SCIOS April 2009

ISSN ISSN 0157-6488 0157-6488

SCIOS

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

JOURNAL OF THE SCIENCE TEACHERS’ A SSOCIATION OF WESTERN AUSTRALIA

Volume 45 Number 1 April 2009

inside: s 7 ! 'OULD ,EAGUE n 9EARS OF .URTURING A PASSION FOR .ATURE s 4 EACHING PHYSICS FOR UNDERSTANDING s ' ETTING DOWN AND DIRTY IN THE NAME OF PRIMARY AND EARLY CHILDHOOD CHEMISTRY s 0HYSICS $AY AT !DVENTURE 7ORLD

2009

BIOLOGY WORKBOOKS

for WACE Year 11 Biology / Year 12 Biology: Full Purchase Price:

$38.50 each

Student Discount Price*:

$23.95 each

Model Answers: Teacher Resource CD-ROM:

$7.70 each $59.95 each

* Only available for a minimum purchase quantity of 5 or more workbooks.

Please contact us and we will email, fax or mail you our order form.

www.biozone.com.au/Products_AUS.html

Mid 2009* *Anatomy & Physiology will be priced at $17.95

MODULAR WORKBOOKS Each book contains approximately 100 pages of activities.

Price: $11.95 each*

www.biozone.com.au/modular.php

PRESENTATION

MEDIA

Provided in the following formats:

t PowerPoint® (editable)

t Keynote® (editable)

t QuickTime® slideshow

t Adobe® Acrobat® PDF

Ideal for your classroom lectures.

Includes comprehensive site licence.

1) Ecology

$ 299.95

2) Health & Disease

$ 199.95

3) Cell Biology & Biochemistry

$ 299.95

4) Genes & Inheritance

$ 239.95

5) Evolution

$ 179.95

6) Human Evolution

$ 119.95

Genetics & Evolution Bundle (titles 4-6) $ 479.95 Super Bundle (titles 1-6)

$ 1199.95

www.biozone.com.au/media.php

Biozone Learning Media Australia P.O. Box 2841, Burleigh BC, QLD 4220, Australia Phone: (07) 5535 4896 Fax: (07) 5508 2432 E-mail: sales@biozone.com.au Website: www.biozone.com.au

Contents

Inside this issue . . .

EDITORIAL

2

PRESIDENT’S REPORT

3

CHIEF EXECUTIVE OFFICER’S REPORT

4

NEWS

JOURNAL EDITOR Rachel Sheffield

Winners of NATA Young Scientists Award

4

Teaching Physics for Understanding

5

Making Mountains out of Molehills

6

Getting down and dirty in the name of primary and early childhood chemistry

8

Physics Day at Adventure World 2008

12

WA leads fight against HIV and other infectious diseases

13

70 Years of Nurturing a Passion for Nature

16

National Science Week School Grants 2009

21

STAWA Dates and Events for 2009

23

Edith Cowan University EDITORIAL BOARD Frank Dymond Primary Science Committee Mirline Dzieciol Gravity Discovery Centre Rosemary Evans Duncraig SHS

FEATURES WebQuests

10

3-D mind maps: A tool for making more meaningful connections in the early childhood classroom

14

An Investigation into the Daylight Saving Debate

20

Another use for CD’s!

22

HEADS UP ON SCIENCE WITH SCIENCE NETWORK WA

25

Lesley Glass Ballajura Community College Jennifer Pearson Edith Cowan University

Curtin University of Technology

26

Edith Cowan University Australia

27

University of Western Australia

28

Murdoch University

29

Julie-Anne Smith

Guidelines for Authors

30

Perth Zoo

STAWA Council 2009

31

_________________________________________________ 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 Western Australian Science Teachers’ Association or the editorial advisory committee.

VOLUME 45 NO. 1 APRIL 2009

George Przywolnik Curriculum Council

David Treagust Curtin University Shelley Yeo Curtin University

1

Editorial Time seems to be always whizzing away at high speed and it seems like only three days we started 2009, but we are already in month three.

I am sure everyone is really busy with interesting events and exciting new curriculum material and we are waiting here at SCIOS to see these innovations appear in print in our ‘in box’ at scios@stawa.net so we can share it with our readers. Any suggestions and advice for the SCIOS board can also be emailed to us, however, we may just persuade you to make your advice more permanent and get you to join our board.

We have an interesting article by Roger Harrison that celebrates 70 years of environmental protection and awareness by the WA Gould League. This issue we have also included a ‘what’s on’ section which includes dates and events for STAWA, Zoo and SPICE. We hope that these and other opportunities help you plan your professional development for the year.

Thank you to all the contributors of this issue and particularly to the SCIOS board members who wrote and sourced articles this issue.

Our next issue will be a special issue, which will have a focus on Astronomy as 2009 is International Year of Astronomy. Please send contributions to the special issue and other issues in 2009 to scios@stawa.net

Book Review

Bad Science Author:

Ben Goodacre

Reviewed by:

Rachel Sheffield

This is one of the best popular science books that I have read in a long time. Ben is a general practitioner who currently writes

chemistry syringes

a column for the Guardian Newspaper in the United Kingdom.

He writes a really interesting review of some of the terrible ‘bad science’ that is populated in the news media. He prevails on all readers to be scientifically literate, reviewing what they learnt at school to compare to that which they are being told in the popular press. He considers the notion of cherry picking of articles by unscrupulous researchers, the incredible success of the placebo effect, and the use of statistics. He also considers the research underpinning the perceived relationship between the MMR vaccine and autism cases; and uncovers the great fish oil scam in the UK where fish oil was purported to improve brain function in dyslexic and ADHD children and results were released in media stories before the trials were started. All his arguments are backed up by peer reviewed scholarly journals, which is quite different from some of the famous ‘science personalities’ he lampoons. Because it is set in the UK it is far enough away to make us laugh and feel incredulous but not to squirm at what the public accepts as science.

2

MONASH UNIVERSITY tested 10 diji with students for six months. Educators at the Clayton Campus then entered diji into a safety competition and won.

Now, Monash is using 150 diji to replace pipettes, pipette fillers, and burettes in their teaching labs. diji delivers more progress per lesson, greater safety, improved precision, and lower operating costs.

Ph: 07 5476 7429 www.dijisales.com

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

President’s Report I hope you have all had a smooth start to 2009 – The year of Astronomy.

National Curriculum

During the holidays a group of members met to discuss the National Curriculum Science Framing Paper.

Responses to this were collated and STAWA’s response has now been submitted to the National Curriculum Board. A copy can be found on the STAWA website. Thank you to Geoff Quinton (Curriculum Chair) for organising the member forum, collating the response and writing the response.

To keep up to date with what is happening with the National Curriculum subscribe to email updates at http://www.ncb.org.au/ get_involved/subscribe/subscribe.html.

Professional Development Organisation for STAWA’s two main conferences is well underway.

Primary Science Conference – Heavens above it’s Primary Science!

April 4-5 at the Novotel Vines Resort.

The program and registration forms have been sent out to members. A copy can also be downloaded from the STAWA Website.

Applications forms for scholarships to attend this conference are also available on the website. There are four awards: s s s s

"EGINNING 4EACHER !WARD #OUNTRY %XPERIENCED !WARD -ETRO %XPERIENCED 4EACHER !WARD 3TUDENT 4EACHER !WARD

This is a great avenue for Primary Science professional development, so don’t miss out.

CONSTAWA

Biological Sciences, and Stage 2 Chemistry and Physics. Writing of resources for Stage 3 courses and Biology are now underway.

Thanks to Glenda Leslie (Publications Chair), writers and the STAWA office for their work on these resources.

Don’t forget to check the STAWA Website for the latest science news and professional development.

I wish you all a good year.

Can you contribute?

Yes of course you can. So can lab technicians and students ‌ your year 7 or year 8 class could write a half page article with a photo that we would love to publish.

Here’s how.

We are keen to increase the number and variety of types of articles published in SCIOS. So if the answer is YES to any of the following questions, we want to hear from you. s ( AVE YOU RECENTLY DONE A NEW EXPERIMENT THAT worked really well? s ) S THERE A GREAT DEMONSTRATION THAT ALWAYS GETS YOUR students’ attention? s ( AVE YOU TRIED OUT A NEW TEACHING TECHNIQUE THAT WAS fun? s $ O YOU HAVE SOME HELPFUL HINTS FOR NEW TEACHERS AND not-so-new ones)? s !

RE THERE SOME SAFETY HINTS AND TIPS THAT YOU D LIKE TO pass on? s ( AVE YOU USED COMPUTERS OR SOME OTHER TECHNOLOGY really effectively? s 7HAT SUCCESSES HAVE YOUR STUDENTS HAD IN science?

22-24 May at Muresk University

s !

RE YOUR STUDENTS INVOLVED IN A SCIENCE PROJECT outside the school?

Publications

s / R IS THERE ANYTHING ELSE SCIENCE RELATED YOU WOULD like to share with others?

New course materials are now available for Stage 1 and 2 Human

Nominations for Life Membership Any member of the Association may nominate any other member for Life membership provided that the nomination is seconded by a third member.

The nomination must be forwarded to the President of the Association, in writing, at least two calendar months before the Annual General Meeting (by June). The nomination should be accompanied by written evidence supporting the case for Life membership.

Each nomination for Life Membership is considered on its individual merits. To assist the Council to decide whether a nomination should be forwarded to the Annual General Meeting the following guidelines are provided. The guidelines give the Council an indication of the magnitude of the contribution a person needs to make to STAWA before the Association considers awarding a person Life Membership: VOLUME 45 NO. 1 APRIL 2009

s 0 ERFORMED SERVICE TO THE !SSOCIATION WELL ABOVE WHAT IS normally expected. s $ISPLAYED SIGNIFICANT LEADERSHIP WITHIN THE !SSOCIATION s $ ISPLAYED OUTSTANDING INNOVATION IN THE !SSOCIATION S activities. s 3TRONGLY SUPPORTED THE !SSOCIATION S ACTIVITIES s % NHANCED THE STANDING OF THE !SSOCIATION IN THE SCIENCE teaching community of Western Australia. s $ ISPLAYED AN INTEREST IN THE !SSOCIATION TEACHERS AND STUDENTS as a goal in itself. s (AS A LONG ASSOCIATION WITH THE ACTIVITIES OF THE !SSOCIATION 3

Chief Executive Officer’s Report New STAWA resources:

Dr. Vaille Dawson, Chair Membership and Marketing has organised two exceptional professional learning opportunities for teachers in the areas of physics and chemistry. The first, Physics for Understanding, was held on January 22. It addressed the basic concepts in physics that are largely covered in years 8-10. The second, Teaching Chemistry for Understanding, planned for 21st April is also aimed at supporting all secondary science teachers, Years 8-12.

s %XPLORING (UMAN "IOLOGICAL 3CIENCE Stage 1: Looking Good s %XPLORING (UMAN "IOLOGICAL 3CIENCE Stage 2: Body Works s %XPLORING #HEMISTRY 3TAGE s %XPLORING 0HYSICS 3TAGE

Your Chief Executive Officer,

Are you using them?

John Clarke.

Please drop us a line to let us know how they are going. For example, do you and your students like the use of colour, are they easy to navigate, are the questions and problems useful and have you found the investigations filling a need, etc?

Winners of NATA Young Scientists Award

Have you renewed your membership? This is easy to do and although we would prefer you to renew online feel free to either renew by phone, email or post. You can also order and purchase resources and register and pay for workshops and conferences online at: www.stawa.net.

STAWA is now managing the HECS Reimbursement Scheme for teachers in both government and non-government school.

The reimbursement scheme is only available to Secondary Mathematics and Science teachers. Remember the next HECS Reimbursement Scheme deadline closes on the 30th March 2009. All details about HECS and the necessary forms can be obtained on the website: www.stawa.net.

Esperance Primary School has recently been announced as the first prize winner of the 2008 NATA Young Scientists Award. The students who submitted their entry have won $6000 in science equipment for their school.

The award is open to Years 5 and 6 classes around Australia. Its aim is to foster an interest in science and science careers among young people. This is especially important given how Australia’s technical and scientific expertise

I trust that you took the opportunity to participate in the new STAWA online science competitions ScienceIQ. 2008 was the inaugural year of ScienceIQ and it proved very fruitful to those students and teachers who partook. Dr. Vaille Dawson, Science and Mathematics Education Centre (SMEC), Curtin University of Technology conducted a comprehensive evaluation of the competitions. A summary of the results of the evaluation can be viewed at www.scienceiq.net. The feed-back received has been very positive particularly in relation to student motivation and the cooperative learning and teamwork displayed by participants. If you have not yet availed yourself of this new opportunity please visit the website (www.scienceiq.net) and enrol your students in the 2009 competitions. A 20% discount is available for early registrations.

Congratulations to Geoff Quinton, Chair Curriculum, and the team of teachers who participated in the Forum conducted

by STAWA, 20 January 2009 to formulate a response to the National Curriculum Boards request for feedback. This response was ratified by STAWA Council on the 9th February and submitted to the National Curriculum Board. It can be viewed on the STAWA website.

4

Louise Neilsen

is shrinking at an alarming rate.

The National Association of Testing Authorities (NATA) is a governmentendorsed, not-for-profit organisation that accredits Australia’s and other testing and inspection facilities.

Esperance was among six finalists in the competition, which is now entering its third year. Another Western Australian school, Badgingarra Primary school, won the competition in 2007.

The NATA Young Scientists Award encourages students to look to how science impacts on people’s lives. Entrants are invited to conduct a practical scientific experiment and in the first instance write a 300-word summary on-line. Finalists were then asked to prepare a poster illustrating in more detail how they conducted their investigation.

Esperance students examined what happens to the levels of dissolved oxygen in water of differing salinities when the water temperatures rise.

“I was impressed by the range of complex issues that the students addressed” said the NATA Chair, Dr Barry Inglis. “Clearly primary schools are concerned about environmental issues affecting Australia and the world” Entries are now open for the 2009 competition. The Award has now been extended so that Year 7 and individuals, as well as classes, can also apply.

The submission deadline is August 2009. More information is available on the NATA’s website : www.nata.com.au/go/nysa

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

News

Teaching Physics for Understanding Vaille Dawson, Curtin University of Technology On Thursday January 22nd in the last week of the school holidays, 23 science teachers attended a day-long workshop at Curtin University of Technology titled ‘Teaching Physics for Understanding’. The workshop was a partnership between the Science Teachers’ Association of Western Australia (STAWA), the Department of Applied Physics and the Science and Mathematics Education Centre at Curtin University of Technology.

Curtin University of Technology presenters, Vaille Dawson, Mario Zadnik, Shelley Yeo, Aiden Hotan and Claire Hotan willingly gave of their time to plan and run a professional development workshop that not only highlighted the significant research occurring in physics at a state, national and international level but provided teachers with specific strategies to improve the teaching of physics in Years 8-10. After the Head of the Department of Applied Physics Bob Loss welcomed the teachers to Curtin, the day began with an interactive session led by Shelley Yeo on teachers’ expectations and discussion about why physics is ‘hard’. Aiden then gave an inspiring presentation on the effect physics research has on our lives. Mario and Shelley presented their research on students’ alternative conceptions in physics and the teachers worked though various hands-on activities to address them (see photo). After lunch, Claire presented guidelines provided to first year physics students when solving physics problems followed by another interactive session using tuning forks and pipes. Throughout the day, teachers shared their ideas and resources and there was much debate and discussion about how to actually change students’ alternative conceptions. The day concluded with a brief presentation by Outreach coordinator Emma Donnelly about the School of Science and Computing’s Outreach program (http://faculty.science.curtin.edu.au/outreach/ index.cfm).

Teachers from as far away as Kalgoorlie, South Hedland, Australind and Cunderdin attended. Most of the teachers were in their first few years of teaching and welcomed the opportunity to network with some of the more experienced physics teachers. The day ended with requests for similar days on chemistry, new physics topics, forensic science, biotechnology and sustainability. As a result, we are planning a similar workshop on chemistry during the April school holidays.

VOLUME 45 NO. 1 APRIL 2009

Feedback from teachers included: Thank you for a great day. I really enjoyed the issues raised and the way that misconceptions can occur. Also to the Curtin staff that gave of their time. It is great to hear from those dealing with our students once they have left.

This was a great way to have an easy and direct contact with the university and lecturers whose main aims and purposes are about teaching. We often get bogged down with the process of teaching.

Highly informative session to improve understanding of students and my own concepts of physics. This seminar is ideal for other areas of science. These ideas are transferable to chemistry.

Excellent. Thank you. Any regional outreach courses?

(Kalgoorlie).

Helen Chance and Bob Fitzpatrick demonstrating some simple classroom techniques with balls and an overhead projector.

SCIOS DEADLINES 2009 Issue

Articles and Advertising

June ..............................................................................................June 5 September ....................................................................September 5 December .....................................................................November 10

5

News

Making Mountains out of Molehills Vicki Lenegan, Education Officer, Perth Zoo How embarrassing, I thought, when I first read the headlines labelling Australia one of the world’s worst polluters. How did a country famed for ‘looking after your mates’ become a country known for irresponsible behaviour?

Little has changed since those first headlines. The World Wildlife Fund’s 2008 Living Planet Report ranks Australia, with its tiny population, as the fifth worst environmental ratbag on the planet.

Our poor ranking is based on declining wildlife, overexploitation of natural resources, water consumption and other ecological management factors. Where we really stand out though is carbon emissions. The Centre for Global Development in Washington, in its 2008 world wide study, has found that our reliance on fossil fuels and, in particular, coal fired power stations, means that Australians produce 10 tonnes of carbon dioxide per person, per year. This is almost as much as the combined output of the USA (9.5 tonnes per person) and India (0.6 tonnes per person), although population density should also be considered when interpreting these figures. China produces just 2.4 tonnes per person.

Sitting around feeling mortified isn’t going to change anything though and the good news is that the ground swell of personal environmental action is gaining momentum. But it isn’t going to be easy to undo decades of the ‘greed is good’ and ‘me first’ mentality. Who will be charged with leading this mammoth task of social reconditioning? Who else - the schools of course!

Given the already onerous load that educators are shouldering, it is just as well that there is more good news. There are many organisations out there providing support and materials for teachers developing Education for Sustainability (EfS). The Australian Sustainable Schools Initiative (AuSSI) – WA, launched three years ago by the Department of Education and Training, has been working to coordinate programs and produce a framework of support for schools initiating or furthering their whole-school approach to Education for Sustainability.

Their website, (www.sustainableschools.wa.edu.au) provides a guide for schools to help them reflect on their values and create a shared vision for a sustainable future. This site also produces case studies, planning processes and links to environmental education materials and providers.

Perth Zoo is one of the key stakeholders working with AuSSI – WA. As part of this partnership, a series of new education programs focusing on different aspects of sustainability will be available through Perth Zoo Education in 2009. The new Education experiences, for students from K – 12, will be accompanied by online teacher and student support materials to complement excursions to the Zoo. ‘Backyard Safari’, a middle childhood program, is one example.

The program is designed to highlight the issue of habitat loss, one of the key threatening processes leading to species extinction.

By 2006, only 40% remained of the natural environment that Captain Stirling and his intrepid settlers found when they arrived in Western Australia. Much of the remaining bushland is located in the jarrah forests of the hills, resulting in a lack of diversity.

Significantly less of the South-West forests, coastal bush and ephemeral swamp ecosystems in the metropolitan area remain.

Factors such as degradation, pollution, habitat fragmentation and competition and predation by feral species further complicate the battle of survival for our native species. ‘Backyard Safari’ encourages students to take action to provide new homes for animals by building fauna friendly gardens and providing nesting boxes for birds and microbats. It outlines the basic principles of habitat gardening through participation in group activities at the Zoo’s Homestead. The program is a great starting point for meaningful, hands-on class technology projects.

It would be useful to build an understanding of the significance of habitat loss with your students before coming to the Zoo for a ‘Backyard Safari’. One way to develop this understanding is to play a game of ‘Habitat Maths’ in your classroom.

Brainstorm with students a list of animals that can be found in South-Western Australia. Assign each student the role of one of the species. e.g. Shingleback Skink, Dugite, Western Grey Kangaroo, Red-tailed Black Cockatoo, Black-gloved Wallaby etc.

Have students measure the length and width of the classroom to determine the area. Tell the students that they are living in the times before European settlement and may therefore use the whole of the classroom area. Spread a quantity of ‘food’ e.g. hole punched paper or mathematical cubes around the floor and give the ‘animals’ one minute to gather as much food as possible.

Garden improvements at the homestead.

6

Have students calculate 40% of the classroom area, then mark it out with string. Restrict students to that space and tell them this THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

News represents the percentage of native bushland left in the greater metropolitan region by 2006. Spread roughly 40% of the original food in that space and give the students another minute to forage. Discuss any difficulties that arose.

Cut the string into thirds and make three separate squares, several metres apart. Have the students choose a square to stand in.

Remind them they cannot move between the squares because there are housing precincts and a freeway between them. Tell students this represents the habitat fragmentation that has occurred on the Swan Coastal plain.

Repeat the foraging activity. What is it like inside the square? How does this affect the animals and plants that live there? Can they all find enough food? Will they all survive?

Tell students that a bushfire has gone through one of the fragments of vegetation and remove any food that remains in that square. How might this happen? What will the animals and plants in that habitat fragment do? How will this affect them?

Elements can be added to make this task more complex and open up avenues for further discussion.

Add symbols for nesting sites and create competing species e.g. both Brushtail Possums and Carnaby’s Cockatoos use tree hollows for nests.

Create males and females of a given species and place some in separate habitat fragments. Ask students to pair off with their own species. This will highlight fragmentation problems

and provide the opportunity to discuss the need for species to reproduce to survive.

A useful follow up activity would be a mapping exercise using road directories. Have students research the location of bushland and reserves on the Perth coastal plain or in their local area.

Identify the hazards between the fragments of bushland. Identify the species that would be most affected by these hazards.

It is important that educators teach their students to live in a more sustainable manner but it is also important to give children the good news. The last piece of good news is that there are many actions that students can undertake to improve their ecological footprint; and the little things matter. After all, what is a big thing if not a pile of little things, all lumped together?

References Herald Sun, Melbourne, August 29 2008, viewed November 2008, Our coal emissions are worst, says global study <www.news.com.au/ heraldsun/story/0,21985,24258884-662,00.html> The Age, Melbourne, October 29 2008, viewed November 2008 Australia’s ecological footprint worsens <news.theage.com.au/national/australiasecological-footprint-worsens-20081029-5b18.html> Australian Sustainable Schools Initiative – WA, Perth, 2008, viewed November 2008 <www.sustainableschools.wa.edu.au> Environmental Protection Agency, Perth, 2007, viewed November 2008, State of the Environment Report Western Australia 2007 <www.soe. wa.gov.au/report/biodiversity/loss-or-degradation-of-native-vegetation. html>

We’ve subtracted the fees for science and maths teachers.

At Curtin, we’ve worked out a formula for a successful career. Take your existing science and mathematics Bachelor or Masters degree, add experienced, expert, flexible staff and a world class postgraduate program and then subtract the fees. If you’re looking to further your career, we’re offering fee-free Doctoral and Masters programs to Australian and New Zealand educators. Our flexible course structure allows you to continue working while you obtain your postgraduate qualification. For more information visit smec.curtin.edu.au or phone (08) 9266 2499.

CRICOS provider code 00301J 211736/CURD0004C

Science and Mathematics Education Centre

CURD0004C-120x80mm SMEC mono press.indd 1 VOLUME 45 NO. 1 APRIL 2009

3/5/09 2:05:58 PM

7

News

Getting down and dirty in the name of primary and early childhood chemistry Christine Howitt, Curtin University of Technology “Demystifying Chemistry” was the theme chosen for the inaugural Primary Science Day of the National Chemistry Conference (ChemEd 08) that was held on Monday December 1st, 2008 at Notre Dame University in Fremantle. Sixteen primary teachers/ educators chose to spend their day investigating the application of chemistry in daily life, and came away with a new definition of hands-on science!

The Primary Science Day was conceived by the ChemED conference organiser, Associate Professor Mauro Mocerino (Curtin University of Technology), as a means of demonstrating to teachers that chemistry is everywhere, and that chemistry can be easy to teach at the primary and early childhood level. While it is acknowledged that in primary education we don’t often use the term ‘chemistry’, the title of the one day workshop became untenable as ‘Demystifying Natural and Processed Materials’.

The Primary Science Day was split into four workshops, with lunch in the middle. An overview of these workshops is presented below. CSI in the Classroom presented an overview of a successful Scientists in School partnership that looked at forensic science activities for upper primary students. This workshop was presented

by Sara Waugh (Oberthur Primary School) and Associate Professor Simon Lewis (Curtin University of Technology). Three students from Sara’s Year 7 class also assisted with the activities: Laura Lewis, Catherine Mercer and Tom Lowe. Forensic Science has been the flavour of the last couple of years – and it is all chemistry. The traces that we all leave behind (for example, through hair, dead skin, or fingerprints) can be analysed by various chemical means to assist in unique identification. The participants were presented with a range of forensic science activities, including making a full set of their own fingerprints and attempting to classify them as whorls, loops or arches; finding out how successful, or otherwise, lip prints can be for identification; and performing a simple paper chromatography.

In Muds and Suds, participants were introduced to the chemistry of cleanliness, through the classic book Mrs Wishy Washy.

Cleanliness is an everyday part of life that is taken for granted.

This workshop aimed to demonstrate the science behind how soap works, by describing dirt, water, soap and solubility. The amazing ability of soap to partly dissolve in water and partly 8

dissolve in oil, thus linking two dissimilar materials (water and oil) together, was illustrated. The early childhood activities covered in this workshop included role playing the Mrs Wishy Washy story, making pictures in ‘chocolate pudding’ mud, performing a simple investigation into removing a stain with or without agitation, and modelling how soap works. Participants not only had the chance to get their hands really dirty, but they also got the chance to clean them as well. This workshop was presented by Dr Christine Howitt and Ms Elaine Blake from Curtin University of Technology, who were assisted by three early childhood pre-service teachers: Lauren Holmes, Emily Upson and Louise Vanderplas. Activities and handouts within this workshop were put together with funding through an Australian Learning and Teaching Council grant.

Cool Chemistry was presented by Emma Bartle from the University of Western Australia. Cool Chemistry is an Australian School Innovation in Science, Technology and Mathematics (ASISTM) funded program to develop teacher resources for primary school teachers wishing to introduce chemistry related activities into their classroom. Simple activities, using basic resources readily available in the classroom, have been prepared and trialled by primary school teachers. This project has been supported by The Royal Australian Chemical Institute. Participants in this workshop were introduced to these new resources, and given an opportunity to discuss them and their potential for integration into the other seven learning areas. They were also given the opportunity to trial various activities. The Cool Chemistry resources can be found at http://www.raci.org.au/chemistry/index.html The final workshop was titled What was found in Shrek’s swamp? and used the concept of cognitive conflict to introduce, explore and describe the states of matter. Goop or oobleck (cornflour and water) was provided to the participants, who then had to describe it with all their senses (except for taste) and attempt to classify, with justification, whether it was a solid or a liquid.

As the participants continued to play with the goop, they were introduced to the (currently) five states of matter: Bose-Einstein condensates, solids, liquids, gases and plasma. They were reminded that only solids and liquids are used at early childhood, with gases being introduced in middle primary. Both the scientific definition and the children’s views of the three major states of matter were

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

News

Group discussion on how oobleck is like a solid and a liquid.

Exploring ‘oobleck’ – is it a liquid or a solid?

discussed – allowing participants to better understand how a

Chemistry, all participants were very enthusiastic and appreciated

child perceives such things. The workshop ended with participants

both the activities, explanations and the handouts that were part

exploring linseed soaked in warm water – and marvelling at the

of each workshop. The participants expressed great appreciation

strange reaction that occurred. Try it at home! This workshop was

at the initiative to host a primary day within what is, without

also presented by Dr Christine Howitt, and her enthusiastic early childhood pre-service teachers.

In evaluating this inaugural Primary Science Day on Demystifying

a doubt, a traditional secondary/tertiary education conference.

There was great support for there to be an annual Primary Natural and Processed Materials Workshop, but we do need to work on that name!

.......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... ................................ ......................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... ............................................................... .......................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... ................................................................................................ ......................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... ................................................................................................................................. ........................................................................ .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... ..........................................................................................................................................................................................................

20 years of rewarding science .......................................................................................................................................................................................................... .................................................................................................................................................................. ....................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... ................................................................................................................................................................................................... ...... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... !CTION !GAINST #LIMATE #HANGE %UREKA 0RIZE s students Mark Butler .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... develop............................................................................................................................................................................... a science presentation about reducing the effects of Gosford High School .......................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... climate change .......................................................................................................................................................................................................... ..........................................................................................................................................................................................................

I have seen many .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... ........................................................... .............................................................................................................................................. .......................................................................................................................................................................................................... students switched ..........................................................................................................................................................................................................

3LEEK 'EEKS 3CIENCE %UREKA 0RIZE s students produce a short .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... onto science by their film telling a science story in an entertaining and accessible way .......................................................................................................................................................................................................... ............................................................................................ ............................................................................................................. .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... involvement with the .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... %UREKA 0RIZE FOR 3CIENCE 4EACHING s awarded to a science .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... ..........................................................................................................................................................................................................

Australian Museum’s Eureka ............................................................................................................................. ............................................................................ teacher who has motivated and inspired students to become .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... ..........................................................................................................................................................................................................

Prizes and would encourage .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... involved in student-centred investigation .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... all science teachers to get their .............................................................................................................................................................. ........................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... ..........................................................................................................................................................................................................

Cash prizes for science teachers and students .......................................................................................................................................................................................................... students involved. .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... ............................................................................................................................................................................................... .......... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... ...................... ................................................................................................................................................................................... .......................................................................................................................................................................................................... ..........................................................................................................................................................................................................

Enter now .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... ..........................................................................................................................................................................................................

Go to australianmuseum.net.au/eureka for entry forms, ....................................................... .................................................................................................................................................. .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... lesson plans, examples of past entries and more .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... ........................................................................................ .................................................................................................................

Entries close 1 May 2009 .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... .......................................................................................................................................................................................................... ......................................................................................................................... ................................................................................

2009

VOLUME 45 NO. 1 APRIL 2009

9

Feature

WebQuests Lesley Glass, Ballajura Community College What is a ‘WebQuest’?

Fundamentally, a well designed WebQuest combines the power of the Internet with a scaffolded learning experience and turns it into a reliable, research-based series of lessons. The Science learning area provides students with the opportunity to become critical thinkers. Integrating the use of ICT in the form of a WebQuest provides students with an engaging and student focused Learning Programme, and should be considered as an alternative to the standard method of imparting knowledge.

However, there are ‘WebQuests’ and there are ‘WebQuests’. As with anything found on the Internet, not everything is reputable, reliable or relevant. To help make your search for quality easier, there are some key pointers that should be considered when checking out possible Quests. (It is strongly recommended that all Quests are trialed before students undertake them.)

What should I look for?

THE 3 R’s - Ensure the links are reputable, reliable and relevant.

Make sure the task is authentic – does it fit into the theme or aspect being covered?

Does the Quest allow for individual choices/ direction? Not always a pre-requisite but sometimes good to allow some choice in what students discover. This option also allows for students to develop individual expertise, which can be shared with others.

What are the benefits?

First up, WebQuests can be cross-curricular, a concept particularly valuable to Primary School Teachers. Clearly involving Technology, and if we focus on a Science WebQuest then it would involve lots of science concepts, obviously the aspect being covered as well as Science in Society and Science in Daily Life.

The English aspects of Reading, Writing, Speaking and Listening are an important part of the WebQuest concept. Along with this, the Society and Environment aspect of ICP (Investigating, Communicating and Participation) is being addressed. Art can take of the form of ‘presentation’, and Health is covered in terms of working both independently and co-operatively.

Secondary teachers should not dismiss the benefits of the WebQuest though. A student centered approach, provided the focus question is open-ended, allows students to work within their confidence level.

Experience suggests that with ICT, adolescents are more confident to step outside their comfort zone, into unknown territory.

Linking to the Curriculum Linking your WebQuest to the curriculum is as easy as S.O.T. Check the Scope and Sequence Check out the Outcomes and Standards Framework Check out the Teachers section on most quest sites.

When you decide on an area within the Scope & Sequence, simply try a web search using any reliable search engine. Usually typing the theme or specific focus words plus ‘webquest’, should come up with many options. Or alternatively you may have a particular outcome 10

or series of outcomes that need working on. The same process applies; just remember to include the word ‘webquest’.

Most good WebQuests have a Teacher section; this can provide you with pre-quest activities, post-quest activities and maybe some useful additional information.

Not sure where to start? Or a little overwhelmed? Check out the Science WebQuests at teAchnology.com located at http://www.teach-nology.com/teachers/lesson_plans/computing/ web_quests/science/ Another site recommended if you intend look at Earth and Beyond is ‘The Spectacular Solar System’ located at http://www.milton.k12. vt.us/WebQuests/LChagnon/solar_system_webquest.htm

Can’t find what you’re after?

Not all WebQuests have to be pre-made. For those a little more adventurous why not create your own. It does involve a little more work, but well worth the effort and can be kept for many years.

There are several ‘create your own ‘webquest’ sites listed below; ozline.com – helping educators work the Web for Education - http:// ozline.com Filamentality – the first Web site to spin WebQuests - http://www. kn.sbc.com/wired/fil Web-and-Flow – An interactive Web site for designing - http:weband-flow.com Best WebQuests – celebrating the Best in WebQuests - http:// bestwebquests.com Still not quite what you’re after or needing a little more focus on a subject or outcome that most of your students can’t seem to get their heads around? Then customize it. No need to go to extraordinary lengths of creating your own ‘WebQuest’ as such, just find sites that will answer the questions you are posing, create a work sheet or directive sheet, provide students with the web addresses and off they go. Sounds too easy? Included is an example of just how easy it is. The following WebQuest was designed for a class of year 7 students at a Metropolitan Middle School.

The following worksheet was designed to allow some freedom of choice, yet keep students focused on the set ‘aspect’ to be covered.

Properties of Materials – Web Quest Rationale The subject matter ‘Properties of Materials’ lies within the Natural and Processed Materials (NPM), aspect contained in the Science learning area. This area was chosen as there was a direct need amongst student’s for further clarification of this ‘rather abstract’ concept.

Student background This particular web quest was targeted to students working in the band of level 3 to level 4. However, students ranging from year 7 through to year 9 would be able to complete the task as is.

Students in the class spent a semester completing activities and investigations around the aspect ‘NPM’, so had been exposed to

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

Feature extensive theory and practical material. However it was noticed that the majority could not comprehend the idea of ‘properties of materials’, especially when trying to transfer this information to the real world. It was with this in mind that the idea of creating a web quest around this theme came to fruition.

The class consisted of 62 students (team teaching scenario), from a range of socio-economic backgrounds. Within the class there were six students with very low literacy skills (achieving at level 2), ranging to five students with very high literacy levels (achieving level 5). The bulk of students were achieving level 3 or level 4 in literacy. The activity was designed for students to work in pairs.

Scope & Sequence Natural and Processed Materials - Structures, properties and uses - Year 8 Particle model of matter The uses of common materials are related to their properties (e.g. strength, flexibility and conductivity ) Web Quest Description

address appears near Task 1, over the page. Read the information and take notes in your workbook. Under each subheading given (these are the properties of materials), write a description in your own words.

When you finish the first page, click on the link to the second page and continue. For further explanation with an interactive twist, visit the BBC website and experiment with the different materials, property testers and finally take the interactive quiz to see if you understand ‘properties of materials’.

The purpose of the web quest is to help students clarify their understandings on; s 7HAT THE @PROPERTIES OF MATERIALS ARE

s 7HAT MAKES THEM USEFUL FOR SPECIFIC THINGS They will then use this information to design a product, either a car or some jewellery. This quest will help them understand that when we study materials and especially when selecting materials for a project / design, it is important to understand key properties of materials.

The following worksheet was designed to allow some freedom of choice, yet keep students focused on the set ‘aspect’ to be covered.

Name: ____________________ Date: ___________________

Task 2 - Car www.cardesignonline.com/production/materials/index. php OR

Properties of Materials – Web Quest

Colour is very important when presenting to prospective clients (the class) so make sure it is visually appealing as well as informative.

Introduction: What are the properties of materials that make them useful for specific things? Your quest will take you on a journey that will explain to you; * Just what the ‘properties of materials’ are, * How we can determine these properties and * What we can use specific materials for.

You will then use this information to design a product. It is important to understand that when we study materials and especially when selecting materials for a project / design, it is important to understand key properties.

Task: Your first task is to determine just what the properties of materials are.

Once you have found this out and made notes on the various properties of materials, your second task is to choose one of two careers that use a variety of materials for specific purposes.

Each career will take you down a different research path, so choose the one that interests you the most. Your choices are either a Car Designer or a Jewellery Designer.

In your chosen career, you need to design something new, (a product).

You will need to research the materials required to make it and determine the properties of these materials that make them suitable for the particular use.

Process: Task 1 - Go to the first website called ‘properties of materials’, the VOLUME 45 NO. 1 APRIL 2009

Task 2 - Choose to be either a Car Designer or a Jewellery Designer as a career. Design a new product by drawing and identifying possible materials as a starting point (please complete a draft in your workbook first). You will probably add to this list as you research further. Now go the relevant website for your career in order to research the information you will need to include on your poster.

Resources: Task 1 - http://www.technologystudent.com/joints/matprop1.htm BBC interactive http://www.bbc.co.uk/schools/scienceclips/ages/7_8/ characteristics_materials.shtml

Task 2 - Jewelry http://www.jewelrymaking-beads-library.com/jewelrymaterials.html Evaluation: The information you collect will be used to design a poster that will be used to sell your new product. You need to have a drawing of your product in the centre of the page and all the identified materials listed around the picture (These will be your subheadings).

Make sure you list the reasons behind your choice of material (these should include the properties of the material) along with other possible reasons behind the choice of material if there are any.

Conclusion: Marking Guide To finish off this activity, you will present your product poster to the whole class. You need to explain what you found out about the properties of materials at the same time. Please conclude your talk with a review of the actual web quest process.

Science – Natural and Processed Materials At LEVEL 3 Structures, Properties and Uses o Groups materials according to observable properties and specify appropriate uses for them. o They recognise the different properties of metals: for example, copper is a good conductor of electricity and can be stretched into a wire to be used in electrical wiring; metal sheets can be bent and moulded for car bodies

At LEVEL 4 Structures, Properties and Uses o Can determine factors that influence the choice of materials for specific purposes. They can choose properties such as strength, flexibility, solubility or conductivity for particular purposes.

o Students group materials according to observable properties and specify appropriate uses for them: for example, some metals, such as gold and silver, are malleable and can be polished to a high shine so are used to make jewellery

11

News

Physics Day at Adventure World 2008!

Brea Stephen & Becky Reed - STAWA We had a huge turnout for Physics Day 2008 at Adventure World despite the awful weather! 1554 people registered this year, more than we have ever had, which just goes to show how popular this day is with everyone.

Thanks to Lee the Adventure World Manager, for allowing all ticket holders to gain free entry to the park over the long weekend, as a result of the weather. What a star! This was greatly appreciated by everyone.

The wet weather didnâ&#x20AC;&#x2122;t seem to bother the students at all as the speed slide was busy in the morning. Congratulations to the students listed below, who clocked the fasted results as clocked by the police:

Once again big thanks to Clive Claudius for organising the Universities and bands and to all the teachers for silently suffering the rain and cold! It was worth it just to see everyone with a big smile on their face despite being dripping wet! Thank you to Geoff Swan from ECU for reporting on the speed slide results.

Boys: Harley Wilson of Thornlie SHS who clocked 52km/hr and Corey Moroney of Nagle Catholic College also at 52km/hr and who made 51km/hr and 50km/hr in the previous two attempts.

We look forward to seeing everyone there again this year, 24th September 2009.

Girls: Kelsey Woods of Eastern Goldfields College at 46km/hr.

Second place was Maddy Brennen from Nagle Catholic College.

We welcome back UWA who put on a great display with liquid nitrogen, which went down really well with the students. Good fun to watch! Murdoch University delighted the crowd with their Trebuchet. Water bombs were flying everywhere! Because this has proved such a popular feature we are planning a trebuchet building competition next year! Schools have the opportunity to build a trebuchet for physics day and put it to the test alongside Murdoch and other schools. So put your thinking caps on, do your research and be ready for next year! Keep an eye on the STAWA website for updates.

This year Desert Mongoose and Osmosis provided us with live music for most of the day. The sound carried throughout the whole park - much to the delight of everyone. If you are in a school band and you think you have what it takes to perform live at Adventure World next year, interested parties can contact Brea at brea@stawa.net to register interest.

12

THE JOURNAL OF THE SCIENCE TEACHERSâ&#x20AC;&#x2122; ASSOCIATION OF WESTERN AUSTRALIA

News

WA leads fight against HIV and other infectious diseases Simon Mallal, Murdoch University A new era of personalised medicine is dawning at Western Australiaâ&#x20AC;&#x2122;s Murdoch University.

At first glance, it would seems like a story straight out of a science fiction film â&#x20AC;&#x201C; scientists fighting the worldâ&#x20AC;&#x2122;s deadliest infectious diseases, including HIV-AIDS, by matching patientsâ&#x20AC;&#x2122; DNA to the most effective drugs available. This innovative approach, however, is very real and it is happening right here in Perth. It is the brainchild of Murdoch Universityâ&#x20AC;&#x2122;s Institute for Immunology and Infectious Diseases Director, Professor Simon Mallal.

For more than a decade, Professor Mallal has been leading the fight against HIV working to develop new ways of treating the deadly disease. Working with 1400 HIV-positive patients who are part of the study, Professor Mallal has pioneered the concept of personalised medicine where the treatment is tailored to an individualâ&#x20AC;&#x2122;s DNA make-up.

One of the first outcomes of this revolutionary development is a simple blood test to determine if a patient will develop potentially life-threatening reaction to Abacavir, a drug used to treat HIVAIDS. The obvious benefits include patients being protected from the adverse reactions some would experience by taking the drug.

But even more importantly, the discovery potentially opens a new frontier in the fight against the worldâ&#x20AC;&#x2122;s deadliest diseases. â&#x20AC;&#x153;The risk of emerging viruses and mutations is now greater than ever, thanks to todayâ&#x20AC;&#x2122;s fast-paced, increasingly interconnected world,â&#x20AC;? Professor Mallal said. â&#x20AC;&#x153;Mass travel, globalisation of food supply, movement of virus carrying birds and mosquitoes and ever expanding urban centres all increase opportunities for large scale explosion and mutation of viruses.â&#x20AC;?

Adding to the problem is the steady growth among some of the worldâ&#x20AC;&#x2122;s poorest populations. The unhygienic living conditions faced by millions of people are also fuelling the spread of disease by wild animals and insects that often live nearby.

This is why researchers such as Professor Mallal hold the key to arming the worldâ&#x20AC;&#x2122;s population with new ways of fighting off new viruses. â&#x20AC;&#x153;The ability to personalise treatment to individual patients could potentially save time and be much more effective in stopping the spread of these infectious diseases,â&#x20AC;? Professor Mallal said.

His efforts have drawn strong support from the medical community world-

VOLUME 45 NO. 1 APRIL 2009

wide â&#x20AC;&#x201C; most recently by the WA AIDS Council which honoured his pioneering work with a World AIDS Day Award. â&#x20AC;&#x153;Professor Mallalâ&#x20AC;&#x2122;s groundbreaking research in the field of HIV/ AIDS means that drugs can be tailored to a personâ&#x20AC;&#x2122;s genetic code ensuring that the right drug is administered to the right patient,â&#x20AC;?

WA AIDS Council Executive Director Trish Langdon said. â&#x20AC;&#x153;This means that patients are given safer drug treatments, a lower risk of adverse reaction and therefore an improvement in their overall health and wellbeing.â&#x20AC;?

The research work of Professor Mallal and his team caught the attention of Microsoft founder Bill Gates so his Bill & Melinda Gates Foundation awarded the WA researcher $12 million towards vaccine development. .

The Australian Government has contributed $20 million to build a new research institute for Professor Mallal at Murdoch University. And the WA Government nominated Professor Mallal for the Australian of the Year award, in addition to providing $2.3 million towards his work through the WA Government Centre of Excellence Program.

Since embarking on his crusade against HIV, Professor Mallal and his Institute team have been credited for making several key advances in HIV research - leading to publications in numerous journals.

Professor Mallal has made massive leaps into the treatment of HIV globally. But it is the hope his discovery offers in the treatment of a whole range of conditions that has captured the interest of the medical world. Despite this, he still does his â&#x20AC;&#x2DC;roundsâ&#x20AC;&#x2122; and treats HIV patients at the Royal Perth Hospital.

Key Mallal breakthroughs s $ ISCOVERY OF THE RELATIONSHIP BETWEEN HUMAN GENETIC DIVERSITY and HIV diversity, leading towards the development of vaccines designed for specific regions of the world. s $ISCOVERY OF A GENETIC TEST THAT PREDICTS A LIFE THREATENING allergic reaction to the anti-HIV drug Abacavir. s $ISCOVERY OF THE LINK BETWEEN A GROUP OF ANTI ()6 DRUGS AND FAT wasting disease. s &ORMULATION OF TREATMENT STRATEGIES THAT PREVENT LONG TERM drug toxicity. s 4HE FORERUNNER IN COMBINING ()6 RESEARCH WITH COMPUTING AND biostatistical methods by designing and implementing one of the first local area networks of personal computers within the Department of Clinical Immunology at RPH and Sir Charles Gairdner hospitals (1990). s #REATION OF ONE OF THE !USTRALIA S FIRST CLINICAL OBSERVATIONAL databases to facilitate patient care and research. s 0ROFESSOR -ALLAL HAS GIVEN INVITED LECTURES ABOUT HIS research and published more than 100 articles in predominantly international medical journals, including Science, Nature and The Lancet. s 7INNER OF THE 0REMIER S !CHIEVEMENT !WARD IN 3CIENCE

13

Feature

3-D mind maps: A tool for making more meaningful connections in the early childhood classroom Christine Howitt, Curtin University of Technology Mind Maps Mind maps have been a highly effective tool for teaching and learning in both primary and secondary schools for many years. A mind map is a visual representation of knowledge that looks like a spider web. It is based around a central idea, subject, concept or image with radiating branches or connections that highlight further major or minor ideas (Buzan & Abbott, 2005). It is these branches that show relationships between ideas, and it is from these relationships that the central idea derives meaning (Novak, 1996). Hence, it is the visual layout of the mind map that assists to make specific ideas clearer and more understandable to the individual(s) who produced the map.

Mind maps allow individuals to express their own personal understandings and to generate their own description of an idea. Apart from their main use as a tool to represent knowledge structures, mind maps have also been used to facilitate meaningful learning, identify alternative conceptions, evaluate learning, facilitate cooperative learning, and design instructional materials (Novak, 1996).

According to Buzan and Abbott (2005), the two most important elements of developing mind maps are imagination and association. Imagination allows the individual developing the mind map to make it more interesting, thereby making ideas easier to remember. The use of exaggeration, laughter, senses, colour, rhythm and positive thinking are all components of imagination. Association relates to making connections between what the individual knows in a manner that triggers the memory.

Mechanisms for making associations include looking for patterns, numbering information, and the use of symbols and pictures.

images) rather than words (Buzan & Buzan, 2003), thus allowing young children the opportunity to connect with the object at a personal level.

Using 3-D Mind Maps The process of using 3-D mind maps is different to that of 2-D mind maps due to the emphasis on real objects. There are six basic steps involved in developing 3-D mind maps, which have been adapted from Buzan and Buzan (2003) and Call and Featherstone (2003): preparation, setting the scene, sharing knowledge, creating connections, connecting with real objects, and revisiting the mind map. Each of these steps is described below, illustrated with an example relating to the topic of cleanliness, and supported with a photograph.

Step 1. Preparation Establish a focus object and focus question. Gather a range of objects (or images) that relate to the focus object and question, and to the children’s interest.

Example focus object: a life-like doll Example focus question: What do you know about cleaning your body?

Example range of objects: soap, flannel, hair shampoo, nail brush, tissues, cotton buds, baby wipes, toilet paper, nail polish remover, bubble bath, hair brush.

3-D Mind Maps Typically two-dimensional (2-D) mind maps are recorded in some written form, such as on paper or a computer. This requires certain literacy skills which very young children do not yet possess.

While it is possible for an adult to record information into a 2-D mind map for such young children, a more practical approach would be to use a three-dimensional (3-D) mind map. Threedimensional mind maps provide a more engaging, kinaesthetic and sensory experience for younger children, where real objects are used to promote the sharing of knowledge and the creation of connections (Warden, 2006).

Due to the use of real objects, the term ‘3-D’ mind map has been coined to distinguish it from the more traditional 2-D mind map.

The power of the 3-D mind map lies in the use of real objects (or 14

Figure 1. Some of the objects used to construct the cleanliness 3-D mind map.

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

Feature Step 2. Setting the scene Gather the children on the floor in a circle or semi-circle. This is best done in small groups of children rather than a whole class.

Introduce the topic by asking the focus question. Place the focus object in the centre of the floor (or on the centre of a large black circular mat, or an appropriately coloured sheet).

Example: The topic of cleanliness is introduced, the focus question asked, and the doll is placed in the centre of the circle to represent the human body. Alternatively, a picture of a human body could be used as the focus object.

Figure 3. Individual drawings of parts of the body that can be cleaned: the hand and the teeth.

Figure 2. The doll is placed on the floor to support the focus question “What do you know about cleaning your body?”

Step 3. Sharing knowledge Allow the children to draw a picture of their response to the focus question, or to find an object in the classroom to illustrate their response. Annotate any drawings, or write the key words on the drawings. Make sure to include the children’s name on any drawings. Alternatively, a supply of appropriate pictures could be useful here.

Example: One response could be “I wash my hands with soap”. So that child is asked to draw the outline of their hand. A second response could be “I clean my teeth”. This child draws a picture of teeth. Also write the name of the body part on the drawing, to help the children make the connection between their drawing and the word. Hence, a mind map is developed around the different parts of the body that can be cleaned.

Step 4. Creating connections Use strips of paper or card (or lengths of wool or string, or chalk) to establish connections between the focus object and what the children have drawn or collected. Focus words can be written on the paper or card, along with the name of the child who said them.

Example: In this example repetitive words are used as connections between the doll and the drawings. These words are “I clean my”.

Hence, statements become “I clean my [picture of a] hand”.

Figure 4. Connection strips between the focus object (doll) and drawings of the hand and teeth.

Step 5. Connecting with real objects Pass around the collection of objects that have been previously prepared. Check that each child has an object. In turn, each child identifies the object and places it on the drawing where they think it belongs. For example, a toothbrush is placed on the drawing of teeth, or soap is placed on a drawing of a hand. Can the child explain why that object belongs there? Do they have a story to share about the object? If so, get an adult to write this story down on specially prepared pieces of paper in an appropriate shape that relates to the topic and place it next to the child’s object.

Encourage the children to move around as they build the mind map and to talk about what they are doing.

The placement of an object in an unexpected or unconnected pathway will lead to discussion amongst the children. This discussion is an integral part of children’s learning. A child may decide they want to make a new connection, so let them. A child may decide that one object belongs on various pictures, so discuss the possible ways that this could be achieved (such as buying more of the object, using photographs of the object, writing the name of the object, or cutting up the object).

Example: One child may place the soap on the picture of the hand.

Another child, who has received a nail brush, may wish to add a Continued on page 18.

VOLUME 45 NO. 1 APRIL 2009

15

News

70 Years of Nurturing a Passion for Nature Roger Harris, Herdsman Lake Wildlife Centre An illustrious beginning Originally founded to protect birds and their eggs, The Gould League is one of Australia’s most respected and influential nature conservation education groups. More than a million young Australians have joined the Gould League since it was founded in 1909, and countless members have gone on to pursue distinguished careers in conservation. The WA Gould League is now celebrating its 70th Anniversary of Nurturing a Passion for Nature.

The Gould League was established in Victoria in 1909 and the first President was the Prime Minister, the Hon Alfred Deakin. The League’s name honours John Gould (1804-1881) the eminent British naturalist best known for his books Birds of Australia and The Mammals of Australia. The Western Australian Gould League (WAGL) was formed in 1939 with Charles Hadley, the then Director of Education as its first President. Membership quickly rose with over 18000 school students becoming members by 1955.

Claims to Fame Countless members of the Gould League have gone on to pursue careers in environment-related professions. Members of the WA faction include prominent naturalist Harry Butler, famous for his ground breaking 1970’s ABC-TV program ‘In the Wild with Harry Butler’. Other well known naturalists include Eric McCrumb, who’s distinguished career as an environmental educator earned him an Order of Australia and Professor Kevin Kenneally AM, award winning Department of Environment and Conservation (DEC) botanist and current WAGL President.

Herdsman Lake Wildlife Centre The WAGL manages the Herdsman Lake Wildlife Centre within the Herdsman Lake Regional Park as a non-profit organisation with Department of Education and Training (DET) sponsorship of two

staff positions. The Centre Manager is responsible for promoting the WAGL, developing and coordinating the environmental education programs and for raising awareness of the State’s flora, fauna and wildlife conservation. The WAGL has continued to maintain a strong relationship with Catholic, Independent and DET schools, with over 10000 students annually experiencing the environmental education programs provided by the WAGL at Herdsman Lake Wildlife Centre.

Traditional Partners The WAGL continues its tradition as a leader in environmental education through frequent reviews of its environmental education experiences to keep pace with current educational initiatives and priorities. Consequently, in 2003, to meet national and state priorities in Aboriginal Education, WAGL launched its Indigenous Education Program, in partnership with Yelakitj Moort Nyungar Association Inc. With over 3500 students participating in this program annually, WAGL is now the leading provider of Indigenous Education to schools in the Perth Metropolitan region.

Passion and Leadership – the Heart not the Head!

Roger Harris, manager of WAGL education programs at HLWC, summarizes the philosophy behind the WAGL “values centred” activities at HLWC, demonstrating why WAGL has received statewide recognition for the quality of its learning experiences as the winner of the 2007 Premiers Science Awards: Premier’s Prize for Excellence in Science Communication Outside the Classroom.

“Science is all about knowledge, but knowledge doesn’t make a Scientist!” “The driving force behind scientific endeavour has always been awe and wonder of the world around us (just dig up Einstein or ask Steven Hawking) consequently my target in education is the heart not the head! I am more interested in the whole person, what motivates them? What do they value? Then sharing with them my own values and passion for nature I lead them through a shared journey/experience so that they have an opportunity to share their own learning journey with others.”

16

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

News Hope for the Future Children can be overcome with fear and a sense of helplessness, faced with constant messages of doom and gloom from the media on Global Warming, world recession and images of the Victorian bush fires fresh in their minds. My aim is to create hope, excitement and awe; a “wow!” experience so that students go back to school with a sense of the wonder of their natural environment, highly motivated to learn more and then become amazing scientists helping humanity live in a sustainable way.

That’s why I’m excited that WAGL is one of the many partners in the Australian Sustainable Schools Initiative (AUSSI-WA)1 helping schools develop whole-school approach to Education for Sustainability. It’s going to take a whole community approach.

As we partner together to mould the minds and values of the next generation, sharing our story or “Nih” (Nyungar for story/ signature) we create the next generation of leaders.

Technology – a tool not a task!

I surround myself with IT buffs and technology futurists, who excite me with the role that technology will play in creating online communities; people engaged, empowered and active coming together based on core shared values and interests. We are seeing the next generation of software and tools already owned by the Y and Z generations (my 5yr old is my IT consultant when the laptop breaks!). Blogging, forums, chat sites – powerful ways to engage and educate. Stay tuned for the launch of our new herdsmanlake. com.au website shortly, which we hope to capture the momentum and passion of students and teachers for nature.

A values centred approach to Science Education Science already has the way to solving Global Warming and the energy crisis, but we currently don’t have the will and this is where values education plays an important role. National2 and state education priorities3 recognise that values are determined by the

beliefs we hold and they play a very important part in our decision making. We express our values in the way we think and core values underpin and shape current school curriculum, including the value of Environmental Responsibility. All schools (not just private schools) now have a mandate, priority and responsibility to teach values centred curriculum. Take for example the Science Learning Area Outcomes illustrated below (Figure 3). Using “old school” teacher language to interpret the three concentric circles of the Science Learning Area Outcomes, the “target” represents Skills, Knowledge, and Affective behaviour (outer circle to centre respectively). We science teachers now have a mandate to deliver a values centred curriculum, with values as a focus, rather than a by-product of education.

References 1. http://www.sustainableschools.wa.edu.au/index.html 2. National Framework for Values Education in Australian Schools (DEST, 2005) 3. The Curriculum Framework (1998) Curriculum Council, Western Australia For details of the WA Gould League environmental or Indigenous education program, teacher professional development days and teacher resources visit www.wagouldleague.com.au, or contact Herdsman Lake Wildlife Centre phone 9387 6079 or email roger@ wagouldleague.com.au.

Figure 1: Science Learning Area Outcomes (Curriculum Framework, 1998, pg 221)

VOLUME 45 NO. 1 APRIL 2009

17

Feature picture of fingernails to the mind map. The class may discuss the best way to do this, and decide to add fingernails to the picture of the hand. This second child could tell a story about the nail brush which is written onto paper and added to the mind map.

A third child may think that soap belongs everywhere, and wants to chop the soap into pieces and place some on each picture. The class may discuss this and agree that the word soap should be written on a piece of paper and placed on each drawing, rather than cutting up the soap. There may be discussion whether soap should be placed with the picture of the eyes, as many children may remember problems with getting soap in their eyes.

Figure 6. An example of a completed 3-D mind map on “What do you know about cleaning your body?”

general guidelines to developing 3-D mind maps. Teachers should be encouraged to adapt this process to suit their context and their children’s interests. For example, there may be occasions where you want to replace the drawing of objects with the children’s ideas. Hence, there may be occasions where Step 3 could be omitted. A short overview for developing a 3-D mind map based on water is given below (adapted from Warden, 2006), with Step 3 omitted.

Step 1: Develop the focus question “What do you know about water?” Collect various objects that relate to the use of water.

Step 2: Place a bottle of water in the middle of the circle, and ask the focus question.

Step 4: Record the children’s responses on strips of paper. For example, the children could give answers such as “have a bath in it”, “swim in it”, “drink it”, “wash the dishes”, “jump in puddles” or “wash the dog”.

Figure 5. Different objects that were placed on the hand drawing, along with a story.

Step 6. Revisiting the mind map Once complete, leave the 3-D mind map on display. Encourage the children to revisit it and add more objects, especially objects brought from home. The map is highly flexible in nature. Allow children to move parts of the map around and to take away or add new parts. Have strips of paper and pens available to add new connections. The map can also be removed and completely remade with the same or a different group of children.

Step 5: Each child receives one of the collected objects and places it at the end of the appropriate strip. For example, along the wash

Record the mind map by taking photographs either during the process (to demonstrate the children’s thinking process) or at the end (to illustrate achievement). Display these photographs for the children to see and discuss.

Example: Photographs were taken of the end product of two different groups, and placed on display for discussion.

Alternative ways of using 3-D mind maps These six steps should not be considered prescriptive, but rather 18

Figure 7: An example of a completed 3-D mind map on “What do you know about water?”

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

Feature the dishes pathway there could be a dish mop, along with a story that is written on blue paper in the shape of a drop of water.

the map can become a talking point. Children can revisit the maps at any time, discussing any component they find relevant.

Step 6: Photograph the end product for display and discussion.

Three-dimensional mind maps have no one correct answer. The map is not confined to any one size, and items can be added or removed as needed. Children should be encouraged to bring in objects from home to extend the map.

The role of the teacher The role of the teacher in developing mind maps is that of a facilitator and an observer. As a facilitator the teacher provides the opportunity for the children to construct the map, along with collecting the equipment necessary to do so. The teacher also develops the focus question and provides an appropriate focus object. However, the role of observer is more important.

In this role, the teacher listens to what the children have to say and records this information as accurately as possible. As noted

by Warden (2006), the teacher also provides affirmation for the young child, in terms of active listening. The teacher may also need to take on the role of a questioner as some children may require additional open-ended questions to encourage them to start sharing their experiences.

Advantages of 3-D mind maps Three-dimensional mind maps place the child at the centre of their own learning, both mentally and physically, allowing the child to literally be a part of that mind map. The highly manipulative aspects of the mind map also encourage engagement and participation.

Three-dimensional mind maps can also be used to determine and support children’s interests. Through the use of the map, it may become apparent that the children have become interested in a specific topic, which can then be explored in more detail.

Limitations of 3-D mind maps Limitations of the 3-D mind map relate to the preparation required, and a space to perform and place the completed mind map. Preparation involves determining an appropriate focus question and focus object. It also involves collecting a range of objects that connect with the topic, will encourage children to talk and think, and relate to the children’s interest. Appropriate space must be allocated in order to set up the 3-D mind map. The best place to do this is on the floor; however a table could also be used. The completed mind map could then be transferred to an accessible corner once complete, so the children can readily revisit the map.

Conclusion

Three-dimensional mind maps clearly support the two most important elements of developing mind maps: imagination and association. The use of concrete objects allows for active involvement of the children in their own learning that is based upon a full sensory experience. Such an approach readily supports the kinaesthetic and the visual learner. Handling objects can stimulate children to think, assist them to connect with prior experiences, and encourage them to present their views and ideas (Warden, 2006). Individuality and creativity are encouraged as children draw their own pictures, find their own objects, and share their own experiences and stories.

Three-dimensional mind maps are a highly effective tool for providing engaging, kinaesthetic and sensory experiences for young children, where real objects are used to promote the sharing of knowledge and the creation of connections. The use of real objects allows children the opportunity to connect with that object at a personal level, thus placing the child at the centre of their own learning, both mentally and physically. The highly visual nature of the 3-D mind maps encourages discussion, with any of the objects placed in the map becoming potential talking points.

Three-dimensional mind maps are highly flexible and allow items to be added or removed as needed.

Using 3-D mind maps in a group situation supports a sociocultural approach to teaching and learning. This approach acknowledges that children do not learn in isolation, but rather they learn through the many interactions they have with other children, their parents, teachers, and the wider social and cultural contexts they experience (Robbins, 2005). The 3-D mind map allows children to make connections between the discussion in the classroom and their lives outside the classroom (Warden, 2006), thus connecting prior information with new information.

These connections also help children to retain the information more effectively.

References

Due to the highly visual nature of the 3-D mind maps, reflection and discussion are both encouraged. Any of the objects placed in VOLUME 45 NO. 1 APRIL 2009

Buzan, T. & Abbott, S. (2005). Mind maps for kids: Max you memory and concentration. London: Thorsons.

Buzan, T. & Buzan, B. (2003). The mind map book. London: BBC Books.

Call, N. & Featherstone, S. (2003). Thinking child: Brain-based learning for the foundation stage. London: Continuum International Publishing Group.

Novak, J. D. (1996). Concept mapping: A tool for improving science teaching and learning. In D. F. Treagust, R. Duit & B. J. Fraser (Eds.).

Improving teaching and learning in science and mathematics. New York: Teachers College Press.

Robbins, J. (2005). ‘Brown paper packages’? A sociocultural perspective on young children’s ideas in science. Research in Science Education, 35(2), 151-172.

Warden, C. (2006). Talking and thinking floorbooks. Perthshire: Mindstretchers.

19

Feature

An Investigation into the Daylight Saving Debate Morgan Dobson, (9C) Ballajura Community College Purpose: The purpose of this investigation was to obtain differing opinions on daylight saving and determine whether the referendum will be a positive or a negative win.

Hypothesis: I believe that most people would vote no to keeping daylight saving because it is still light when people go to bed and we don’t need it.

Materials:

Questions to be asked 5 Adults to ask of different ages 5 Adolescents to ask of different ages

Method:

Ask people “Would you vote yes or no to daylight saving?”

Ask their reasons why.

Ask their age.

Collect data in collection table.

Graphing of Data Results: Yes or No Votes on daylight saving, according to the different age groups surveyed.

Yes or No votes on daylight saving according to all surveyed of voting age.

Data Collection Table: Age

Yes

No

Yes reasons

No reasons

17 & Under

57

62

More time to do things at night

Can’t sleep – too light

Like to walk in the morning when it’s cool

Tired in the morning Prefer the dark

18 – 25

31

21

(Y Gen) 26 – 55

60

71

(X Gen)

56 & Up

20

12

11

Can stay out longer

Doesn’t fit in with work

More time to party

Kids won’t sleep

Can go to the beach after work

Can’t sleep – too light at night

More time to do things after work

Cant get kids to sleep

Fits in with work – ESST

Morning person – too dark to do things

Fits in with hobbies / sport

Kids out playing in the street late

Work longer hours

Can’t see Xmas lights or too late for fireworks

Can do things at night

Too light at night to sleep

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

Feature Conclusion: I thought that the majority of people would vote no, against daylight saving, because it is still light when people go to bed and we don’t need it but I was wrong.

This data that we collected revealed that there were 103 votes each for yes and no. This data was taken from those eligible to vote in the coming referendum. Interestingly, we had two ‘donkey’ votes, these were people who had no opinion, and therefore could not be included in the total. These votes could have made a difference to the end results.

The age group of up to 17 year olds voted 47.8% for yes and 52.2% for no. As they aren’t eligible to vote we did not take their votes into final consideration. However, as they are the voters of the future we thought it would be interesting to compare their thoughts with those of actual voters. The main reasons that the up to 17year olds would vote no was because they can’t sleep because it is too light still, so they are tired in the mornings.

When we compare this to the age group of 18 to 25 year olds, the majority of voters stated that they would vote yes for daylight saving. 59.6% voted yes and 40.4% voted no because this age group enjoys spending more time going out at night, to the beach and to parties. It seems to fit into their lifestyle.

Interestingly, the next age group of 26 to 55 year olds differed. A total of 45.8% would vote yes and 54.2% would vote no. This was because most people in this age group have children and they find it hard to get them to go to bed when it is still light outside.

The final age group we surveyed where the over 56’s. There was only one vote difference between the yes and no votes. A total of 52% for yes compared to 48% for no. Most people of this age group liked daylight saving because they could do things at night when it was lighter.

Even though as separate groups the data is different, when we add them together, the total of 206 people of voting age could not agree on an outcome. The final results show that no decision could be made which means it was a ‘hung vote’.

Evaluation: The process that we used for this survey made it quick and easy for us to collect the data, because we only had to ask a total of 10 people each. This process worked well because when everyone’s information was collated together we got a better variety of answers, a different range of ages and it gave us more reliable data.

It was also good that everyone was entitled to their own opinion.

The problems with the process were that not everyone in the class collected data, some people could have asked the same person and that some people may have made up their data because they forgot to do their homework.

Some suggestions to improve the process would be that we could be given more time to ask people. Instead of just asking people the questions, we should ask them to complete a questionnaire form, this way we could rule out some of the unreliable data. If we noted who was asked, we could fix the problem of asking the same people.

National Science Week School Grants 2009 Schools Theme - ASTRONOMY: SCIENCE WITHOUT LIMITS National Science Week 2009 (15–23 August) will contribute to raising the awareness of the value and relevance of science, technology, engineering and innovation in our daily lives to all schools across Australia. Teachers, students and their local communities will be encouraged to visit, join in, organise and report on local activities that form part of the national celebration of science.

A total of $8000 is available through STAWA to all teachers in WA in the form of grants valued between $100 and $500 to complement school-based science activities for students in schools during National Science Week. Applications close 5 June 2009.

Grant Application forms will be available from www.stawa.net in March 2009 and enclosed in the National Science Week School Pack sent to all schools by ASTA in May.

For further information please contact: Mark Merritt STAWA National Science Week Representative. mark.merritt@iinet. net.au Tel: 0405 414 273 WA National Science Week Coordinating Committee Seed Grants 2009 Due to the continued success of the National Science Week seed grants, the 2009 WA National Science Week Coordinating VOLUME 45 NO. 1 APRIL 2009

Committee is pleased to offer 10 grants of $1,000 (inc GST) to organisations wishing to organise a new event, activity or program during National Science Week 2009 (15 – 23 August) that will engage the general public.

Applications close on Friday 17 April 2009. For application information, email scienceweek@scitech.org.au or phone (08) 9215 0739.

Aunet National Science Week Equipment Grant Apply for a free Dino-Lite AM211 handheld digital microscope for your school!

Aunet Pty Ltd has kindly donated six Dino-Lite AM211 handheld digital microscopes to National Science Week 2009 in Western Australia. To apply for a free Dino-Lite AM211 for your school, go to the National Science Week page on the ScienceNetwork WA website (www.sciencewa.net.au) and submit details of a National Science Week project, event or activity that you would like to hold for your students using the Dino-Lite. Applications close 1 June 2008.

National Science Week Information Session Do you want more information on National Science Week 2009?

Come to the WA National Science Week Information Session at Scitech from 5.00 – 6.30pm on Tuesday 31 March 2009. RSVP to scienceweek@scitech.org.au or phone (08) 9215 0739 by Friday 27 March 2009.

21

Feature

Another Use for CD’s!

(A Home-made Spectroscope)

by Frank Dymond Ever wondered what else you can do with those “useless” CD’s sent by marketing companies or your no longer needed backup discs? Sure, they can be used as coasters for your coffee mug or wheels for a mousetrap vehicle – I’ve even seen strips cut from them used as mirrors in a mini kaleidoscope. And of course they do act as a great diffraction grating to produce the spectacular colours of the spectrum of white light.

This use arose when a program on the science of colour was being developed. Having discovered how cheap one could now purchase ‘Light Sticks’ (or Glow Sticks) it seemed there just had to be an experiment to be produced suitable for primary students. This light source is quite fascinating for a variety of reasons and the level of science involved can be adjusted to a range of levels. This article describes the science behind the ‘Light Sticks’ and the experiment that was developed to explore the light they produce.

‘Light Sticks’ were invented more than 25 years ago and are now being used for everything from safety lights to glowing bracelets.

Cavers, SCUBA divers and campers find them a safe, easily carried source of light as they are light (no pun intended) and give off no heat. Cheap versions of the Light Sticks come in various colours that are readily available in chain stores or $2 shops at prices that make them accessible for class experimentation. (A packet of fifty costs around $6.)

The most common colours available are red, green, yellow and blue and occasionally you will find a mauve like colour. These descriptions are rather misleading, as the green is rather pale (as is the blue) and the yellow borders on being orange. However, the range of colours suggested an experiment to determine just why the blue was pale and how they achieved a mauve colour.

Perhaps the different colours were achieved simply by colouring the plastic tube surrounding the liquid in the tubes? And why is there no heat given off from the tubes as there is with most light sources?

The Science of Light Sticks.

Light is a form of energy. Light Sticks use a chemical reaction to produce the energy in the form of light. We are more familiar with light being produced using electricity as the original source of energy either from the household mains or from batteries.

However, the light produced from a fire, a candle or a gas lamp, all come from chemical reactions. The difference in all these cases is that, unlike the Light Sticks, they all give of heat as well as light.

What all of these sources do have in common is the ability to excite the electrons in a substance so that when the electrons fall back to their “unexcited” state, light is given off. In the case of the incandescent light globe this occurs because the electricity 22

flowing in the wire causes the electrons in the filament to be elevated to a higher energy level. As these excited electrons drop back to their normal levels they release the energy in the form of heat and light. So what happens in the Light Sticks?

Light Sticks, of the type sold in chain stores, consist of an outer tube of flexible plastic and an inner brittle, breakable tube. Light sticks contain three compounds, hydrogen peroxide, a phenyl oxalate ester and a fluorescent dye. The hydrogen peroxide is kept separate from the other two chemicals in the breakable tube inside the outer plastic tube, which contains the other two chemicals. When the inner tube is broken a series of reactions between the first two chemicals releases enough energy to excite the electrons in the fluorescent dye causing it to emit light. (In a similar way, electricity is used to excite the gas in a fluorescent tube and release light.) Different fluorescent dyes give off different colours because the energy levels of the electrons that emit the light are different. To find out what particular colours are being given off we need a spectroscope. This is a device that splits the light up into all its component colours. The simplest form is a glass prism that can bend (refract) the light and hence create a spectrum. A more effective device uses a diffraction grating, which utilises a totally different property of the interaction of light with materials. A computer disc, because of the many fine lines cut into it, acts like a diffraction grating. So this is the basis for the simple spectroscope in this activity.

The Experiment You will need Cardboard tube (Inner tube from aluminium foil or cling wrap or similar) Circle cut from computer disc equal to slightly larger than diameter of tube Black plastic (garbage bag, double layer approx. 10 cm square) and Rubber band Glow Bracelets or Light Sticks (5 mm diameter.)

What to do Drill or poke a 5 mm diameter hole about 5 to 6 cm from one end of the tube. Carry this right through but off centre from the diameter as in the photo. The hole should provide a tight fit for the Light Sticks.

Use the ceiling lights or sunlight to determine the direction to orientate the disc for the best spectrum. Line this up with the holes across the bottom of the tube.

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

Feature Crack one of the tubes to activate it and insert it right through the 5 mm holes so that an illuminated section is inside the tube.

Place your eye over the open end of the tube and note the colours “reflected’* in the disc. Are there any surprises? *Note that the light is being diffracted as well as reflected, so you are not just seeing the colour from the light stick as perceived by your eye.

You are seeing the component colours that make up the perceived colour.

With the disc orientated as above place it over the end of the tube, wrap black plastic over the end of the tube and fasten these in place with the rubber band over the plastic covered tube end.

Warning: The light sticks contain hydrogen peroxide and phenol is produced in the reaction. Contact with the skin (and eyes) should be avoided if the tubes split or break.

July 4-7 CONASTA 58: Launceston, Tasmania August Early 10 The Science Teachers’ Association of WA (STAWA) welcomes all teachers of science to the 2009 Year of Astronomy. 2009 poses many different and exciting challenges.

As teachers of science we can brighten the day of thousands of young minds with exciting, fun-filled lessons. As ASTA members we can support one another and our associations by participating in the many professional learning opportunities and by enthusiastically sharing our skills and love of science and science teaching.

Important STAWA Dates and Events for 2009 January 20 National Curriculum Forum 22 Teaching Physics for Understanding PD day March 16 ScienceiQ Registrations close Term 1 Years 6, 7 & 8 competitions Mid Professional Development Program Booklet 30 HECS Reimbursement cut-off date April 4-5

Primary Science Conference at the Vines Resort and Country Club

May 11

ScienceiQ Registrations close Term 2 Years 5, 6 & 7 competitions Early Science Talent Search (STS) registrations open 22-24 CONSTAWA at Curtin University of Technology Muresk Agricultural College

June 2

ScienceiQ Registrations close Term 2 Years 9 & 10 competitions Application deadline for National Science Week grants

VOLUME 45 NO. 1 APRIL 2009

Close of STS registrations and submissions of projects scienceiQ Registrations close Term 3 Years 9 & 10 competitions 15-23 National Science Week: Astronomy: Science without limits 24 scienceiQ Registrations close Term 3 Years 5, 6 & 7 competitions 28 AGM @ Scitech September 5 STS Judging 19 STS Winners Presentation at Scitech 24 Physics Day @ Adventure World 30 HECS Reimbursement cut-off date October Skids Day 19

scienceiQ Registrations close Term 4 Years 5, 6 & 7 competitions

Mid

STS project pick-up (only country will be returned)

24

eV Challenge (to be confirmed)

November 9 scienceiQ Registrations close Term 4 Years 8 competition December 4 Future Science 2009 Murdoch University

Check out our websites: News, events, publications, professional learning and links: www. stawa.net Socially responsible science lessons: www.dilemmas.net.au Online science competitions: www.scienceiq.net John Clarke Chief Executive Officer, STAWA 23

2009 Prime Minister’s Prizes for Science ■ Prime Minister’s Prize for Excellence in Science Teaching in Primary Schools ■ Prime Minister’s Prize for Excellence in Science Teaching in Secondary Schools We are seeking nominations for two most prestigious and publicly celebrated national science teaching awards. These Prizes are awarded to teachers who have made outstanding contributions to science teaching and who are on the staff of a primary or secondary school and are currently active in science education at the time of their nomination. Each Prize comprises a silver medallion and a grant of $50,000.

Nominations are open until 5.00 pm AEST, Friday 8 May 2009 Nomination Guidelines and the online nomination process are available on the Science Prizes website at http://www.innovation.gov.au/scienceprizes Contact Information: Science Prizes Secretariat, Department of Innovation, Industry, Science and Research on Tel (02) 6276 1264, Fax (02) 6213 6189 or email: pmprize@innovation.gov.au

OUTSTANDING ACHIEVEMENT IN SCIENCE – EXCELLENCE IN SCIENCE TEACHING

Heads up on Science with ScienceNetwork WA

Welcome to Heads Up on Science with ScienceNetwork WA! While bringing you the latest research and development stories out of Western Australian Universities, we are also looking to make our site more useful to WA science teachers and we’re offering some great prizes if you can help us to help you better!

With the redesign of the ScienceNetwork WA website getting ever closer, we are still looking for input from Science teachers as to how we can make it work better for you.

Since you make up one of the largest groups in our user base, finding ways to make the site more relevant is a primary goal in the redesign.

The use of satellites and other tools to study the Earth from space has increased our understanding of how the world really works.

Looking down on the Earth enables scientists to do great things, such as improve weather forecasts, manage our environment and monitor natural disasters. Eventually, satellites may give us the ability to predict how the climate will change in the future.

Eyes on Earth an exhibition built by Scienceworks, Melbourne, under licence from Oregon Museum of Science and Industry, USA. The Virtual Room and Google Earth exhibits were developed by Museum Victoria.

We are still seeking your suggestions and input, and bottles of wine are still up for grabs for those teachers who give us ideas that we incorporate into the new site.

Cosmic Craziness at Scitech

Thank you to those people who have already submitted suggestions and feedback, which have been factored into the development process.

Where: Scitech

If you want to be in the running for the prizes, as well as helping us make ScienceNetwork WA even more useful for teachers, email your suggestions and ideas to sciencewa@scitech.org.au.

Scitech will be going space crazy in April as our way of celebrating the International Year of Astronomy. Visitors will be able to attend Horizon’s newest show Cosmic Collisions, learn all about rockets in the Lotterywest Science Theatre and engage in numerous space activities on the Scitech floor. They will also be able to observe The World at Night photo exhibition.

Feel free to be as detailed as you like – this is your chance to tell us how we can make your life easier.

Read on…

To read breaking WA science stories in full, visit the ScienceNetwork WA website at www.sciencewa.net.au. Activate your connections to science by subscribing to our free weekly newsletter and receive the latest science updates directly to your inbox.

What’s happening at Scitech?

In addition to providing a home for ScienceNetwork WA, Scitech is always bubbling over with fun and educational activities and events to bring the message of science to both kids and teachers in the most entertaining way possible! Read on to see what’s been happening and what’s coming up in the near future:

When: April school holidays

Cost: Included in Scitech entry

Imagination Factory When: From May 16 Where: Scitech Cost: Included in Scitech entry Investigate mechanical tools like gears and pulleys and discover how these seemingly simple machines can be used to create amazing inventions.

Cost: Included in Scitech entry

Learn how an engine works, power a cartoon face with different kinds of power sources and lift a friend off the ground with a giant lever. With more than 30 interactive exhibits and information stations, Imagination Factory is designed to inform and delight the imagination of children and adults of all ages.

Get a bird’s eye view of the Earth and learn how satellites work with this exciting interactive exhibition.

Imagination Factory was developed and built by Questacon, Canberra.

Eyes on Earth When: From April 4 Where: Scitech

VOLUME 45 NO. 1 APRIL 2009

25

Heads up on Science with ScienceNetwork WA formation of the Moon’s surface.

The research findings are discussed in a paper, “Timing of crystallization of the lunar magma ocean constrained by the oldest zircon,” scheduled for advanced online publication on 26 January 2008 on the website of the prestigious international

Curtin researchers to focus on Indigenous health Curtin University of Technology has been awarded nearly $5 million for two research projects into Indigenous health care.

A team led by Associate Professor Tony Butler, of the University’s National Drug Research Institute (NDRI), has been awarded $2,315,190 through the National Health and Medical Research Council (NHMRC) to investigate the health and health care of Indigenous people in contact with the criminal justice system, including prisoners.

Aboriginal leaders Professor Mick Dodson – current Australian of the Year – and Associate Professor Ted Wilkes will be part of the research team working on this grant.

Dr Alexander Nemchin, of Curtin’s Department of Applied Geology and the paper’s lead author, explained the significance of the discovery.

“After the formation of the Moon about 4.52 billion years ago, it experienced a brief period when its outer layer was completely molten,” Dr Nemchin said.

“This molten layer is referred to as the Magma Ocean and it is not very well-known how long this layer existed on the Moon.

“The zircon we discovered would have formed as the Magma

The research will help to create an Australia-wide network for sharing knowledge and examining the health of Indigenous people in prison and following their release. The focus will be on infectious diseases, mental health and the impact of incarceration on Indigenous communities.

Ocean crystallized, and suggests that the Magma Ocean existed

Curtin Health Sciences Professor of Psychology Jan Piek has been awarded a NHMRC grant of $2,376,600 to train Indigenous and non-Indigenous researchers to work with Indigenous communities to determine how to provide culturally secure mental health services.

means that we can now determine the chronology of major

Three academics from Curtin’s Centre for Aboriginal Studies will undertake PhDs as part of Professor Piek’s funding to focus on different aspects of mental health and Indigenous people.

of the Earth-Moon system.”

Curtin Faculty of Health Sciences Pro Vice-Chancellor, Professor Jill Downie, welcomed the NHMRC funding.

Jack Hills, Western Australia.

“The Faculty, through the Curtin Health Innovation Research Institute (CHIRI) is committed to continued research into Indigenous health and building capacity in vulnerable communities,” she said.

the United States for lunar samples that could be examined, and

“These research grants will allow established CHIRI researchers to train new researchers, both Indigenous and non-Indigenous, who can continue to work towards improved health outcomes for Indigenous people.”

The research projects are scheduled for completion in 2013.

for the first 100 million years of the Moon’s history.

“The mineral zircon (ZrSiO4) is well-known for its stability and ability to precisely date geological processes in terrestrial rocks, but the discovery of zircon in the lunar samples we examined events in the Moon’s evolution,” Dr Nemchin said.

“Understanding the time constraints related to the lunar Magma Ocean can also provide important constraints on the development

Dr Nemchin also led a collaborative research effort in 2007 that identified the world’s oldest diamonds found in terrestrial rocks in

“The success of the Jack Hills discovery led us to approach NASA in we are very excited to be able to make a similar discovery with these samples,” Dr Nemchin said.

Members of Curtin’s team who co-authored the paper include Dr Nicholas Timms, Professor Robert Pidgeon, and Associate Professor Steve Reddy from the Department of Applied Geology.

Dr Thorsten Geisler from the University of Munster’s Institute of Mineralogy and Dr. Charles Meyer from NASA’s Johnson Space Centre are also co-authors on the paper.

Curtin-led research discovers oldest lunar zircon

26

scientific journal, Nature Geoscience.

Media Contact: Dr Alexander Nemchin; Applied Geology; Curtin;

Research led by Curtin University of Technology has discovered the oldest lunar zircon dated at 4.42 billion years.

+618 9266 2445; +61411 520 154; a.nemchin@curtin.edu.au or

The newly-discovered zircon sheds important light on the early

+61401 103 532; ann.lim@curtin.edu.au

Ann Marie Lim; Acting PR Manager; Curtin; +618 9266 4241;

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

Heads up on Science with ScienceNetwork WA The students’ declaration called for a reduction in cyber bullying through involving young people in education, prevention and research.

ECU offers a closer look at the stars ECU is celebrating the International Year of Astronomy in 2009 with a series of free public lectures and night sky viewings at the Joondalup Campus.

Held on Thursday 5, February and again on Thursday, 5 March the events provided a great opportunity for members of the community, young and old, to get a closer look at Perth’s night sky.

Astronomy lecturer Peter Birch provided an update on what’s currently happening in Perth’s skies.

During his talk the audience heard about recent planetary research, and astronomy in Western Australia.

Peter also gave a summary of upcoming astronomy events and research programs occurring over the next few years.

The two-day summit was part of a $400,000 study led by ECU’s Professor Donna Cross and concluded with the signing of the declaration.

This is the first study in the world to actively involve young people in investigating the causes and effects of cyber bullying over time.

Education Minister, Dr Liz Constable said the study will help to ensure that children, parents and schools are better equipped to manage and prevent cyber bullying.

Donna Cross is a Professor of Child and Adolescent Health and researcher at ECU’s Child Health Promotion Research Centre.

ECU team working to prevent secondary tumours caused by melanomas Melanoma is the most common form of cancer in young Australians, and a team of researchers at ECU is undertaking new research to prevent secondary tumours caused by melanomas.

ECU lecturer Dr Alan Needham then gave a presentation covering the subject of Life away from Earth!

The project, led by Associate Professor Melanie Ziman, has been funded through a $70,000 research grant from the Cancer Council of WA.

“Earth is the only planet in our solar system that we know contains life,” he says.

Professor Ziman’s team have recently developed a blood test to detect when melanoma cells migrate into the blood stream.

“Recently many planets have been discovered around other stars, and some have actually been imaged but what are the prospects that they might harbour life?”

The blood test has the potential to save thousands of lives through early detection.

Following the mini lectures, staff from ECU and Astronomy WA set up a number of telescopes allowing everyone to get a closer look at the Moon, Jupiter and Venus.

ECU Community Officer and event organiser, John Poland said the evening was very successful with close to 270 participants attending the first event.

“A lot of people attending the event said they had always had some level of interest in astronomy but weren’t sure how to take the next step,” he said.

“It was a great opportunity for everyone to see the planets and the stars through professional standard telescopes.”

The current research will determine what makes melanoma cells circulating in the blood switch to dangerous metastatic cells which can cause secondary tumours.

Professor Ziman says that the research findings will assist in treating aggressive melanomas.

“By analysing the genetics of these dangerous cells, it is hoped that we can reduce the prevalence of secondary tumours caused by melanomas,” she said.

While research into melanoma and skin cancer is breaking new ground, Professor Ziman says that prevention and early detection remains the best way to reduce the risk of skin cancer.

Perth high school students support cyber safety

“Every year over 430,000 Australians are diagnosed with skin cancer,”

WA high school students are taking a stand against cyber bullying with the help of ECU’s Child Health Promotion Research Centre (CHPRC).

“It’s really important to protect yourself by covering up in the sun, wearing 30+ sunscreen and a hat, and try to stay in the shade as much as possible,” she said.

Students from Cannington Community College, Como Secondary College and Aranmore Catholic College presented Education Minister Liz Constable with a declaration on Thursday, 26 February.

ECU Vice-Chancellor, Professor Kerry Cox, said ECU is committed to high-impact research that makes a difference.

The declaration was signed by 210 Year 10 students at the Cyber Friendly Student Summit held late last year, and lists what the students think young people, families, schools and the Government could do to increase cyber safety and reduce cyber bullying.

VOLUME 45 NO. 1 APRIL 2009

“Associate Professor Ziman’s research is a perfect example of how the work being undertaken at ECU provides real, tangible benefits to the wider community,” he said.

Professor Ziman is Associate Professor in Human Biology at ECU’s School of Exercise, Biomedical and Health Sciences.

27

Heads up on Science with ScienceNetwork WA iron concentration of any known animal, and an understanding of the iron metabolism in these creatures may lead to treatments for human iron overload disorders, such as thalassemia or heamachromatosis.

Dr Shaw is also working on chitons with the Swan River Trust after discovering that a number of species were living under bottles and rocks in the lower reaches of the Swan estuary. As these animals are living in the sediments of the river they may be incorporating contaminants into their body and teeth. As such, chitons may be useful for monitoring river health by assessing levels of heavy metals within their tissues.

This year, Dr Shaw has been successful in obtaining a UWA Research Development Award for his work on chitons. This study aims to characterise the fine structure of the tooth’s organic scaffold and provide new information on how elements are transported to specific regions within the tooth. As with many beach going or rock pool foraging residents of Perth, Dr Shaw thought nothing of these slow moving and inconspicuous marine animals that are so common to our coastline. After seven years of studying them he is still amazed by their biological complexity.

For more information see: http://www.cmca.uwa.edu.au/ biomineralisation

UWA Telescopes Dr Jeremy Shaw is a member of the Biomineralisation Research Group at the Centre for Microscopy, Characterisation and Analysis (CMCA) at UWA. This team of researchers utilise the centre’s stateof-the-art instrumentation and facilities to unravel the complex processes controlling mineral formation in invertebrates. In particular, Dr Shaw is interested in elucidating the mechanisms of tooth formation in chitons, a fascinating group of molluscs that harden their teeth with the iron oxide magnetite. By hardening their teeth with iron minerals these animals are able to graze algae from rocks along the shoreline.

Get Out there!

The chitons ability to mineralise iron has inspired researchers who believe that new biomimetic materials and technologies could be developed based on the principals of biomineral formation.

The chitons teeth, which are only 300 micrometers in size, are prefabricated as an organic framework or scaffold upon which a variety of iron oxide and calcium based minerals subsequently form. If we can understand the structure, composition and chemistry of this framework we could tailor make our own nanoscale scaffolds, which could then be mineralised and used for a variety of microscopic tasks.

Out there! features activities that give insight into the physics behind Radio Astronomy.

Come along to The University of Western Australia for Out there! an exhibition focussed on the Square Kilometre Array.

Where: The Molecular and Chemical Sciences Building, The University of Western Australia When: 9-3pm, 4-15th May 2009 (including Saturday 9th May, 10am-3pm) The exhibition is open to all but is specifically targeted at secondary school students.

Because they require large amounts of iron for tooth mineralisation, chitons have developed specialised mechanisms for transporting and storing this essential, but potentially toxic element, within their bodies. They have perhaps the highest bodily 28

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

Heads up on Science with ScienceNetwork WA

Investigating crocodile deaths mystery An expedition after dark in South Africa’s Kruger National Park wouldn’t be everyone’s ideal work experience - particularly not on the shores of the Olifants and Letaba rivers, home to the park’s highest density of Nile crocodiles.

However, Murdoch University student Dr Terungwa Ikye-tor, from the School of Veterinary and Biomedical Sciences’ Conservation Medicine Program, was part of the first large-scale night capture of crocodiles in Kruger National Park, South Africa’s largest wildlife reserve.

The challenging task involved a large team of ecologists and veterinarians, investigating the sudden deaths of over 130 crocodiles in the river system earlier this year.

With the body count rising following unexplained deaths, the race was on to solve the mystery.

To check the health of the crocodile population, the team, including Dr Ikye-tor, spent three nights capturing 11 of the huge reptiles to take blood and tissue samples.

“Capture usually started at sunset and continued till around 1 am,” he said.

“We had to walk along the rocky shores in search of crocs. Search lights were directed in the river while a noose on an aluminum pole (about 4m) was placed over the neck.

“The crocs usually struggle for a while and tire out, making it easy to be pulled out from the river.

“One night during croc capture, lions were stalking us throughout the night - adrenalin? Sure, enough to keep me warm!”

Post mortems of dead crocodiles by the team revealed they died from pansteatitis, a disease involving inflammation of body fat. The team’s challenge now is to figure out what’s causing the disease.

As a preventative measure, crocodile carcasses found floating in the river have been removed by helicopter and burned, in case live crocodiles become infected after scavenging affected tissue.

Fish were also caught and sampled from the Olifants to analyse the presence of abnormal amounts of substances and contaminants.

Dr Ikye-tor, a Nigerian Veterinary Officer in the Benue State Government, is completing the Master of Veterinary Studies in Conservation Medicine degree externally, and applied successfully through the Conservation Medicine Field Placement Program to do his field placement in Kruger National Park .

“We’re thrilled to have been able to establish this unique field placement for students enrolled in our conservation medicine program in collaboration with Dr Peter Buss, Manager of Veterinary Unit, Veterinary Wildlife Services, South Africa National Parks,” said Dr Kris Warren, Chair of Murdoch’s Conservation Medicine Program.

This field placement has provided Dr Ikye-tor with the tremendous opportunity of working with leading wildlife veterinarians in South Africa.

“It exemplifies the way in which the program assists veterinarians from developing countries to gain critical expertise, but will enable them to VOLUME 45 NO. 1 APRIL 2009

contribute to conservation policy and practice in their own countries,” said Dr Warren.

Dr Ikye-tor said that with the enormous knowledge and experience gained through the program, he hoped to move on after the program from working with zoo animals to challenges in wildlife conservation and nature reserves.

Biotech collaboration with Saudi Arabia Rose oil for the Saudi perfume industry and barley breeding are the first collaborative projects between the WA State Agricultural Biotechnology Centre (SABC), Murdoch University, WA and Taif University, located in the west of the Kingdom of Saudi Arabia.

Researchers for the projects will be based at Murdoch and at Taif’s campus where a new Biotechnology Centre is being established, modelled on the SABC. A Memorandum of Understanding (MOU) was signed in October by Professor Jim Reynoldson, Murdoch Deputy Vice Chancellor (Research) and Professor Fareed Felemban, Vice President of Academic Affairs at Taif University.

Professor Reynoldson said the MOU would form the basis of a long term relationship, beginning with the establishment of Taif’s Biotechnology Centre and involving a range of disciplines, from crop and animal biotechnology to biomedical sciences.

“The agreement is based on international recognition of the research strengths at Murdoch University, particularly in crop and veterinary sciences,” he said.

Professor Talal al Maliki, Dean of Medicine and Founding Director of the Biotechnology Centre at Taif University, said he looked forward to developing a long term relationship with Murdoch.

“We’ve already appointed SABC Director, Professor Mike Jones, to the Panel of International Experts to help us establish our Biotechnology Centre”.

“The first two collaborative projects have been funded and involve barley breeding and improvement and analysing the production, composition and metabolism of rose oils for our perfume industry,” Professor Maliki said.

Welcoming the agreement, Professor Jones said the new Centre would mirror the successful SABC model, which uses cutting edge molecular biology and biotechnology to help underpin crop and animal production and improvement in WA. “Some of the challenges, such as heat, drought and salt stresses that impact on agriculture in Australia, are the same as those in Saudi Arabia,” Professor Jones said.

He indicated that the planned co-location of the Department of Agriculture and Food WA to the Murdoch campus would also help expand the potential links with Saudi Arabia.

Taif, known as the green and summer capital of Saudi Arabia, which people visit to escape the summer heat elsewhere, produces barley and wheat and fruits, including pomegranates, grapes, limes, apricots, oranges, olives, figs, peaches, watermelons, quinces, almonds and dates.

In addition to producing high quality fruits and vegetables, Taif’s gardens are renowned throughout the Saudi Kingdom for their exquisite roses, which bloom in spring and colour the landscape.

Among them is a particularly sweet perfumed red rose that has for centuries been used to produce a valuable essence know as ‘attar’ which can be used alone or as one of the ingredients in other perfumes.

29

Guidelines for Authors

Guidelines for Authors Introduction

Innovations in the classroom

These notes are a brief guide to contributors. Contributors should also refer to recent issues of the Journal and follow the presentation therein. Refereed articles are peer reviewed by the Editor and anonymously by at least two reviewers.

The editorial board members are keen to increase the number of articles in this section. We are always keen to review your ideas about experiments, demonstrations, teaching techniques, hints, safety notes, computer applications and anything else that could help classroom science teachers, especially beginning teachers.

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: Note: if you cannot send your contribution in the following recommended form, please send it to the Editor in any reasonable form.

For refereed articles only 1 Three copies of your manuscript printed double-spaced on one side of A4 sheets.

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 enrolments (Moriaty, Jacobs, & Murphy, 1989; Robinson, 1995), especially of girls (Andrews, 1994b).’

End-referencing The reference list at the end of your article should provide the 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.

2 On a separate page, an abstract of 50 to 100 words, your name or names, affiliation, address, fax number and phone number and e-mail address where available. Because your identity appears on this page only, we can ensure anonymity in our review procedures.

Chase, A., & Smith, P. (1981). Hunter gatherers in a rich environment.

Aboriginal coastal exploitation in Cape York Peninsula. In A. Keast (Ed.), Ecological biogeography of Australia. The Hague: W. Jung Publishers.

For all contributions

Aubusson, P. (1985). The teaching of evolution. Australian Science Teachers Journal, 30(4), 39–47.

1 A wordprocessor file of your work from any reasonably common wordprocessor. Please send the file as an e-mail attachment, on a CD, or on a 3.5” disk.

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

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

2 Diagrams generated by any common drawing program, or drawn in black ink on white paper or transparent sheets.

Spelling

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.

Note to teachers: Parent permission slip must be obtained for any photograhs to be included in SCIOS. 30

Reference style

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 John Clarke, STAWA john@stawa.net

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

STAWA Council

STAWA Council 2009 Chief Executive Officer

Chair Science Talent Search

CONSTAWA Convenors

John Clarke

Nigel Stewart

Geoff Lewis

john@stawa.net

nandlstewart@bigpond.com

lewis.geoff@mazenod.wa.edu.au

President

SCIOS Editor

Julie Weber

Rachel Sheffield

julieweber@det.wa.edu.au

rachel@headtorque.com

Jodie Rybicki jodie@carey.wa.edu.au

Chair eCommunications Vice President Sue Doncon Susan.Doncon@det.wa.edu.au

Mark Lehmann

Chair Publications

mlehmann@mac.com

Glenda Leslie gleslie@ais.wa.edu.au

Chair Professional Development Vice President George Przywolnik george.przywolnik@curriculum. wa.edu.au

ross.fuhrmann@curriculum.wa.edu.au

Geoff Quinton gmq@optusnet.com.au

Membership & Marketing

Secretary

Chair Student activities

Bernie Hunnybun

Mark Merritt

bhunneybun@westnet.com.au

merritts@iinet.net.au

Treasurer

Chair Primary Committee

Colleen Bakker

Geoff Lummis

colleen@bookkeep.com.au

g.lummis@ecu.edu.au

PO Box 1099 Osborne Park WA 6916 First Floor, 30 Hasler Road

E-mail: info@stawa.net

Osborne Park WA

Website: www.stawa.net

Phone: (08) 9244 1987

Fax: (08) 9244 2601

VOLUME 45 NO. 1 APRIL 2009

Ross Fuhrmann

Chair of Curriculum

Vaille Dawson v.dawson@curtin.edu.au

Office Manager Minh Dang E-mail: minh@stawa.net Chief Executive Officer John Clarke E-mail: john@stawa.net

31

iQ science online science quiz

Registration Form/Tax Invoice STAWA ABN 65 971 045 197

School Name: School Address: Suburb/Town: Contact Teacher: Telephone No: Email Address:

State:

Postcode:

Fax No:

Number of Teams for each competition in 2009: Term 1

Term 2

Term 3

Term 4

Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 COST: $25 (inc. GST) per team of 4 students per competition Bonus Offer: 1. Enter 5 teams in any year group and register an extra team in that year group free of charge.

2. Payment of a whole years worth of competitions receives a further 20% discount on the total payment.

PAYMENT OPTIONS: Please forward payment to arrive at least 1 week before the start of competitions.

Payment option 1: EFT-Direct Deposit BSB: 016-412 Account #: 4831-06044 Reference: scienceiq email your remittance to admin@stawa.net Payment option 2: Cheque - Make payable to: STAWA Please post cheque (with this registration form) to STAWA, PO Box 1099, Osborne Park WA 6916

School Order Number: Payment option 3: VISA or Mastercard Credit Card number: Expiry: I hereby authorise you to debit my card by $ Signature: Date:

Once enrolled you will receive an email detailing how to create an account for each of your teams. A second email will follow containing enrolment keys for entry to each of the two rounds of questions.

STAWA endorses the National Privacy Principles set out in the Privacy amendment (Private Sector) Act 2000.

1st Floor, 30 Hasler Rd Osborne Park WA 6017 PO Box 1099 Osborne Park WA 6916

Tel (08) 9244 1987 Fax (08) 9244 2601 Email admin@stawa.net

ABN 65 971 045 197 Web www.stawa.net

iQ science online science quiz

Competition dates 2009 www.scienceiq.net About Science iQ science iQ is a series of online science competitions for school teams of four students.

The science iQ quizzes test student knowledge, skills and understanding in most areas of Science, such as astronomy, biology, chemistry, physics, biotechnology and science investigations. Each competition consists of two rounds of 15 questions. Each round is a week apart and accessible on the website from the start date given and remains open for the duration of that week.

Teams can log on at any time during the weeks of the competitions and have up to one hour to complete each round. Completion time is important though, because in the case of ties for any of the first three places, the winner will be the team that took the least time to complete both rounds. So work collaboratively and share the load. science iQ competitions run each term of the school year for specific year (age) groups. For example there are two year 8 competitions, one in term 1 and a different, independent term 4 competition. You do not have to participate in both competitions.

What can be won?

All students receive a participation certificate. First, Second and Third Place winning teams will also be awarded a prize and certificate for their school.

TERM ONE 2009

TERM THREE 2009

YEAR 6, 7 & 8: ROUND 1 Starting Monday 23 March 2009 ROUND 2 Starting Monday 30 March 2009 *REGISTRATION CLOSES 16 MARCH 2009

YEAR 9 & 10: ROUND 1 Starting Monday 17 August 2009 ROUND 2 Starting Monday 24 August 2009 *REGISTRATION CLOSES 10 AUGUST 2009

TERM TWO 2009

YEAR 5, 6 & 7: ROUND 1 Starting Monday 31 August 2009 ROUND 2 Starting Monday 7 September 2009 *REGISTRATION CLOSES 24 AUGUST 2009

YEAR 5, 6, & 7: ROUND 1 Starting Monday 18 May 2009 ROUND 2 Starting Monday 25 May 2009 *REGISTRATION CLOSES 11 MAY 2009 YEAR 9 &10: ROUND 1 Starting Monday 8 June 2009 ROUND 2 Starting Monday 15 June 2009 *REGISTRATION CLOSES 2 JUNE 2009

Note: All rounds are open for 1 week.

Entry is $25 per team.

TERM FOUR 2009

YEAR 5, 6 & 7: ROUND 1 Starting Monday 26 October 2009 ROUND 2 Starting Monday 2 November 2009 *REGISTRATION CLOSES 19 OCTOBER 2009 YEAR 8: ROUND 1 Starting Monday 16 November 2009 ROUND 2 Starting Monday 21 November 2009 *REGISTRATION CLOSES 9 NOVEMBER 2009

!

! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

@A4B!CDC$H33I$

%-0#$/16$H-81$:;$B-,$/$7##@#16$-B$'#57-,@81.$/16$ +,-B#;;8-1/4$C#=#4-30#15$B-,$-:,$/11:/4$%&'(!)*)$ %-1B#,#12#$ ! ! ! ! ! ! ! ! ! ! ! ! ! !

$

$$$$$$ !"#$%&'(!)*)$+,-.,/0$-12#$2-034#5#6$7844$9#$0/84#6$-:5$5-$/44$;#2-16/,<$;2"--4;$ /16$9#$/=/84/94#$-1$5"#$(!)*)$7#9;85#$777>;5/7/>1#5$ $ !"#$%&'(#)#'%#$&((#)*+$ ?3$5-$6/5#$7-,@;"-3;$/16$3,#;#15/58-1;$ A,86/<$18."5$7#42-0#$/16$6,81@;$ (/5:,6/<$B-,0/4$C811#,$785"$48=#$9/16$ D15#,5/810#15$(/5:,6/<$D=#181.$ (:16/<$B/,#7#44$E-/;5$F:12"$ %&'(!)*)$(2"-4/,;"83$/=/84/94#$-1$5"#$(!)*)$7#9;85#$$ !

A:44$%-1B#,#12#$E#.8;5,/58-1$%-;5;$8124:681.$/22-00-6/58-1,G$ -#./#)+$0123$ 4&'5-#./#)+$0672$

$

,-&)#$8)9%9':$&8;9&'*$<9==$/#$>?>9=>/=#$&'%#$;"#$@A4B!CDC$/&&E=#;$9*$)#=#>*#FG$

$ $ <<<G*;><>G'#;!