were there exciting physically challenging activities, there was also an array of amazing PowerPoint presentations and workshops. The workshops looked at the history of space travel, and the development of NASA, and also examined available educational resources and activities:

Mathematics Activities Martian Mathematics This highly interactive and energetic session gets everyone up and out of their seats to practise basic skills, factorials, probability and order of operations. These fun activities helped give teachers ideas on how to help students to gain confidence and knowledge in maths. These activities are easily adaptable to higher level math concepts and can also be adapted to other subjects.

Science Activities Toys in Space In 1985 and 1993, toys were taken into space so students on earth could learn about how things they were familiar with, reacted in microgravity. This workshop utilises various physics principles, using common toys and the participants predict what will happen to them in microgravity. A DVD to take home is included in this workshop, so students can see exactly how the toys reacted in

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

News

captures the characteristics of their individual team along with the goals of their simulated mission.

History History of Space Program Speaker

Going down with the helicopter simulation at the Aviation Challenge Centre, Huntsville, Alabama. Photo courtesy Mark Pager.

space. The teachers were given challenges during this activity to construct their own toys and then compete against each other in various measurement activities.

On to Mars This workshop contains various activities that will be necessary in the exploration of Mars. Designing the perfect Mars Lander, soil activities, and other fun Mars-themed activities will get your entire class motivated to be the first explorers to Mars! Activities are provided by the Arizona State University Mars Project. During this workshop teachers were able to construct lunar cars that were balloon powered and then compete against each other to see which lunar car would travel the longest distance.

Integrated Science and Mathematics Rocket Construction During this workshop teachers were able to design, select materials, construct and launch water bottle rockets. All teachers were placed into a group which then formed a “company” and then assigned a task to each team member. The tasks included drawing a scaled-down model of a rocket, testing the rocket for stability and accuracy, and keeping to a set budget of materials. This activity is based on NASA’s rocketry curriculum, which is on the NASA websites. We then did another workshop where we were provided with kits that contained rockets with engines and tasked with building the rockets utilising higher level math and physics. This workshop covered ways to integrate rocketry across the school curriculum. It is based on activities developed by Estes and Team America

Ed Buckbee, the founder of Space Camp, gave a presentation recounting the early days of NASA in Huntsville and told stories from behind the scenes at NASA and Space Camp that were truly inspiring. Each teacher then received a copy of his book called The Real Space Cowboys.

Astronaut Speaker’s PowerPoint Presentation PowerPoint presentation on Dr Don Thomas, who was an astronaut on several space shuttle STS missions.

Guests Speaker Homer Hickam’s Power Point Presentation Homer Hickam a former NASA engineer and author of the book The Rocket Boys gave an amazing presentation and talk about his life, and his inspiration for writing the book. I had the great privilege of personally talking to Homer Hickam about his book and received a signed copy.

Other Activities Museum During the week, we were also given time to explore the museum while the counselors lead discussions regarding the following topics: • • • • • •

History of Space Travel Rocket City Legacy Mercury, Gemini, and Apollo Programs The Pathfinder and the Shuttle Program The History of Rocket Park The Davidson Center for Space Exploration – Restored Saturn V

Rocketry Challenge, which can be found online.

Standing in front of the Apollo 11 lunar module replica at the Davidson Space Centre, Huntsville, Alabama. Photo courtesy Mark Pager.

Overall, the Space Academy at Space Camp USA professional development scholarship is a truly amazing and once-in-alifetime experience that has left me with amazing memories What a team effort to win the balloon rocket module activity! Pictured left to right are Neicu Costel (Braila - Romania), Daniel Drewe Niehaus (New York City - USA), Commander Jake Bent (Oregon - USA) and Captain Kangaroo, Mark Pager, (Broome - Australia).

Mission Patch This hands-on activity allowed teachers to learn about the history and symbolism of space mission patches. The participants then applied their knowledge in creating a patch that uniquely

VOLUME 47 NUMBER 3 SEPTEMBER 2011

and experiences. I thoroughly recommend the program and encourage any colleagues to apply for the opportunity to attend such an inspiring and challenging course. The truly professional people at Space Camp USA and the teachers that you meet there will thoroughly inspire you, and you will return with significantly enhanced skills and abilities to take back into the classroom to pass on to your students. Editor’s Note: The 2012 Honeywell Educators @ Space Academy application is now available! To find out more visit <http://www.spacecamp.com/educators/ honeywell/>.

News

The Wonders of Exploring Space! Donna Vanzetti, Stargazer, Gingin Observatory Most of us have an inbuilt sense of wanting to venture out

actually made up of the dark areas between the stars and is quite

and explore new worlds. Driving old bush trails, walking over

fantastic once you make it out. When you can see the Emu in the

untouched beaches or standing at the top of a lookout and seeing a breathtaking view. These adventures give us that thrill of seeing something for the first time. So why not take that journey

sky, this is the time Aborigines would have hunted for emu eggs, a great source of food.

a step further and start a voyage into space!

For planet hunters, on 28 September, Venus and Saturn will be a

The night sky is still virtually an unknown world that we can

few degrees apart and setting in the western sky right on sunset.

explore. Once you start to study the stars, it’s amazing how

To add to this dynamic duo, the very thin crescent Moon will be

quickly you can remember where to find the planets and can easily recognise the star patterns of the constellations. Throughout September to November there are some very special

just to the left but a bit of a challenge to see. Binoculars and a low horizon will help.

celestial objects to look for in the night sky. Our winter sky is the

Venus, the Evening Star, will be visible setting in the western

time to see the best Aboriginal constellation, The Emu in the Sky.

sky after sunset, right through until the end of December. This is

The Australian Aborigines are known as the oldest astronomers

perfect timing after a busy day, to sit and relax and watch as day

in the world. They made up their own star patterns and combined with their knowledge of the land and seasons, were able to use

turns into night and Venus slips below the horizon.

the stars as a guide for when to best hunt for certain foods.

Take the time to enjoy your own stargazing safari. Astronomy

The Emu in the Sky lies through the main band of the Milky Way

doesn’t have to be complicated; it can be simply about delighting

and is best seen under a moonless sky. The constellation is

in the stunning views and, after all, it is free!

Driving near Exmouth, this road sign provided a bolt of inspiration. The Emu lies in the Milky Way with the head being the Coal Sack Nebula that lies near the Southern Cross at bottom right. Using the dark regions, the neck follows and then bulges out to be the body with legs trailing off. Photo taken by Richard Tonello, <richard@astro-ed-services.com>.

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

News

Wilf Ewers Award 2011 – Congratulations Dr Marree Baddock The Wilf Ewers Award, which had its inaugural

The RACI Titration Stakes is one of the largest annual

presentation in 1990, recognises contributions made

activities organised by the branch with typically 250+

to furthering the profession of chemistry, particularly in Western Australia. The award recipient for 2011 is Dr Maree Baddock (currently Head of Professional Learning at St Hilda’s Anglican School for Girls). Maree has been actively involved with the Chemical

high school students from 30 or more metropolitan and regional high schools participating every year. For many chemistry students this will be the first time they have attended a RACI event of any description. It is in no small part due to Maree’s herculean efforts every year that this event occurs so successfully. She has worked tirelessly and selflessly in presenting this major activity,

Education Group of the Royal Australian Chemical

such that it is a ‘must attend’ calendar event for many

Institute (RACI) WA Branch for 20 years, being the

high schools.

current treasurer (since 2006), and having previously served as secretary (1991-1992). She is also the treasurer of the Chemical Education Division of the RACI.

It is RACI members such as Maree, who have dedicated their career, as an educator and chemist, to the advancement of chemistry in a highly effective manner,

She took on the task of coordinating the Bayliss Youth

for whom the Wilf Ewers Citation Award is intended.

lecture in 1993 and 1994 but is best known for her huge

Maree is a most worthy recipient of the Award for services

efforts with the Titration Stakes, for which she has been

above and beyond the call of duty to the profession of

the main contact and organiser for the last 12 years.

Chemistry in Western Australia. Congratulations Maree!

RACI WA Branch President Mr Shane Koenig presents the Wilf Ewers Award to Dr Maree Baddock at the National Chemistry Week Dinner, Perth Flying Squadron Yacht Club, Friday 22 July 2011. Photo courtesy Magdeline Lum.

VOLUME 47 NUMBER 3 SEPTEMBER 2011

News

Chemistry Links – Low Literacy Students Lesley Glass Level 3 Teacher, Year 9 Science Curriculum Co-ordinator and LINKS Teacher Ballajura Community College

Chemistry is a difficult subject for Year 9 students to understand

The third laboratory session saw the students making a user

at the best of times, so imagine being a student with low literacy!

friendly version of elephant’s toothpaste. They were amazed by

This year a new class was formed in Year 9 at Ballajura Community

the frothing mountain, enthralled by the colour mixing and aghast

College, designed to target a small number of students identified in Year 8 as low literacy and/or numeracy, who would benefit from a reduced program in the MESS subjects.

at the amount of ‘toothpaste’ produced. It had them thinking about why elephants needed toothpaste and they decided that they didn’t actually use it. It provided a point of discussion about the name of the experiment and most were able to use critical

The ‘LINKS’ class as it has come to be known, currently has 20

thinking skills to determine that it was due to the quantity. This

students made up of 15 boys and 5 girls. Most of the students

activity was an excellent example of reactants and products, a

in this class will move on to the college’s award winning ‘Access’

perfect opportunity to introduce word equations.

program in Year 10 in 2012. Teaching Science, especially Chemistry, to this group proved very challenging indeed. Endeavouring to cover as much of the Year 9 curriculum as possible, without loading too much ‘abstract’ content was difficult. For a couple of weeks I exposed my students to as many ‘Crazy Chemistry’ experiments as possible. I hoped that the experiments would act as a catalyst for thoughts and discussions about Chemistry. Both weeks proved very successful, with all students discovering that Chemistry can be fun. We began our ‘Crazy Chemistry’ program with flubber. Always a favourite, the flubber was a huge success, with students discovering its stretchability and gooeyness delivered hours of fun. A perfect activity to introduce the students to polymers, we researched a number of other polymers used in society and

David is amazed looking at the elephant’s toothpaste. Photo courtesy Lesley Glass.

discovered how they benefit our daily lives.

Another experiment was creating lava lamps, using water, oil,

We followed this activity with making oobleck. A weird colloid,

food colouring and alka-seltzer tablets. The end result was much

that has attributes of both a solid (when squeezed) and a liquid (when released). Students began discussing possible uses in society, with some very original ideas presented. I’m not sure if a swimming pool full would be very useful, but the students

better than I expected, students confirmed what they already knew, oil and water do not mix. The molecules of water do not like to mix with the molecules of oil. Even when they tried to shake up the bottle, the oil breaks up into small little drops, but the oil doesn’t mix with the water. They also discovered that

thought it a great idea to prevent drowning. That was until they

food colouring only mixes with water and it does not colour the

watched the ‘Mythbusters’ video testing the oobleck theory. This

oil. Students linked this knowledge to spills in the ocean as the

activity enabled students to discuss and research attributes of

oil floats on top of the water. They learnt that oil floats on the

other materials such as glass, steel, nylon, wool and polyester.

surface because water is heavier than oil. They began to use the term density when referring to various liquids. My explanation of how the alka-seltzer tablet reacts with the water to make tiny bubbles of carbon dioxide gas allowed the students to conceptualise the process of a chemical reaction. I went on to explain that these bubbles attach themselves to the blobs of coloured water and cause them to float to the surface. When the bubbles pop, the colour blobs sink back to the bottom of the bottle. This lesson was a great way to introduce terms like

Oobleck – is it a liquid or a solid? Photo courtesy Lesley Glass.

density, viscosity, molecules and of course, chemical reactions.

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

News We concluded the weeks of work with 6 mini experiments that

Overall, linking chemistry with low literacy learners is challenging,

produced exothermic and endothermic reactions, which resulted

but with a little creative input, students will have an enjoyable

in astonishment and discussion. Some experiments produced

experience whilst learning a little more about the wonders of

precipitants and introduced students to the term catalyst.

Science.

Making lava lamps. Photo courtesy Lesley Glass.

Students used the knowledge they gained previously about word equations, began writing about chemical reactions, and used density of precipitants to complete the activity sheet with great success.

Jonathan and Brendon having fun experimenting. Photo courtesy Lesley Glass.

Perth Zoo Biology Day for National Science Week Carmen Reilly, Professional Writing Student, Curtin University Biology Day is an annual event for senior secondary Biology

Native Species Breeding Program keeper, Leslie Shaw, talked to

students run by Perth Zoo during National Science Week. The

students about the Zoo’s Program, highlighting the collaboration

program aims to explore current conservation issues in Western

needed between agencies and the obstacles facing successful

Australia and develops an understanding about cross agency

captive breeding. Justin, a Year 12 student from Churchlands, said

research and collaborations leading to conservation action. On

he learnt just how difficult the process is: “They have to use all

18 August, 42 students from Churchlands Senior High School

sorts of tricks and traps – good ones,” he said.

and Saint Stephen’s Catholic School, Duncraig, visited the Zoo to participate in the second day of the two-day event. As part of the program Education Officer Lyndsay Fairclough discussed how and why particular Western Australian species are considered threatened and eligible for conservation funding. In groups of five to six, the students were tasked with allocating $5 million among seven endangered species. While most groups gave the largest sum ($1-2 million) to the Western Swamp

Students set out on foot to visit native animals and their keepers, encountering the Woma Python, Dibblers, Red-tailed Black Cockatoos and Echidnas. Lachlan, a Year 11 Saint Stephen’s student, said, “It’s been interesting to get close to the animals. We don’t normally get to go to the Zoo.” Lachlan has an interest in environmental science and felt the day was a good start for anyone looking to enter the

Tortoise, perspectives changed when students discovered that

industry.

the actual 2004 Western Swamp Tortoise Recovery Plan received

Churchlands teacher, Necole Chamberlain, said the school “comes

$2.78 million, still less than what it needed.

to this [Biology Day] to fit a particular spot in the curriculum…a

Michelle, a Year 12 student from Churchlands, said she was

lot of kids when you start talking conservation, they’ll start

amazed at the amount of money and planning that goes into the

talking tigers and things like that, whereas I wanted to direct

conservation effort: “We didn’t realise how much it cost…Five

them to what is happening in Western Australia. In that aspect,

million dollars! I’m thinking, ‘I could buy seven Ferraris...’ I just

it’s very valuable.”

didn’t imagine how expensive it would be.”

To find out more about Biology Day call Perth Zoo Education Office

Michelle said she felt education was the most important

on 9474 0365 or to receive updates about next year’s programs

component of conservation work: “The more people know about

and Biology Day event, join the ZooEd News mailing list at http://

it, the more likely we are to have people who want to help out.”

www.perthzoo.wa.gov.au/news/subscribe/

VOLUME 47 NUMBER 3 SEPTEMBER 2011

SCIENCE TEACHERS’ ASSOCIATION OF W E S T E R N AU S T R A L I A

C O N S TAWA

SCIENCE TEACHERS’ ASSOCIATION OF W E S T E R N AU S T R A L I A

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

VOLUME 47 NUMBER 3 SEPTEMBER 2011

News

Education for Schools at Perup and the Valley of the Giants experienced during an EcoEducation Teacher Professional Learning Program Natalie Shaw, Guildford Grammar School

During the Arbor Day weekend, a colleague and I explored locations and activities for schools in the south-west of Western Australia and were shown a snapshot of the southern forests by the Department of Environment and Conservation’s (DEC) EcoEducation section, Valley of the Giants and Manjimup staff during their International Year of Forests Teacher Professional Learning Program.

• A night walk to spot nocturnal animals with the accompanying opportunity for stargazing. • A highlight is the setting of animal traps under the guidance of a DEC officer, with morning checks to reveal and analyse scientific data collected. This activity allows students to have a hands-on experience, providing them with practical insights into the work of environmental research. • A track off a gravel road reveals a tamar hide allowing students to observe and record the behaviour of this interesting animal in its melaleuca habitat. • A highly experienced DEC field officer can present a slideshow of the latest information on the Western Shield program. This provides progress on information of feral animal baiting and results in a lively discussion, thus setting the scene for the next day’s program centred on the Walpole Wilderness Area.

Teachers enjoy a forest walk during the EcoEducation International Year of Forests Teacher Professional Learning Program. Photo courtesy Natalie Shaw.

Perup A couple of nights at Perup as a guest of nature are a highly rewarding experience. Perup, as a base, offers accommodation with a variety of styles suitable for school groups, and others, for up to 45 or 50 people. The property includes rooms for up to five people in a bunkhouse, as well as a cottage. Showers and toilet facilities are modern. The adjacent Lodge contains separate rooms for couples, a modern bathroom, and a large open-plan dining room with a fully

Swarbricks

equipped kitchen. Next to the Lodge is a school room, ideal for

We visited the site of the former Swarbrick Block. In the 1980s,

presentations and group work.

this land was a bush camp where protesters successfully

Environmental activities at Perup, once a former farm, can be centred on five broad areas:

Practical insights into the work of DEC’s environmental research. Photo courtesy Natalie Shaw.

prevented the logging of old growth karri forests. Now, the campsite is a thought-provoking internationally acclaimed open-air art gallery. Visitors wander through beautiful forest,

• Walks through different plant communities varying from

with works that track the historical and cultural viewpoints of

reeds, banksia, jarrah and marri. There is the opportunity to

the values of the Western Australian forest. Its re-creation is

observe the presence of tamar wallaby, woylie, quenda, and

an inspirational testament to nature and how the work of the

bandicoot from their diggings.

community can make a difference.

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

News Valley of the Giants We travelled to the living window that is the magnificent treetop walk, 19 km out of Walpole. It is a magical experience to be surrounded by the 400 year-old tingle forest community. Visitors have an aerial view amongst the canopy along the suspended treetop boardwalk, the highest point being 40 metres above the ground. Nearby is a ground level track which provides views of mighty buttress bases of the red tingles.

Circular Pool In close proximity, visitors can drive to the Circular Pool and visit the location of the famed giant tingle with its 25 metre circumference. The walking track at the giant tingle forest has interpretive signs tracing the evolution of the landscape from Gondwana times.

Natalie and Trish at Perup. Photo courtesy Natalie Shaw.

DEC education officers provide a stimulating and relevant ecoprogram for student groups. The structure of their presentation

Altogether, for educators of any age group, Perup and the

puts into perspective their important work in educating the

ecological communities within reach, provide a magical natural

public about our unique forests and the need to conserve it for

experience with practical hands on information which is well

the future.

worth considering.

More Highlights from Constawa

VOLUME 47 NUMBER 3 SEPTEMBER 2011

News

HotRock – Education for a Sustainable Future Richard Swan, Director, HotRock

“By means of a unique approach to hands-on, experiential education, HotRock has led the way in developing outstanding examples of engaging young people in sustainability education. (Associate Professor Sandra Wooltorton, Director of the Centre for Sustainable Regional Futures, Edith Cowan University). HotRock is a charity devoted to making education for sustainability education engaging, relevant and hard-hitting. Self-efficacy is at the core of HotRock’s work, which begins with these premises: • the planet is in strife • communities are already suffering and more will suffer from degraded soils, polluted air and water, and fouled ecosystems • something must be done…and each of us can do something that will make a difference. HotRock believes that our societies and education systems can no longer ignore the negative human impacts on the Earth. Economic growth is not the ultimate purpose of our species, and getting a job is not the ultimate purpose of education. Sustainability must be central to the values and goals of education.

The Shipwreck Sanctuary at Mandurah Baptist College. Photo courtesy HotRock.

sustainability learning and action into high school curricula. HotRock provides professional development for staff and funds whole-school sustainability education approaches that: • expose as many school communities to cutting edge sustainability knowledge and tools as possible • create learning experiences that invoke respect for self, Australind Senior High School students propagate native seeds for planting on their wetland. Photo courtesy HotRock.

How does HotRock understand sustainability? Sustainability is a way of thinking and acting that will allow this planet to be handed on to the next generation in a condition that is as good or better than it is now (hopefully better). Sustainable societies have systems, processes and actions that result in healthy people living in healthy, connected and just communities on a healthy planet.

community and planet • position schools as local hubs of sustainability excellence • use funds in the most effective way to engender positive institutional change. HotRock believes that individuals and organisations need to work together to achieve quality sustainability education for schools. It takes a partnership approach.

For example, HotRock has

formed partnerships with three universities in WA – Edith Cowan University South-West Campus, Curtin University of Technology and Notre Dame University. HotRock funded Edith Cowan

Based in Dunsborough, HotRock is currently partnering with 33

University’s ‘Transition to Sustainability’ Program in 2010. This

schools in Western Australia and New South Wales to provide

program spearheaded the integration of sustainability across

resources to support, motivate and guide the integration of

faculties. HotRock also funded the annual Bunbury Student

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

News In NSW, HotRock works with a range of federally-funded partnership brokers. For example, HotRock is working with SouthWest Connect to support Hoxton Park High School to develop a sustainability transition program with its feeder primary schools. Local businesses, council and community organisations are also involved. Elsewhere, HotRock is co-hosting Teachers for Transition workshops with Sutherland Business Education Network. Teachers from six local high schools share ideas in whole-school actions and teaching practices. The workshop in September will include a talk by a local club on how it has shifted to low environmental impact processes and practices. HotRock directly funds the establishment of organic food gardens, native seedling germination facilities, aquaponic systems, sustainability resources and other learning tools as needed. HotRock staff work with partner schools to develop environmental management plans, improve sustainability pedagogy, set up innovative learning spaces, strengthen student leadership in the community. HotRock fosters and supports holistic approaches. The HotRock model brings faculties together to consider the big picture and how the concepts of sustainability weave themselves South Fremantle SHS’s Green Action Team at work in their Kali garden. Photo courtesy HotRock.

throughout the curriculum. Many schools have developed their unique Sustainability Curriculum Map, which maps the teaching of sustainability concepts across learning areas and time.

Leadership Conference, the ‘Show and Tell’ Sustainability

This facilitates an interdisciplinary approach to sustainability

Festival and the Teachers for Transition Bunbury workshop. In

education.

2011, HotRock worked with Edith Cowan University students to

Check out HotRock’s website at <www.thehotrock.org.au>.

build an on-site organic food garden. HotRock delivers workshops for undergraduate teachers at each of these partner universities, familiarising them with the support that HotRock provides through its resources and school program. HotRock is using the Student Leadership Program to link the secondary and tertiary partners. HotRock appreciates the vital role teachers play. HotRock has just completed its second round of Student Leadership Forums in partnership with Millenium Kids, Edith Cowan University and Curtin University. Over 200 students from

You will find a growing collection of quality lesson plans and teaching/learning resources and ideas. It also includes a list of debate topics and a number of Think Pieces designed for use in class or with staff, PowerPoint presentations on a range of topics and more. It provides links to a wide range of organisations and programs. HotRock will run training for staff in the following areas: • understanding of sustainability and how to integrate it into the curriculum • developing a whole school environmental management plan

12 high schools came together over August to be inspired about

• how to win grants and influence people

sustainability and work together to develop an action project.

• other professional learning as needed.

Perth students were treated to a speech by Tim Flannery.

If schools seriously ask themselves about the purpose of

HotRock and undergraduate teachers from the two universities are working with students to achieve their goals. In WA, HotRock has guided and funded the construction of

education, HotRock believes they will reach the conclusion that sustainability must be the bigger, longer, wider picture for our education systems.

eleven organic food gardens and six native seedling germination

HotRock is keen to work with schools that want to help their

facilities. HotRock has worked with partner schools to integrate

students learn to live in the world that’s out there, repair and

these learning tools into the curriculum. Other partner

replenish the environment, and create healthier, just and

organisations have been approached to bring additional value

connected communities.

to these programs. Australind Senior High School was the site of

Our goal is to be working with sixty schools in and around three

the first HotRock food garden construction program. Three years

capital cities by the end of 2012 – sharing best practice and

on, sustainability is embedded into the culture of the school. An

ideas, bringing funding to create hands-on learning, celebrating,

example of this is the incorporation of sustainability into the

networking and raising the profile of sustainability education

School Business Plan.

nationwide.

VOLUME 47 NUMBER 3 SEPTEMBER 2011

News

Power Shift is coming to the West! Georgia Bain, Australian Youth Climate Coalition Perth Part conference, part festival, Power Shift 2011 is a

with 1000 other young people as deeply passionate

youth climate summit coming to Western Australia

as I am; because this was the first thing climate-y

for the first time, and will be held from 30 September

that I could talk to my friends about; because I made

to 2 October. These three transformational days

connections with friends while learning and feeling

will educate, inspire and empower hundreds of

the energy as we were told that we were the Power

young people on the greatest challenge and opportunity of our

Shift that Australia had been waiting for, that I continue to work

generation: climate change.

hard on this issue.”

The summit is run by the Australian Youth Climate Coalition

Since then, the AYCC has mobilised thousands of young people

(AYCC), an entirely youth-led, non-profit advocacy group, with

for events, actions and campaigns pushing for effective climate

over 64,000 individual members nationally. The primary focus

change policies. The AYCC’s Youth Decide campaign in 2009 was

of the AYCC is to build a generation wide movement to solve the climate crisis.

the world’s largest online youth vote on climate change, with over 330 voting events organised nationwide with 37,432 young

The AYCC story began with two girls, Anna Rose and Amanda

people voting overwhelmingly for greatly improved federal

McKenzie, who brought together around 30 of Australia’s largest

targets. It was the AYCC’s climate change elephant stunt – the

youth organisations in 2006 to discuss the urgent issue of

elephant in the room – that was credited by politicians as being

climate change. Together, as a coalition of organisations, they

what put climate change back on the agenda during the 2010

signed a declaration recognising climate change as an issue

federal election campaign.

threatening the future of young people, and an issue that we all need to work together on. This marked the birth of the Australian Youth Climate Coalition. Power Shift in 2009 was the moment that sparked what the movement looks like today. It brought together over 1,500 youth representatives in Sydney from across the country for the nation’s first youth summit on climate change. They heard from respected speakers including Al Gore and Tim Flannery, and together performed a massive choreographed dance publicity stunt on the steps of the Sydney Opera House. 22 year old Kirsty Albion, a delegate at Power Shift 2009 in Sydney, said: “Power Shift ’09 changed my life: because I stood in a room

Climate heroes talking to voters during the 2010 federal election. Photo courtesy AYCC.

This year, Power Shift 2011 will be similarly transformational, bringing together over a thousand young people in Perth and Brisbane. The Perth summit, hosted by Murdoch University, will empower over 300 young people and provide momentum for a climate change movement in Western Australia. Participants will have the opportunity to hear from world renowned and Thousands come together to be educated, inspired and empowered at Power Shift 2009. Photo courtesy AYCC.

inspiring speakers, develop leadership and campaign skills through workshops, hear performances from local music acts and

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

News connect with hundreds of other incredible young people. Power Shift 2011 will be a celebration of the opportunities the climate challenge offers us, delivering a message of hope and action. Speakers will include experts on climate science and solutions,

SCIENCE TEACHERS’ ASSOCIATION OF W E S T E R N AU S T R A L I A

world-renowned campaigners and politicians from across the political spectrum. Some of the speakers confirmed so far include: • Kumi Naidoo (via videolink), International Head of Greenpeace • Braden Hill, Indigenous Delegate to the UN Copenhagen climate talks • James Bramwell, Public Engagement Director at Beyond Zero Emissions • Nic Frances, World Renowned Social Entrepreneur • Paul Hardisty, Global Director of Sustainability & EcoNomics at Worley Parsons • Dr Carmen Lawrence, Winthrop Professor at the University of Western Australia • Prof Lesley Hughes, Member of the Climate Commission and the Intergovernmental Panel on Climate Change • Ellen Sandell, AYCC National Director The basic cost for the summit is only $85 per person ($100 for

STAWA Diary Dates

SCIENCE TEACHERS’ ASSOCIATION OF W E S T E R N AU S T R A L I A

2011

21st Sept Science Talent Search Awards Night 29th Sept Physics Day@Adventure World - Full 4th Oct Understanding Biology PD 5th Oct Chemistry Safety Course 6th Oct Chemistry Safety Refresher Course

late tickets), with discounts for group bookings. The AYCC is a non-profit organisation and all costs are used to cover the cost of running the event. The registration fee covers all the daytime content of the three day summit, including speakers, workshops, panels, actions, as well as the Saturday night concert. It does not include food, accommodation or travel. Scholarships and subsidies are available in the three areas of rural, equity and diversity to enable those who require assistance to cover the costs of attending the summit. Registration and further information about the event and scholarships are available at <www.powershift.org.au>.

15th Oct S-Kids Activity Day@ECU - Full 14 - 25 Nov ScienceiQ Term 4 - Years 5, 6 & 8 2nd Dec STAWA Future Science Conference University of Western Australia 1 Day Conference 6th Dec Inquiry-Based Lab Activities PD

2012 17 & 18 Mar STAWA Primary Science Conference Novotel Vines Resort, The Vines Residential 25 - 27 May CONSTAWA Conference Curtin University, Margaret River Residential STAWA, PO BOX 7310, Karawara, WA, 6152 Tel: (08) 9244 1987 Fax: (08) 9244 2601 Email: admin@stawa.net

Power Shift delegates making some noise. Photo courtesy AYCC.

VOLUME 47 NUMBER 3 SEPTEMBER 2011

Book Review

Radioactive – Marie & Pierre Curie, A Tale of Love and Fallout SCIENCE TEACHERS’ ASSOCIATION OF W E S T E R N AU S T R A L I A

Author: Lauren Redniss

Can you contribute?

Publisher: Harper Collins Published: 2010 ISBN: 978-0-06-135132 Reviewer: Frank Dymond

When first opened, this book appears to be written for young

Yes of course you can. So can lab technicians and students…

children. The illustrations and sketched images suggested a book

your Year 7 or Year 8 class could write a half page article with

for perhaps 6 year olds. However, the text clearly isn’t.

a photo that we would love to publish. Here’s how.

Redniss has chosen a very different way of telling an interesting story. The story we all know so well about Marie’s discovery of

We are keen to increase the number and variety of types of

polonium and radium is certainly there but so too are the loves

articles published in SCIOS. So if the answer is YES to any of

in her life and more. The stories are cleverly interwoven and

the following questions, we want to hear from you.

compare the histories of Marie and Pierre before and after their marriage, their achievements and their passions.

• Have you recently conducted a new experiment that worked really well?

The author intersperses these tales with wonderful reflections of others involved in aspects of the nuclear energy. A mining engineer describes how they dug hundreds of mines and tunnels

• Is there a great demonstration that always gets your students’ attention?

for the USA underground testing of nuclear bombs – almost 1000. There are notes from a biologist who describes the effect

• Have you tried a new teaching technique that was fun?

of the Chernobyl disaster on the wildlife in the region. But most poignant is Redniss’ interview with Sadae Kasaoka describing

• Do you have some helpful hints for new teachers (and

how this Japanese lady found her father’s body after the

not-so-new ones)?

Hiroshima blast. Many will be surprised to learn of the affair that Marie conducted

• Are there some safety hints and tips that you’d like to pass on?

with Paul Langevin after Pierre’s death. Paul was married and the public disclosure led to Marie being asked not to attend the presentation of her Nobel Prize as well as to a duel – pistols at

• Have you used computers or some other technology really effectively?

dawn no less. The full story is disclosed in this excellent book together with interesting illustrations.

•

The printing process used for the book is also most interesting as it uses a process known as cyanotype printing, which involves a reaction between ammonium iron (III) citrate and potassium ferricyanide. The author also describes the details of the process. My only criticism of the book is that the printing process does create some problems with white text on dark green or blue pages. Apart from that, this is a ‘must read’ for teachers of science

What successes have your students had in science?

• Are your students involved in a science project outside the school? • Or is there anything else science-related you would like to share with others? Email your contributions to admin@stawa.net

who want to show science as a human endeavour. 22

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

Book Review

Activities for Young Learners: Wonders of the Rainforest

Author: Jane Bourke

Technology (ICT) and extend their learning from the resource

Publisher: Ready-Ed Publications

book readings.

Activity Book RRP: $30.95

The Wonders of the Rainforest series is designed for use in

Resource Book RRP: $26.95 Reviewer: Shanti Waite Activities for Young Learners: Wonders of the Rainforest is a great blackline master resource to support classrooms exploring the International Year of the Forests in 2011. The activities book is designed to be used in conjunction with A Resource

middle and upper primary classrooms, however, the text lends itself to use among students of all ages. The series links to the learning areas of Science, Society and Environment, English and Technology and Enterprise and is a great resource for the classroom or school library. It is ideal for supporting classroom teaching and learning through classroom lessons, as homework

for Young Learners: Wonders of the Rainforest, written by ex-

challenges or as part of a learning centre.

editorial coordinator of Ready-Ed Publications, Jane Bourke.

While the activity and resource books do provide a number of

Bourke stresses that while many of us, including our students, know of the dangers facing the world’s forests, we don’t know why these forests are important. The Wonders of the Rainforest

links to informational websites, below are a number of other helpful websites that can be used to support the International

series takes a detailed look at why rainforests are important,

Year of Forests 2011 topic in your classroom:

identifying the features and functions of rainforest systems, and

United Nations: International Year of Forests 2011

the endangered animals and tribes that call rainforests home. The activity and resource books are organised into five sections

http://www.un.org/en/events/iyof2011/

focusing on the various ecoregions of the world, the plants,

Celebrating 2011 International Year of Forests in Australia

animals and tribes of the rainforests, and the various ways

http://www.internationalyearofforests.com.au/

students can help save rainforests throughout the world. The activity book is split evenly between activities based on the

Of Forests and Men (Short Film): The Official Video of the

resource book and ‘cyber challenges’. Each of the resource book

International Year of Forests 2011

activities require students to use a variety of skills such as summarising key information, engaging in creative-thinking and making inferences between textual information and their own assumptions. The ‘cyber challenges’ provide links to websites that require students to use basic navigational and research skills to complete a variety of internet-based activities, designed to engage students through Information and Communications

VOLUME 47 NUMBER 3 SEPTEMBER 2011

http://www.goodplanet.org/forests/the-film.html

Australian Forests http://www.australianforests.org.au/

GoodPlanet (Free Educational Posters Available) http://www.goodplanet.org/en/ 23

Heads up on Science with ScienceNetwork WA

“Mixtures are reported to delay the development of resistance so the other three products are also likely to maintain usefulness

Barley powdery mildew on the rampage Molecular data collected by Curtin University fungal pathologist, Professor Richard Oliver, has backed recent reports that barley powdery mildew disease and fungicide resistance is rife throughout Western Australia. Baudin barley, the most common WA barley cultivar is the most affected. A large portion of the WA Wheatbelt region is severely affected by powdery mildew disease. Professor Oliver said he had received reports from the Esperance region, the Great Southern, Corrigin and as far north as Jurien Bay. “We have molecular data that backs up these reports. It appears that the entire WA pathogen population has developed resistance to the old triazoles (fungicides) but retains sensitivity to the newer products,” Professor Oliver said.

cases of failure of these fungicides and report them to us.” Professor Oliver said fungicides should be used at the label rates in these circumstances and growers should avoid excess nitrogen as mildew grows best on overfed crops. “Several other types of fungicides with proven activity against mildew are available but not registered for use on cereals. Registration of these products would give growers more options,” he said. “We also urge growers and breeders to replace susceptible cultivars with ones that have one of the many known disease resistance genes.” Professor Oliver’s research is funded by the Grains Research and Development Corporation.

fungicides, containing tebuconazole, flutriafol, propiconazole

Meteorite studies earns an Australian Laureate Fellow for Curtin Professor

and triadimefon are giving unsatisfactory control of the disease,

A Curtin University adjunct professor has been awarded an

whereas products such as [Prosaro], [Opus], [Opera] and

Australian Laureate Fellowship for his work into meteorites and

[Amistar Xtra] are performing reasonably well.”

how they can reveal the origin of the solar system.

Professor Oliver said it was early in the season and growers still

Associate Professor Philip Bland is currently based at Imperial

had a chance to protect their crops from the disease.

College London, UK and is an Adjunct Professor in the Department

“Growers are reporting that crops sprayed with foliar (leaf)

“The advice has to balance the efficacy of fungicides as a protectant and as an eradicant, versus the risk of further

of Applied Geology at Curtin University’s Western Australian School of Mines. The 2011 Australian Laureate Fellowships was announced

development of resistance,” he said. “All the evidence suggests that spraying an old triazole will have no impact on the disease and may even increase the chance of resistance development to newer fungicides.” Professor Oliver said the four registered products; [Prosaro], [Opus], [Opera] and [Amistar Xtra] were useful as a protectant

and presented at the ARC Awards Ceremony in Melbourne this morning at 10:00 am (EST). Associate Professor Bland’s work involves the analysis of primitive meteorites and the impact of asteroid and comets on the Earth’s surface. “From applying geological concepts to the study of meteorites

but had lower efficacy as an eradicant. “Growers shouldn’t be looking to them to clean up infected crops, however all four products should give useful protectant activity,”

we are hoping to understand how our solar system came into being,” Associate Professor Bland said. Professor Graeme Wright, Deputy Vice Chancellor, Research and

he said. “With very large pathogen populations already present, the risk of resistance development to these four products will be higher

Development at Curtin University will be attending the Awards Ceremony in Melbourne on Professor Bland’s behalf. “We are delighted that Associate Professor Bland has received

than before. “The fungicide Epoxiconazole, found in [Opus], has been used for a long period in Europe without a major decline in efficacy, albeit in situations in which most pathogens are well under control. 24

for this season at least. However, growers should be vigilant for

this recognition for his fundamental research in planetary science and the origins of our solar system,” Professor Wright said. Obtaining his PhD in 1995 in the field of Planetary Science from

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

Heads up on Science with ScienceNetwork WA the Open University in the United Kingdom, Associate Professor Bland has since held an eight-year Royal Society University Research Fellowship, which he transferred to Imperial College London in 2002. He sits on several panels of the UK Science and Technology Facilities Council and has published his research findings in journals such as Science, Nature, Nature Geoscience, and Proceedings of the National Academy of Sciences. Associate Professor Bland has also had asteroid ‘1981 EW21’ named ‘(6580) Philbland’ after him in honour of his various contributions to planetary science. Associate Professor Bland has been the recipient of several awards and fellowships including; Royal Society Overseas Research Fellowship, hosted by the Western Australian Museum, Particle Physics and Astronomy Research Council Postdoctoral Research Fellowship, hosted by Natural History Museum (London), Antarctic Service medal of the US Navy, and the Royal Society University Research Fellowship.

ECU researchers inspiring future generations Researchers at Edith Cowan University (ECU) are committed to finding ethical, relevant solutions to real world problems and this week they will have the chance to showcase their work to inspire the next generation of researchers. ECU’s Research Week, from 15 to 19 August, brought together staff, students, current and future researchers to share their knowledge and ideas. More than 50 events were held across ECU’s Joondalup and Mount Lawley Campuses ranging from informative seminars on the University’s latest findings, to hands-on showcases including beer tasting. ECU Graduate Research School Dean, Professor Joe Luca, said: “The research we conduct at ECU supports the University’s wider goal to contribute to our communities and make them more

presentation focussed on the carefully planned marketing messages used to promote healthy behaviours and minimise the unintended effects of alcohol. • Exercise as Medicine for Cancer It’s not just radiation therapy or drugs that can treat cancer. Recent ECU research has strongly indicated that exercise can play a part in treating cancer and speeding up the recovery process. • Research at the School of Engineering This seminar explored the design principles of naturally occurring materials, energy saving glass for smart buildings, a wireless networking device for bush fire detection. • Science at the Pub Learn about the science behind naturally brewed beer at ECU’s Degrees Brewery. Enjoy a tour of the ECU brewery as well as sampling our award winning brews.

Degrees Brewery wins at International Beer Show Edith Cowan University’s (ECU’s) Degrees Brewery has been awarded a silver medal for their Belgian abbey ale, Degrees Dubbel, at the 2011 International Beer Challenge held in London recently. This Belgian abbey-style beer ale is deep ruby in colour with a creamy, off white head. In keeping with the trappist tradition, the palate displays rich malt and fruity flavours with a soft bitterness. This bottle conditioned ale will age well but is ready to drink now with your favourite rich meat dish. The London-based International Beer Challenge (IBC) has been running for 15 years and is regarded as an industry leader in promoting and rewarding excellence in brewing. The Challenge attracts entries from over 30 countries, encouraging participation from the largest breweries in the world, as well as pioneering microbrewers across countries such as Australia, Italy and the U.S.A. At the heart of the competition is a rigorous and independent judging process with over 50 judges from around the world and across the industry. Degrees Brewers and creators of Degrees Dubbel, Jon Luff and Clay Millar are extremely proud of the silver medal.

prosperous, inclusive and sustainable. Research Week is our

Acting Manager of Degrees Brewery, Jon Luff said:

chance to show the public what we do.”

“This award really shows that we are producing quality craft beer that is being recognised on the world stage.”

“It’s also an opportunity to encourage the next generation to consider a research career. The work they do here at ECU could community.”

“It appears that the IBC judging was quite tough this year, given a lot of big name beers that you would expect to receive a medal didn’t, which makes our achievement that much more rewarding.”

Research showcased during the week included:

ECU’s Brewing Lecturer, Hugh Dunn, believes the award is timely.

• Technology and mental health of our children

“The malting and brewing facility has gained some momentum in the last couple of years with the recent installation of Australia’s only pilot malting plant, our successful short course and postgraduate programmes and engagement with a broad range of industry and consumer organisations,” Mr Dunn said.

solve a real-world problem and make a positive impact on the

Are our children affected by technology? What are the risks? Does technology impact on our mental health? These questions and were answered at this presentation. • Preventing alcohol use during pregnancy.

Alcohol use during pregnancy is a sensitive topic. This

VOLUME 47 NUMBER 3 SEPTEMBER 2011

“The very high employment rates for our graduates and 25

Heads up on Science with ScienceNetwork WA recognition of our beer at this level shows that we not only provide students with a sound theoretical understanding of malting, brewing and fermentation, but that we can also achieve practical results comparable with some of the best brewers in the world.” The award winning Degrees Dubbel, Degrees Rauchbier and other Degrees Brewery beers will be on sale 10th, 17th and 24th of August, between 12:30 and 2:30pm at the Brewery. This International Beer Challenge award is the brewery’s second gong in recent months. In May they received international acclaim at the 2011 Australian International Beer Awards in Melbourne, winning silver for Degrees Rauchbier. As part of ECU Open Day on Sunday 31, July 2011 Degrees Brewery will open its doors to the public providing a number of tours of the facility highlighting how the award-winning beer is made. ECU’s Research Week is running from the 15 – 19 August 2011. As part of this week and National Science Week 2011, the brewery is hosting Science at the Pub on Thursday 18, August 2011 at ECU Tavern. Register and come and enjoy samples of the beers brewed right here on campus whilst enjoying a presentation from Master Brewer Hugh Dunn. For more information visit <www.ecu.edu.au>.

New vaccine for hepatitis C virus Murdoch University researchers have begun a study to develop a new and innovative vaccine for the hepatitis C virus (HCV). HCV is spread through blood-to-blood contact and causes liver inflammation and liver disease. It affects about 284,000 Australians and 212,000 are living with chronic HCV. The research in collaboration with Oxford University and funded by the McCusker Foundation, is using a new approach to develop the vaccine, which aims to protect against the majority of circulating HCV strains. Researcher Michaela Lucas said: “Previous attempts to create a vaccine have been limited because like HIV, Hepatitis C virus escapes our immune system by rapid change of its genome and shape. “Our project is using genetics to identify these escape patterns so we can create vaccines that take this ability of the virus to change into account. That should mean a higher chance of success.” Dr Lucas said if successful, the vaccine could halt the infection cycle by protecting people at risk from initial infection and reinfection. “Hepatitis c virus infection is a major global health problem and despite public health efforts in Australia to prevent HCV infection, it has become the most common blood–borne infection,” she said. 26

“There is currently no vaccine for the prevention of HCV and previous HCV infection does generally not protect from reinfection. Furthermore, available treatment is not accessible to all, is expensive and can have life-threatening complications. “Even if treatment and newer treatment strategies are successful and eradicate the virus within an individual, it will not prevent re-infection, which is common in high-risk exposure groups. A vaccine against HCV would provide a mechanism to stop the continuation of the infection cycle.”

Science camp for Girl Guides Girl Guides from the Perth metropolitan area will be learning about estuarine fauna and the water cycle at a science camp led by Murdoch University academics. Taking place in Fairbridge Pinjarra, from August 19 to 21, the camp will see 26 Girl Guides explore the local Peel-Harvey Estuary and use a range of field and laboratory equipment to learn more about the links between estuarine ecosystems and the creatures which live in them. Murdoch University scientists Dr Fiona Valesini and Professor Richard Harper the Alcoa Chair in Sustainable Water Management, have devised a packed itinerary for the girls which they hope will stir their interest in environmental science. “This is the first time we have organised a science camp for Guides and we’re hoping it will inspire them to take more of an interest in their natural environment,” said Professor Harper. “We want them to understand how science can help people to appreciate and manage delicate ecosystems. “We’ll be introducing the Guides to the creatures and plants which live in the Peel-Harvey catchment and estuary, like crabs, fish, molluscs, shrimp and worms and explain how they are affected by water quality and the human management of their environment. “They’ll also learn how soils can affect the quality of water and will use various instruments to measure water quality. We’re hoping that the samples they take can be repeated by participants in subsequent years so we can build up a picture of what is happening to that system over time.” Girl Guides from units in Joondalup, Kinross, Scarborough, Rockingham and Morley will be attending the science camp. Sharon O’Brien, Assistant State Commissioner of Girl Guides WA, said they were all very excited about the camp. “This is an excellent opportunity for them to learn more about their environment and why water is such a precious commodity in our state,” she said. “We hope seeing plants and fauna in their natural environment will bring home just how important it is for us to maintain and manage their ecosystems. “It might even inspire a few to pursue their interest in science beyond the classroom.” The science camp has been inspired by the work of Duncan and Tracy Brothers who have developed a hands-on environmental biology program for year 11 and 12 students in Albany.

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

Heads up on Science with ScienceNetwork WA “In a ‘eureka moment’ we discovered that a plant does not just succumb to whatever the weather serves up: it responds positively by putting energy into continued growth even under difficult circumstances. This finding opens a new door to find ways to identify or select plants that perform better in difficult

BBC whale documentary to feature work of UWA researcher A BBC wildlife documentary to air this weekend is to feature the work of UWA whale researcher Asha de Vos. Asha is a PhD student with UWA’s Oceans Institute and the School of Environmental Systems Engineering.

conditions,” he said. Other ground-breaking team-work in which Professor Smith has been involved includes the discovery of a gene that allows dormant seeds buried in the soil to detect germination stimulants in bushfire smoke called karrikins. The same gene has also been found to provide the means for plants to respond to a growth hormone called strigolactone,

Asha’s work – along with that of several other whale researchers

which controls shoot branching and the formation of fungal

around the world – will feature in the three-part documentary

associations helping plants to take up nutrients from the soil.

Giant Lives.

Professor Smith said: “Climate change and habitat loss present

Asha’s research involves trying to find out why the blue whales

major challenges for the future, and my goal is not only to

are found around Sri Lanka and why they are there all year round. The blue whale is the largest animal known to have lived on earth; they can grow to some 30 metres and more than 150 tonnes; and

understand how plants will respond, but to communicate to society the importance of our responses to these challenges.” Professor Smith is a finalist in this year’s Eureka Prizes that reward

at one stage were nearly hunted to extinction.

excellence in the fields of scientific research and innovation,

“I really value the opportunity to make science more accessible –

communication. Prize money of more than $240,000 will be

something I think the BBC does very well,” says Asha. “So it’s an honour to have my work showcased alongside some of the top scientists in the field in a way that builds a great story and

science leadership, school science and science journalism and awarded to the winners announced at the largest national celebration of Australian science, a gala dinner on 6 September in Sydney’s Hordern Pavillion.

gets people interested. It really was a great experience for me.” Episode one of Giant Lives will feature stunning vision of the giants of the sea and will be broadcast in the United Kingdom on 14 August on BBC One. You can see parts of the program on the BBC website including a segment on blue whales feeding that features Asha. Asha’s work also featured in a separate television program broadcast earlier this year in Australia on the Seven network. You can also follow her work on her blog.

Eureka moment for environmental research A researcher who focuses on understanding how plants grow under stressful environmental conditions – work that is vital for world food production and protection of biodiversity – is one of three finalists in the 2011 Annual Australian Museum Eureka Prize for Environmental Research. Winthrop Professor Steven Smith is a lead researcher in the ARC Centre of Excellence in Plant Energy Biology at The University of Western Australia. “I look at how plants grow in challenging environmental conditions such as heat, drought and salinity, how they recover after bushfires and how we can improve reforestation after mining,” he said. Among the recent discoveries he has made with colleagues includes a new molecular mechanism by which plants deal with stress.

VOLUME 47 NUMBER 3 SEPTEMBER 2011

STAWA Council

STAWA Council 2011-12 Chief Executive Officer

Treasurer

CONSTAWA Convenor

John Clarke

Colleen Bakker

Jodie Rybicki

john@stawa.net

colleen@bookkeep.com.au

jodie@carey.wa.edu.au

President

Chair Science Talent Search

Electronic Communications

Bernadine Hunneybun

Julie Weber

Mark Lehmann

bhunneybun1@bigpond.com

julie.weber@det.wa.edu.au

mlehmann@mac.com

Immediate Past President

Editor SCIOS

Professional Development

Sue Doncon

Julie-Anne Smith

Bob Fitzpatrick

susan.doncon@det.wa.edu.au

julie-anne.smith@perthzoo.wa.gov.au

robert.fitzpatrick@uwa.edu.au

Vice President

Student Activities

Publications/Curriculum

Geoff Lewis

Warwick Mathews

Dr Benjamin Toohey

lewis.geoff@mazenod.wa.edu.au

warwickmat@gmail.com

btoohey7005@gmail.com

Secretary

Chair Primary Science Committee

Stuart Argus

Natalie Birrell

sargus1@iinet.net.au

Natalie.Birrell@det.wa.edu.au

The Science Teachers’ Association of Western Australia

Warehouse Address

Chief Executive Officer

PO Box 7310 Karawara WA 6152

Unit 6, 10 Mallard Way

John Clarke

Cannington WA 6107

E-mail: john@stawa.net

Head Office Resources and Chemistry Precinct

Contact details

Curtin University Building 500

Tel +61 (0) 8 9244 1987

Manning Road Entrance

Fax +61 (0) 8 9244 2601

Bentley WA 6102

Email info@stawa.net Web www.stawa.net

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

Guidelines for Authors Introduction

Innovations in the classroom

These notes are a brief guide to contributors. Contributors

The editorial board members are keen to increase the number of

should also refer to recent issues of the Journal and follow the

articles in this section. We are always keen to review your ideas

presentation therein. Refereed articles are peer reviewed by the

about experiments, demonstrations, teaching techniques, hints,

Editor and anonymously by at least two reviewers.

Feature articles Feature articles should not normally exceed 3000 words plus figures, tables and references. Short concisely written articles are very welcome. Please use headings and sub-headings to give your article structure. We also welcome any other type of contribution. Reviewed articles are subject to peer review.

Send the following to the Editor:

safety notes, computer applications and anything else that could help classroom science teachers, especially beginning teachers.

Reference style SCIOS reference style is based on the most recent edition of the Publication Manual of the American Psychological Association. Examples of the most common references are:

In-text referencing In your text indicate references by author and date. For example: ‘Smith and Jones (1992) investigated … resulting in increased

Note: if you cannot send your contribution in the following

enrolments (Moriaty, Jacobs, & Murphy, 1989; Robinson, 1995),

recommended form, please send it to the Editor in any reasonable

especially of girls (Andrews, 1994b).’

form.

End-referencing

For refereed articles only

The reference list at the end of your article should provide the

1 Three copies of your manuscript printed double-spaced on one side of A4 sheets. 2 On a separate page, an abstract of 50 to 100 words, your name or names, affiliation, address, fax number and phone

details of all the references you cited in the text of your article and no other references. For example: Smith, J. (1992). Physical Chemistry, (3rd ed.). Melborne: Longman Cheshire. Chase, A., & Smith, P. (1981). Hunter gatherers in a rich environment. Aboriginal coastal exploitation in Cape York

number and e-mail address where available. Because your

Peninsula. In A. Keast (Ed.), Ecological biogeography of Australia.

identity appears on this page only, we can ensure anonymity

The Hague: W. Jung Publishers.

in our review procedures.

Aubusson, P. (1985). The teaching of evolution. Australian

For all contributions

Science Teachers Journal, 30(4), 39–47.

1 A wordprocessor file of your work from any reasonably

Posner, G.J., Strike, K.A., Hewson, R.W., & Gertzog, D. (1982).

common wordprocessor. Please send the file as an e-mail attachment, on a CD, or on a 3.5” disk. 2 Diagrams generated by any common drawing program, or drawn in black ink on white paper or transparent sheets. 3 Photographs often increase the clarity and interest level of your work. Send your photographs as TIFF or highest quality JPEG files, with a resolution of at least 225‑pixels per inch. We can also use high quality black and white or colour prints, 35‑mm colour slides, colour negatives, black and white negatives, or black and white slides. If you want us to use only part of a photo please indicate on a photocopy how you want us to crop your image. 4 Copyright clearance for any part of your contribution that is the copyright of a third party.

Accommodation of a scientific conception: Towards a theory of conceptual change. Science Education, 66, 211–217.

Spelling Use The Macquarie Dictionary. If it lists several alternative spellings, use the first. The only exception is in a citation, reference or quotation directly from a source that uses alternative spelling.

Copyright No other publisher should have already published our manuscript, nor should you submit it for publication elsewhere. If SCIOS publishes your manuscript then your text and graphics will become the copyright of STAWA. STAWA will, however, allow you to use the contents of your paper for most reasonable noncommercial purposes.

Contact details

Note to teachers: Parent permission slip must be obtained for

John Clarke, STAWA

any photograhs to be included in SCIOS.

john@stawa.net

VOLUME 47 NUMBER 3 SEPTEMBER 2011

Whether your school is metropolitan or regional – Scitech can come to you! The Scitech Outreach team brings science, maths, technology and science careers alive in schools and communities throughout Western Australia.

Beyond the Beaker This free, interactive careers presentation and workshop explores how science is relevant to students’ lives and career pathways. It focuses on how studying science and maths teaches problemsolving abilities that are valuable to employers. A hands-on workshop is also available.

Maths shows and puzzles Students learn how maths is involved in our daily lives. Through our engaging presentation and range of big and colourful puzzles, fullbody mazes and games, students are enticed to learn and practise mathematics.

Do-It-Yourself Science Our DIY science kits and exhibits are designed to assist teachers throughout WA by providing resources to bring science and technology to life in the classroom. DIY kits contain materials and instructions required to conduct a series of themed lessons, experiments and investigations. DIY exhibits can be hired to turn your classroom into a mini Scitech!

Technology Our hands-on Robotics and Digital media workshops empower students to embrace information and communication technology (ICT) in their learning. Students are encouraged to be creative in their exploration of new and future technology and gain an insight about the importance of techno-literacy in their lives and future careers.

SCIOS_Mk389_0711

Scitech Outreach –

Winner of the 2009 Australian Museum Eureka Award for Promoting Understanding of Science

Bookings information Phone: Email:

9215 0741 outreach@scitech.org.au

Scitech is proudly supported by the Government of Western Australia