SCIOS September 2009 by STAWA

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 3 September 2009

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Contents

Inside this issue . . . EDITORIAL

BOOK REVIEW – BIOZONE Modular Workbooks

CHIEF EXECUTIVE OFFICER’S REPORT

PRESIDENT’S REPORT

NEWS SKIDS in Laos with Helping Hands

Rachel Sheffield 5

Planting the seeds of science for early childhood pre-service teachers

Being a Bit Cocky

Graham Hodgkin – a Tribute

Tree Weaving: Weaving science, art and language together

Industry News, Geoscience Careers Evening

Edith Cowan University Frank Dymond Primary Science Committee EDITORIAL BOARD

10 Mirline Dzieciol

Integrating Science Education and Gaming Theory: A new approach to teaching science

Teaching Chemistry for Understanding

Gravity Discovery Centre Rosemary Evans

Monkey See, Monkey Do: Perth Zoo’s Pyschology Education Experience

JOURNAL EDITOR

Duncraig SHS

but an explanation?

Lesley Glass

Window to the Universe – SKA teaching resource

Le Chatelier’s Prnciple (LCP), a means to an end,

Ballajura Community College

Desertification: some of it’s causes and some coping experiences

Use of inquiry-based approach in the teaching

Edith Cowan University

and learning of science: Exemplar from the in-service thematic courses

Scitech Wins Eureka Science Prize

HEADS UP ON SCIENCE WITH SCIENCE NETWORK WA

Curtin University of Technology

University of Western Australia

Murdoch University

STAWA Council 2009

Jennifer Pearson

_________________________________________________

George Przywolnik Curriculum Council Julie-Anne Smith Perth Zoo David Treagust Curtin University

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. 3 SEPTEMBER 2009

Shelley Yeo Curtin University

Editorial I am extremely lucky that I have a very experienced co-editor, Mr Frank Dymond to share the reins of SCIOS this year. Frank has spent many years in the primary, secondary and tertiary science classrooms and is a valuable member of the Primary Science Committee and current editor of the Prisci Pinups. I am also fortunate to have a very diligent and committed SCIOS Editorial Board in 2009/2010. Thank you to all 2009 contributors and committee. Rachel We hope that readers will consider writing articles for SCIOS to share their classroom and school science. In 2010 our focus in Issue 2 is International Year of Biodiversity and so we are searching for articles on this topic. We look forward to receiving your articles Rachel and Frank

Book Review

BIOZONE Modular Workbooks – Review Lesley Glass, Ballajura It is with pleasure that I reviewed the new BIOZONE workbook

Ecology

series. These workbooks have been designed specifically to meet

Health & Diseases

the needs of senior school science. They can accompany the

Environmental Science

existing BIOZONE Student resource books and activity manuals

Human Evolution

or they have sufficient information to be used as stand alone workbooks.

Skills in Biology

Each book caters to a wide range of student abilities, containing interesting and accessible activities. Along with this the workbooks are divided into separate chapters that provide students with an introduction, detailed learning objectives, useful resources and activity sheets to be completed. The activity sheets comprise paper practical activities, data handling, exercises and questions that require short essay style answers. A bonus appears in these new additions, the introduction of a ‘related activities’ section, which assists students when locating related materials or additional assistance if needed. Titles that appear in the new series are;

Evolution Microbiology & Biotechnology The design of the new workbooks includes investigation skills to enhance the practical side of science. Students are guided through the book with clear instructions; key words are bolded and are defined in the glossary. Chapter title tabs appear at the side of each chapter, periodical articles that are sorted according to student or teacher suitability are identified, internet addresses and supplementary resources are acknowledged and clearly marked. A teacher resource CD Rom is also available. Benefits of these texts are the effective use of illustrations and diagrams to help support students and science programmes

Cell Biology & Biochemistry

alike. These workbooks are recommended if any of the above are

Genes & Inheritance

required by your school. They are worth taking a look at. THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

Chief Executive Officer’s Report The STAWA AGM was held on Friday night 28 August hosted at Scitech. The 2009 AGM as with the past three AGM’s was well attended. We had over 50 members participate in the meeting and partake of the social networking supper following the meeting formalities. To all members who attended and to those who gave their apologies, thankyou, it was a great evening. I have had great pleasure in working with all Councillors in support of their responsibilities and believe that the association has been in good hands throughout the 2008/9 year. I would like to thank the STAWA Council for their support of me in my role as CEO. I would like to recognise the efforts of the following councillors Nigel Stuart, Rachel Sheffield, Geoffrey Lummis, Ross Furhman, Geoff Lewis and Julie Weber: s . IGEL 3TEWART HAS SERVED THE !SSOCIATION IN THE ROLE OF STS coordinator for 9 years, a stellar effort. I thank him for his contributions and to the improvements that he has implemented while in this role. Nigel has retired from STAWA Council. s 2 ACHEL 3HEFFIELD HAS MADE AN INSPIRED EFFORT IN HER ROLE AS SCIOS Editor. Together with her dedicated and skilled team they have produced some amazing SCIOS journals over the past 2 years. Rachel has offered to continue as co-editor with Frank Dymond. s ' EOFFREY ,UMMIS WHO HAS ABLY LED THE 0RIMARY 3CIENCE committee as chair for the past two years. The Primary Science committee is a credit to the STAWA and the teaching profession as a whole. They are a professional, dedicated and generous group of people. Geoff is unable to renominate as a STAWA Councillor. s 2 OSS &UHRMAN HAS CHAIRED THE 0$ COMMITTEE FOR THE PAST years and has worked hard to generate unique and inspiring programs. Ross has retired from STAWA Council. s ' EOFF ,EWIS HAS BEEN #/.34!7! #ONVENER FOR MANY YEARS and for the past three years co-convener. His contributions to this role have been extraordinary. Geoff has offered to continue as a CONSTAWA committee member and I know that his contributions will help with their future success. Geoff has also been voted onto the STAWA 2009/2010 Council. s * ULIE 7EBER ALTHOUGH NOT LEAVING #OUNCIL COMPLETELY IS stepping down as President. It has been a privilege to work with Julie who has demonstrated a fair and responsible leadership style that has dealt well with Media requests and has always left STAWA in a positive light. Thank you Julie.

As a final thank you I would like to acknowledge the efforts and contributions of our office staff, Minh Dang, Becky Reed and Brea Stephen. Minh Dang our Office Manager does a mighty job in keeping our financials in order and together VOLUME 45 NO. 3 SEPTEMBER 2009

with Becky Reed manages to make our members welcome and valued. Brea has been responsible for ScienceIQ and Physics day and supporting Minh and Becky where possible with other office responsibilities. I take this opportunity to wish Becky well in her future work. Becky has decided to leave STAWA after more than two years. We have greatly appreciated her friendly, relaxed and diligent approach to her role with us. We will miss you Becky. The STAWA is embarking on a new era as we make the very considered move to new premises. The office will be relocated to the Resources and Chemistry Precinct on Manning Road, Bentley. Our neighbours will be Curtin University of Technology, CSIRO Minerals Division, the Parker Centre and the Chem Centre. We will also be close to science and technology related businesses in Technology Park. To facilitate this move our current offices will be leased and we take up a term matching lease of office space in the Precinct. This move will also free income to purchase much needed storage space. The Primary Science committee once again are running SKID’s Day, a day of fun science for our future scientists hosted by ECU at the Mt Lawley campus. Professor Lyn Beasley, Patron of SKID’s Day and the WA Chief Scientist will be opening the day. Lyn is a great supporter and promoter of STAWA, I thank her on behalf of all STAWA members for her leadership in all things science in WA. I also take this opportunity to thank all the wonderful volunteers who help to make SKID’s Day the tremendous initiative that it is. Term 3 sees the culmination and prize giving for Science Talent Search. To all the teachers who supported the students who entered and to the volunteers who helped to judge the entries, thankyou. Presentations for STS took place at Scitech on Saturday 12 September. Physics Day at Adventure World was held on Thursday 24 September, the last week of Term 3. This continues to be a well-supported and successful initiative. Future Science conference is happening on 4 December at Murdoch University. We will have an exciting program for you for the beginning of Term 4. Registration will be able to be done online and you will be receiving an email to let you know when it is available. We are introducing for the first time a Primary Science stream to Future Science so please start your planning so that you can make this great professional learning experience. Your Chief Executive Officer John Clarke 3

President’s Report I would like to commence my report by thanking all Councillors for their work and support during the past year. Special thanks goes to CEO John Clarke, Office Manager Minh Dang and office staff Becky Reed and Brea Stephen for all the work they have done to support Councillors in their roles and support members with their requests. All Councillors have full time jobs and without the support of the office they couldn’t fulfil their STAWA role. STAWA’s role in science education is getting recognised more and more with requests for STAWA to be represented at forums, on reference groups and working parties. In these times of curriculum change these requests are becoming more and more frequent and many Councillors, as well as members, are being asked to represent STAWA at these meetings. I would like to thank all of those Councillors and members who have represented STAWA at these events, STAWA values your contributions. This year the majority of science courses in senior school were implemented and Course Advisory Committees for each course established. STAWA has representatives on these committees who keep us informed of key issues and provide input on behalf of STAWA. STAWA has always been represented on senior school subject/course reference groups providing input on behalf of members. STAWA primary members have been involved in forums providing feedback on draft Advanced Standards in Primary Teaching on behalf of ASTA for Teaching Australia. STAWA has been involved in providing feedback on the National Curriculum on a number of levels and will continue to do so over the next year leading to its implementation. In January a forum of teachers of science in WA met to provide feedback on the ‘Framing Paper for Science’ and STAWA members were also present at other forums providing feedback. When reading the “Framing Paper Consultation Report for Science” and “The Shape of the Australian Curriculum: Science” released in May, it was evident that much of our feedback was considered and is reflected in these papers. Each year STAWA convenes the Primary Science Conference, CONSTAWA and Future Science Conference and this year was no exception. All of these conferences were well received by participants and the organisers should be congratulated for their efforts. Registration for CONSTAWA this year was conducted online for the first time and all future conferences and professional development registration will take place online. Using online registration will reduce the time office staff needs to spend on conference organisation saving STAWA not only time but money. Next year will see a couple of changes to these conferences with the Primary Science Conference moving to a new venue and CONSTAWA moving to a new time of the year. A variety of other professional development opportunities were also made available to members including, for the first time, full 4

day workshops during school holidays for new teachers of Physics and Chemistry. All of these days were fully booked. A wide variety of student activities organised by STAWA help promote the importance of science education to the community. Activities such as Science Talent Search, Physics Day at Adventure World, Primary Science for Kids Day, National Science Week Grants and Science IQ attract increasing numbers of participants each year. This year saw the release of the first stage of publications for the new senior school courses with the release of Exploring Physics, Chemistry and Human Biological Science Stage 2 and Exploring Human Biological Science Stage 1. Exploring Physics, Chemistry and Human Biological Science Stage 3 are progressing well and should be available later this year. Thank you to the following retiring Councillors for their contributions to STAWA over many years: Geoff Lewis (CONSTAWA), Nigel Stewart (STS), Rachel Sheffield (SCIOS), Geoffrey Lummis (Primary Science) and Ross Fuhrman (PD) I would like to conclude by wishing the incoming STAWA Council all the best for the next year. Julie Weber Outgoing President

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?

s ! RE YOUR STUDENTS INVOLVED IN A SCIENCE PROJECT outside the school? s / R IS THERE ANYTHING ELSE SCIENCE RELATED YOU WOULD like to share with others?

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

News

SKIDS in Laos with Helping Hands Rachel Sheffield, Helping Hands When a box of left over SKIDS t shirts became obsolete, due to the new ECU logo being released, sending them somewhere to help the local community was a priority for the SKIDS committee members. So too for the Perth based Rotary funded Helping Hands. Helping Hands is a project that seeks to link children in Australia with children in Laos via the website http://helpinghands. millpointrotaryclub.org.au/ . Australian children are encouraged to research the country of Laos via a webquest to find out about how children in other countries live, attend school and have fun. The website enables children to become empowered by participating in a small project in Laos on the website if they choose. These projects are subsequently undertaken in Laos by members of the local community and overseen by Perth Rotarians.

Children will then get pictures via the website to show how their small acts had a huge impact for the other children. The SKIDS t-shirts and some of the bags donated by STAWA were taken up to the isolated northern corner of Laos close to the Chinese border and given to students and teachers at the Butterfly Centre. The photo above is from an isolated corner of northern Laos near the Chinese border.

Planting the seeds of science for early childhood pre-service teachers Christine Howitt and Elaine Blake Curtin University of Technology How can pre-service teachers be encouraged to teach more science in the early childhood classroom? This question is being answered through a 2-year research program conducted at Curtin University of Technology, with funding from the Australian Learning and Teaching Council. Called the Collaborative Science Project, the project aims to bring scientists, engineers, teacher educators and pre-service teachers together to develop, implement and evaluate various modules of science-related materials and experiences for pre-service early childhood teachers. These modules have been developed to provide the pre-service teachers with the best possible chance of acquiring the requisite science content to merge with their pedagogical skills, and thus increase their confidence to teach science in the early childhood classroom. This project is unique in many aspects. First, it is directly aimed at pre-service early childhood teachers, and values these preservice teachers as active contributors to the project. Second, it acknowledges the limited science resources available within early childhood education and attempts to fill this gap. Third, in developing the modules it has placed emphasis on a flexible and adaptive curriculum that more appropriately reflects early childhood, rather than teaching programs and black-line masters. Fourth, it effectively combines expertise from two different disciplines: science and humanities. Three scientists from Curtin University of Technology (Associate Professors Mario Zadnik, Simon Lewis and Mauro Mocerino) along with an engineer from Murdoch University (Dr Martina Calais) have combined forces with teacher educators from Curtin (Dr Sandra Frid and Dr Yvonne Carnellor) to develop the resources. The Project Leader is Dr Christine Howitt, and the Project Manager is Elaine Blake. VOLUME 45 NO. 3 SEPTEMBER 2009

From the collaborative efforts of this team, five modules of work have been developed. The first module, Look what we found in the park!, involves children exploring their local environment, thus developing a greater sense of their environment and their place within that environment. The second module, Is the grass still green at night? Astrophysics of the dark, expands children’s knowledge of why there is a light and a dark part of every day through developing an understanding of day and night, shadows, and the relationship between the Earth and the Sun. We’re going on a (forensic) bear hunt! is the third module. This module introduces children to the fundamental principles of forensic science, allowing them to solve a dilemma relating to a set of bear footprints found in the class. The fourth module, Muds and suds: The science of cleanliness, expands children’s basic knowledge of cleanliness and hygiene in relation to themselves and their everyday life, promoting them to develop a greater sense of responsibility in maintaining their own health. The final module, The power of the Sun, allows children to explore everyday experiences of how the Sun’s heat and light energy influence their lives. At present these modules are being evaluated by a cohort of early childhood pre-service teachers while on their final teaching practicum in schools. Based upon the feedback from these preservice teachers, modification will be made to the modules. It is then planned that the modules will be published in 2010 into a book called Planting the seeds of science. 5

News

Being a Bit Cocky Laura Connell, Perth Zoo A few years ago I first noticed large, black, noisy Carnaby’s Cockatoos (Calyptorhynchus latirostris) in my garden, munching on the almonds from my almond tree. It was lovely to have these native birds feeding in my garden, even if it meant that I no longer collected any almonds. There are three species of black cockatoo – Carnaby’s, Baudin’s and the Red-tailed Black –endemic to a small part of Western Australia, and found nowhere else. With Cockatoos turning up in the Perth metropolitan area, it seemed that numbers were increasing. Appearances can be deceptive, however. I soon realised that these are hungry birds that have been displaced from much of their original range and forced into the Perth metropolitan area to look for food. Originally black cockatoos could be found from the Murchison River to Esperance, and inland to Coorow, and Lake Cronin. They are still seen within this range but are locally extinct in many areas. Overall black cockatoo numbers have halved over the past 45 years. There are several reasons for this and the primary one is habitat loss. Over half a million hectares of land is cleared every year in this country, earning Australia the position of having the fifth highest land clearance rate in the world. As much land has been cleared in the past 50 years as was cleared in the previous 150 years. What does this mean for cockatoos? Clearing of land for agriculture, particularly in the northern and eastern Wheatbelt, has meant the removal of their homes i.e. older trees. Trees provide food, nesting materials and hollows, all of which are necessary for cockatoos to survive. Cockatoos need hollows to live in and to raise their chicks. For a Marri tree to have a suitable hollow, it needs to be about 130 years old. So not only does removing old wood remove hollows, it will be a long time before any more natural hollows are available. Of course, cockatoos aren’t the only species that use hollows. The Galah and the Western Long-billed Corella are extending their range in the Wheatbelt and with this expansion comes a demand for hollows. Feral bees often take over nesting sites as well and can sting chicks to death. Fewer trees means fewer hollows and greater competition for those hollows remaining. Fragmentation of habitat is almost as great a problem as overall loss of area. Small isolated areas of food resources mean that fewer chicks survive and we are now seeing cockatoos suffering from lack of food. Parents of chicks need to fly greater distances to find suitable food to feed their young and themselves. The greater the distance, the more time the chick is left alone and hungry, which could lead to death. Smuggling also contributes to the cockatoos’ decline. People in other countries clearly find our wildlife as wonderful as we do. Despite heavy fines and excellent work done by the Australian Quarantine and Inspection Service, egg and bird poaching continues. In Europe one cockatoo can fetch thousands of dollars. 6

Sadly many birds do not survive the raiding of nests, packaging and shipping, and this pushes the price – and their desirability – higher.

However, there is good news In 2001 concern for the plight of cockatoos led to the formation of the Carnaby’s Black-Cockatoo Recovery Project managed by Birds Australia WA. With the aim of aiding their long term survival and recovery, the focus was on improving habitat in the northern agricultural region, but more recently it has been extended to the south coast. Volunteers from Birds Australia have been, and continue to be, vital for the success of the project The Avon branch of the project is run by the World Wildlife Fund. Breeding and nesting sites are being researched and monitored. Attempts are being made to improve nest and feeding sites through replanting, fencing and repair of tree hollows. 2001 also saw the Western Australian Museum and the Water Corporation introduce Cockatoo Care, a project which conducted research into the ecology, distribution, threats and conservation of Carnaby’s, Baudin’s and the Red-tailed Black Cockatoos. This research led to the status of the Red-tailed Black and Baudin’s Cockatoos being upgraded to ‘endangered’ and recovery teams established. Nest boxes were introduced into suitable areas and feral bee control was undertaken. Education and community involvement were, and continue to be, an important part of the project. In 2006 the Swan Coastal Project was launched with the aim to estimate the number of cockatoos within this region and determine the food resources required into the future.

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

News Perth Zoo has been involved in the conservation of black cockatoos for many years. In 2008-09, Perth Zoo veterinary staff assessed and treated 127 wild Black Cockatoos brought in by the Department of Environment and Conservation. These birds were either sick or injured as a result of being hit by cars or shot by farmers. Fifty-four of these cockatoos were able to be successfully treated and passed on to wildlife carers for further rehabilitation and return to the wild. Perth Zoo is also involved in a collaborative study with Birds Australia, Murdoch University, DEC and the Black Cockatoo Rehabilitation Centre to trial different radio and satellite transmitter attachments on captive black cockatoos. The study is investigating different tracking models attached to different parts of the cockatoosâ&#x20AC;&#x2122; bodies to ascertain the impact on their flight and the transmittersâ&#x20AC;&#x2122; durability. So far the cockatoos have shown little interest in the devices, other than an inquisitive nibble with their strong beaks, and there have been no injuries associated with the attachments. It is hoped that the knowledge gained will later be used on released and wild cockatoos to determine their range and habitat use in the wild. Bringing the plight of black cockatoos to the attention of school students is another focus for Perth Zoo. A new Education Experience, called Bushland Real Estate, helps inform high school students and teachers about the threats to endemic wildlife in south-west Australia, an officially designated biodiversity hotspot. To qualify as a hotspot, a region must contain at least 1,500 endemic vascular plant species and it has to have lost at least 70% of its original habitat. The program focuses on Carnabyâ&#x20AC;&#x2122;s Cockatoo and encourages students to take conservation action by building and installing nest boxes for cockatoos. The highlight of the experience is a visit to the cockatoo exhibit in the Australian Bushwalk and, depending on availability, a keeper answers studentsâ&#x20AC;&#x2122; questions about the Zooâ&#x20AC;&#x2122;s work with the birds. There are many activities that you can use in your teaching to increase your studentsâ&#x20AC;&#x2122; understanding of this and other conservation issues. s )NSTALL A COCKATOO NEST BOX 9OU CAN HAVE STUDENTS BUILD them as a Technology and Enterprise project, or purchase â&#x20AC;&#x2DC;Cockatubesâ&#x20AC;&#x2122; from Serpentine Jarrahdale Landcare. s 0ARTICIPATE IN 4IWEST .IGHT 3TALK AN ANNUAL SPOTLIGHT SURVEY OF Australian animals and feral pests, between 1 September and 16 October and send the data you collect to Perth Zoo. Go to <www.perthzoo.wa.gov.au/nightstalk> for details. s 5SE PHOTOGRAPHS AND DATA TO COMPARE CONTRAST THE environment the First Settlers found in Western Australia in 1829 with that of today. Ask students to predict future numbers based on various scenarios. s #ONDUCT A STUDY OF A LOCAL BUSHLAND WITH YOUR STUDENTS &IND out what plants and animals are endemic to the area and how you might protect them. s (AVE STUDENTS STUDY THE IMPACT THAT PEOPLE HAVE HAD ON THE Western Australian environment by doing the maths. What percentage of WA provides natural habitat? How much arable land is there? What is the carbon cost per joule of electricity? How much water per person is available? How much pollution is there in our air? VOLUME 45 NO. 3 SEPTEMBER 2009

s ) NVESTIGATE !USTRALIAN POPULATION TRENDS PREDICT FUTURE numbers and devise a birth and immigration policy. s 4AKE A FIELD TRIP TO A SUPERMARKET AND CONDUCT AN AUDIT OF over-packaged items. Discuss how we manage our waste products and how this affects natural habitats. s 0ROMOTE THE @REDUCE REUSING RECYCLE PHILOSOPHY AND HOW this has an impact on living sustainably. Hold a student-based swap-meet to encourage this philosophy. s "ECOME A VOLUNTEER OR DONOR #HECK OUT THE "LACK #OCKATOO Rehabilitation Centre website at <www.blackcockatoorescue. com>. Letâ&#x20AC;&#x2122;s hope that it is not too late to keep these beautiful birds darkening the skies over our gardens. I can always buy my almonds at the shop.

References 1. 2.

3. 4. 5.

6. 7.

Birds Australia, viewed July 2009, <http://www.birdsaustralia.com.au/ourprojects/carnabys-black-cockatoo-recovery.html> Australian Government Department of the Environment, Water Heritage and the Arts, Australian Threatened Species â&#x20AC;&#x201C; Carnabyâ&#x20AC;&#x2122;s Black Cockatoos, viewed July 2009, <http://www.environment.gov.au/biodiversity/threatened/ publications/black-cockatoo.html> Perth Zoo, Carnabyâ&#x20AC;&#x2122;s Cockatoo, viewed July 2009, <http://www.perthzoo. wa.gov.au/Animals-Plants/Australia/Cockatoo-Row/Carnabys-Cockatoo/> Western Australian Museum, Cockatoo Care, viewed July 2009, <http://www. museum.wa.gov.au/cockatoocare/> Australian Government Department of the Environment, Water Heritage and the Arts, Native vegetation, clearance, habitat loss and biodiversity decline, viewed July 2009, <http://www.environment.gov.au/biodiversity/publications/ series/paper6/biowa.html> World Wildlife Fund, Land Clearing, viewed July 2009, http://www.wwf.org.au/ ourwork/land/clearing/ Serpentine Jarrahdale Landcare, viewed August 2009, <http://www.landcaresj. com.au/index.htm>

Science authors and reviewers wanted Would you like to be involved in an exciting Years 7 â&#x20AC;&#x201C; 10 secondary science project? Do you have experience in either writing or reviewing science curriculum material? Do you have innovative approaches to teaching science? Do you use ICT in your science classroom teaching? To register your interest please contact: Eleanor Gregory E: eleanor.gregory@cengage.com P: 03 9685 4181

News

Graham Hodgkin – a Tribute Frank Dymond sadly no longer in existence, was an integrated science and education degree that offered concurrent units in science and education. It had much to recommend it and I am sure that those who participated in the program would agree. Graham was an important link between the two institutions.

9/6/1933 – 3/8/2009 Many of the readers of SCIOS would remember Graham Hodgkin, either as a colleague teaching in the schools or many more of you as your lecturer during your teacher education years. Graham first joined what was then Secondary Teachers College (STC) at Nedlands in 1969. He brought with him an approach to teaching that was a meld of his beliefs and his experiences at a variety of schools. Those schools included his first appointment to Northam High School in 1955/56, He then moved to Tasmania to teach at Friends School where he stayed for two years. On his return to Western Australia, he taught at Scarborough, Tuart Hill, Armadale and Ashfield (Cyril Jackson) High Schools. From Leederville Technical College, where he taught TEE Biology, Graham moved into what was to become his professional home for the next two decades – Nedlands and the experiences of his school years determined his approach to teacher education. In the early years of STC his main role was to provide lectures in what was then fondly known as ‘Methods’ (Curriculum Studies) and to provide support for education department students studying science units at other tertiary institutions. This was to change as STC became firstly the independent Nedlands College of Advanced Education (Nedlands CAE) and later part of the Western Australian College of Advanced Education (WACAE) and still later, the Edith Cowan University (ECU). Many of Graham’s colleagues would know of his contribution to TEE Biology and Human Biology both as an examiner and a member of the syllabus committees. Few though would know of his contribution to the establishment of the BSc Education – a joint course between UWA and Nedlands CAE. This course, 8

When Nedlands CAE began to offer its own Science Diploma (later a Degree), it was Graham who wrote the outlines for the biological program and later, together with Mark Hackling, developed the units. Graham’s approach to teaching was years ahead of his time. He was advocating student centred learning and social constructivism before the latter term came onto the educational scene. Graham also introduced field trips for his Dip. Ed. science education students. The students felt that the end of year prac teaching was a waste of time as the schools were almost wound down so Graham convinced the powers to be that an excursion to Rottnest would be more worthwhile. The students organised everything and then Graham was invited to attend! A lot of ecology was learnt. In 1975 he was able to put his ideas into practice when he took long service leave and, together with his wife Margaret, established KIDS School – an alternative school that catered for children for whom main stream education was difficult. Some of the readers of SCIOS would know of KIDS School and would be aware of the contribution that this school, through Margaret and Graham, has made to the development of these students. (On his retirement from the Mount Lawley campus of ECU in 2000, Graham took on a full time teaching role at KIDS School.) Few of Graham’s colleagues would know that, in addition to raising six children of their own, Graham and Margaret have ‘fostered’ (supported) sixty-four other children some of whom stayed with them for eight or more years. Some of these children came from troubled backgrounds but the success stories that followed must provide the reward for their efforts. As if all that was not enough Graham was also a Scout Leader. Graham was diagnosed with an aggressive form of leukaemia in late March of this year with a prognosis of six to eight weeks to live. Typical of this gentle man, he responded to his family’s grief by assuring them that he had achieved all that he had wanted to, had enjoyed a good life and had a loving family. It was my privilege to visit Graham once a week in the latter part of March and through April, to share stories about the great years on Nedlands Campus and to listen to tales of KIDS School. Thanks for sharing Graham. Graham died on August the third of this year. He is survived by his wife, and staunch friend of more than fifty years, Margaret, his four daughters, Marie, Susan, Beth and Judy and his two sons, Alan and Jonathon.

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Tree Weaving: Weaving science, art and language together Christine Howitt, Science and Mathematics Education Centre Curtin University of Technology This is the first of five early childhood science activities that will be presented in subsequent issues of SCIOS. The activities have been developed from the Collaborative Science Project, which is reported in the current issue. Tree weaving offers young children the opportunity to freely express themselves as they explore both natural and man made objects in their environment.Tree weaving is a simple yet powerful tool that helps young children connect with science, art and language. Tree weaving involves two trees, wool or string, and a selection of natural objects (such as twigs, bark, leaves, feathers or flower) and man-made objects (such as lace, ribbon or strips of material). Find two trees approximately two metres apart. Tie the wool or string tightly between the trees, at childrenâ&#x20AC;&#x2122;s height, about a dozen times. Model to the children how to weave an object (such as a twig) through the wool. Then stand back and watch the children create their own masterpieces. Tree weaving allows children the opportunity to explore outside, providing a more intimate experience of nature. Tree weaving is best done on a slightly windy day so that children can obtain a full sensorial experience as objects blow in the wind. A range of long thin man-made objects that can weave easily and will blow in the wind can be collected beforehand. Alternatively, the children can be asked to explore their classroom to collect suitable objects. Similarly, a collection of natural objects can also be provided in a basket at the trees. However, greater discovery

and learning will take place if the children are allowed to explore their surroundings to find their own natural objects off the ground. As children are weaving their objects through the wool, encourage talk. What is the object? What does it feel like? Is it rough and hard (such as some wood)? Is it smooth and shiny (like some leaves)? What does it look like? Is it long and thin or short and fat? Science can be integrated by asking simple questions. Is the object heavy? Is it light? How can you stop a heavy object from falling off the weaving? How can you stop a smooth object from falling through the weaving? What happens if you twist the strings a couple of times before adding an object? Does a rough surface help to hold an object in the weaving? If so, why? Can you weave through holes in leaves or bark? Encourage descriptive language such as over, under, around, round and round, in between, through, twist, weave, spiral, thread, up and down , and side ways. What words do the children use to describe the objects blowing in the wind? Let the children stand back and admire their work. Invite other children to admire the work, or add other objects to the tree weaving. Place a basket filled with a variety of natural and manmade objects next to a new tree weaving, as an invitation for the children. Take photographs of the childrenâ&#x20AC;&#x2122;s tree weaving. Print these photographs and place them on display.

Twisting the wool as a means of holding the objects tighter. VOLUME 45 NO. 3 SEPTEMBER 2009

News

Industry News, Geoscience Careers Evening John Carke, CEO STAWA The evening was a great success, with approximately 200 people in attendance (including 115 university students). Cathy Higgs from CASM and ASEG said participating schools included: Carey Baptist College, Chisholm Catholic College, John Calvin Christian College, Kent Street Senior High School, Lesmurdie Senior High School, Macquarie University, Perth Modern School and Walliston Primary School. Attracted by the opportunity to gain the latest information from the universities and petroleum and mining companies, students were briefed on courses, career opportunities and job satisfaction. The four geoscience professional bodies - the Australian Society for Exploration Geophysicists (ASEG), Petroleum Exploration Society of Australia (PESA), the Australian Institute of Geoscientists (AIG), and the Geological Society of Australia (GSA) - combined forces to coordinate the event. The evening featured various speakers who gave their insights into geosciences careers, with students gaining a range of information from representatives of Woodside, Apache, Fugro, Murdoch University, Curtin University, UWA, PGS, ASEG, PESA, AIG and GSA. Jim Leven, Oil & Gas Services, Department of Commerce, said the event represented a great opportunity for anyone contemplating a career in geoscience to investigate their options. “The professional bodies and the industry sponsors all recognise the importance of attracting high calibre students into the profession,” Mr Leven said.

The economy of Western Australia is based on the mining and petroleum industry, and we need to ensure a continued flow of enthusiastic students into the profession to maintain our capability and lifestyle. Some of the most daunting problems facing the future of society, including climate change, greenhouse gas mitigation, soil degradation, and security of energy supply, will need the expertise of the next generation of geoscientists. Suzy Urbaniak, geologist and earth & environmental science teacher, Kent St Senior High School, said the feedback from all four careers nights had been very positive. “The geoscience career night is a must and a perfect vehicle to support geosciences teaching and learning at secondary schools. Here at Kent St, it has made a difference. Students are moving into tertiary geosciences’ and environmental degrees,” she said. “The students enjoy talking to people who work at the ‘coal face’ and they do draw inspiration from the tales they tell from both perspectives, not only the work but the culture that is associated with working in this great industry. The course is growing at Kent St and it’s thanks to corporate events such as the geoscience careers evening and industry sponsorship that enables us to give the students the best information and opportunity to support their university and career choices. I believe that with continued corporate support that creates this form of relevant and authentic learning and awareness, employment opportunities in the future will be fulfilled and sustained in the minerals and energy sector by our Western Australian youth”.

L-R: Jim Leven, Oil & Gas Services, Department of Commerce; Howard Ng, laptop door prize winner, Kent St Senior High School; and Suzy Urbaniak, geologist and earth & environmental science teacher, Kent St Senior High School.

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Integrating Science Education and Gaming Theory: A new approach to teaching science Daniel Aleksovski, CGE Network Integrating technology into science education has become increasingly popular in modern societies. Information communication technology (ICT) in schools is a fundamental component in a pedagogical surrounding. Technology can be defined as human innovation in action that involves the generation of knowledge and processes to develop systems that solve problems and extend human capabilities (ESE, 2001). The Department of Education and Training (DET) insists that schools must produce graduates who are equipped to use information communication technology (ICT) effectively in all aspects of their lives as students, future workers, and citizens. The Australian Government has helped stimulate this movement by adding $60 million over an eight year period (2001-2009) (DET, n.d.). Studies carried out by Professor Freebody (n.d.) showed that teachers in Australia found these innovative technologies tremendously effective plus engaging. Wan Ng (2008) identified that most research concerning information communication technology within Australia illustrated that students became progressively more enthused to learn by exploring concepts using innovations such as the World Wide Web (WWW). The Australian Bureau of Statistics (ABS) announced in June 2008 that over 7.2 million Australian citizens had an active internet connection in their household. The number of Australian families investing into the internet has more than doubled in the last 12 months, with many of these families subscribing to greater than average speeds (ABS, 2008). Evidently, our way of living in modern society has changed in the last decade alone. The radical boost in internet subscribers in Australia has resulted in vital self-directed learning. Teaching students to take advantage of the abundance of information on the World Wide Web (WWW) along with becoming technologically educated prepares them to be self-directed lifelong learners (Ng, 2008). In a classroom environment, the use of information communication technology promotes a student-centred approach (Scrimshaw, 2004). Integrating technology into a classroom atmosphere in various cases can be awfully unproductive, particularly when educators are unable to comprehend the technology being integrated. Educators have to be conscious of information communication technology in addition to the capabilities it encompasses. Quite frequently educators feel uncomfortable employing technology into their classroom surroundings due to a lack of confidence (Scrimshaw, 2004). Clearly adequate training is essential to allow educators to feel proficient (Scrimshaw, 2004). Working in a collaborative environment with other colleagues and experts can significantly improve ones capability in dealing with ICT (Scrimshaw, 2004). Integrating aspects of technology VOLUME 45 NO. 3 SEPTEMBER 2009

into a classroom setting, such as the World Wide Web (WWW), requires a dependable and responsive system (Scrimshaw, 2004). Becoming familiar with the surrounding network allows for immediate action to be engaged when systems subside or else fail in a classroom (Scrimshaw, 2004). Educationally the benefits of integrating information communication technology in a classroom allowed students to discover innovative methods of learning (Scrimshaw, 2004). Furthermore, ICT amplified the amount of hands on time for students in science in addition enthusing students to investigate deeper (Scrimshaw, 2004). To an extent ICT has also played a role in encouraging students to take control of their own learning as well as building up their self-confidence plus self-esteem (Scrimshaw, 2004). The use of an interactive whiteboard in an educational environment enhances student learning as well as elevating a studentâ&#x20AC;&#x2122;s level within literacy and numeracy (Murcia & McKenzie, n.d.). In perspective of science education, an interactive whiteboard permits students to explore ideas of science in a visual and interactive atmosphere. Certain third party software combined with the interactive whiteboard would allow students to evaluate scenarios which may possibly not be accessible in society today. Information communication technology provides an authentic approach on teaching as it allows educators to provide multiple roles and responsibilities represented or portrayed in the wider community (Herrington & Kervin, 2007). In a sense ICT can be perceived as a cognitive tool or mindtool (Jonassen, 1994). Jonassen (1994) indicated that, â&#x20AC;&#x2DC;Students cannot use [cognitive] tools without thinking deeply about the content that they are learning, and second, if they choose to use these tools to help them learn, the tools will facilitate the learning processâ&#x20AC;&#x2122; The use of information communication technology in a classroom environment is not only innovative and rewarding for both students and the educator, but is also theoretically sound (Herrington & Kervin, 2007). Computer and video games are becoming ever so popular in the 21st century, catching the attention of many scholars (Squire, n.d.). In 2001, computer and console game software and hardware exceeded $6.35 billion in the United States, and an estimated $19 billion worldwide (IDSA 2002). Educators across the globe have become conscious of this rapid expansion into gaming (Squire, n.d.). Experts have now begun to concentrate on the effects these games have on players, and how some of the motivating aspects of video games might be harnessed to facilitate learning (Squire, 11

News n.d.). On the other hand several experts also believe video games might foster violence, aggression, negative imagery of women, or social isolation (Provenzo 1991). Game developers are highly successful in constructing powerful emotions within players, especially fear, power, aggression, wonder and joy (Squire, n.d.). Developers construct these key emotions by balancing a number of in game components such as character traits, rewards, obstacles, narrative, competition and of course the ability to collaborate with other players (Squire, n.d.). Comprehending these unique components might be useful for instructional technologists who design interactive digital learning environments (Squire, n.d.). In the previous decade a significant increase in software based learning has exposed that educators around the country are employing simulation based software to help stimulate student learning (Squire, n.d.). Numerous games tend to suspend the rules of reality, yet simulation based games endeavour to model a system in a manner that is consistent with reality (Heinich, et al. 1996). Developers have assembled a variety of video games that facilitate players to experience a range of values and ideas. For instance players can be at the helm of an F-14 fighter jet (Flight Simulation X) or an entire civilization (Civilization, Age of Empires); they can raise a family (The Sims), socially engineer a race of creatures (Creatures, Spore), explore rich interactive environments (Shenmue), or engage in fantasy or role-play (Final Fantasy VIII) (Squire, n.d.). Increasingly software developers are beginning to promote titles with educational values as “edutainment” (Squire, n.d.). In a sense computer games, predominantly simulation based software, act as influential tools in helping students achieve greater understanding in a range of topics (Squire, n.d.). Simply employing educational games into a classroom setting does not ensure that learners will produce the kinds of understanding that educators might desire (Thiagarajan 1998). Importantly learners require opportunities to debrief and reflect, and the quantity of time exhausted on reflection must equal the amount of time engaging in a game or simulation (Heinich, et al, 1996; Thiagarajan 1998). Over time the number of students enrolling into science education has plummeted considerably in Australia (Dekkers et al. 1991). Widespread subjects such as biology, chemistry, physics and several other scientific based learning areas declined significantly between 1992-1995 (De Laeter & Dekkers, 1997). For instance students’ enrolling into year 12 biology between the years 1992 to 1995 declined by 22.9% (De Laeter & Dekkers, 1997). Today similar declining rates concerning enrolment in science education still exist (Goodrum & Rennie, 2007). Factors influencing these trends comprise of stereotypical barriers, content complexity and real world applications (Manicom, 2002). In order to break these trends and strengthen enrolments into science education it is crucial for educators to integrate aspects of technology to help motivate and engage students in order for students to discover innovative knowledge. In general teachers need to shift away from conventional strategies and explore enhanced strategies to 12

encourage a healthier approach concerning science education. Strategies that could encourage students to explore science may perhaps consist of simulation based software or interactive based surroundings. It is understandable that information communication technology (ICT) in schools plays a vital role in engaging students in an authentic atmosphere, through the use of computers, interactive whiteboards and software based games. The Department of Education and Training (DET) have portrayed themselves in a proactive manner concerning technology in our schools, by investing into innovative technologies plus increasing professional based programs to educate teachers in the field of technology. Additionally, the government has funded a number of research projects that support the idea of technology playing a crucial role in schools through the observation of key values of student engagement and stimulation in a student-centred environment. Evidently, educators across the state along with the nation (in all content areas) need to accept that we are living in a technological world, a world where knowledge is shifting rapidly in a blink of an eye. Identified by the Department of Education and Training (DET) it is essential for all teachers to amalgamate innovative technologies into their classrooms to ensure students are equipped with the necessary skills vital in our new and everexpanding society.

References 1. Australian Bureau of Statistics. (2008). 8153.0 - Internet Activity, Australia, Jun 2008. Retrieved March 29, 2009, from http://www.abs. gov.au/ausstats/abs@.nsf/mf/8153.0/ 2. Dekkers, J., De Laeter, J.R. (1997). Science enrolment trends in Australian schools. WISENET Journal, Issue Number 43. Retrieved August 31, 2009, from http://www.wisenet-australia.org/issue43/ trends.htm 3. Dekkers, J., De Laeter, J.R. and Malone, J.A. (1991) Science and Mathematics Enrolment Patterns in Australia, 1970-1989. Curtin University of Technology, Perth. 4. Department of Education and Training. (n.d.) Information and communication technology in schools. Retrieved March 29, 2009, from http://www.dest.gov.au/sectors/school_education/programmes_ funding/programme_categories/online_learning/ict_in_schools.htm 5. Freebody, P. (n.d.) Computer Qualitative and quantitative approaches to literacy education, classroom interaction, with a focus on ICT and/ or educational disadvantage. Faculty of Education and Social Work at the University of Sydney. Retrieved March 29, 2009, from http:// www.dest.gov.au/sectors/school_education/programmes_funding/ programme_categories/online_learning/ict_in_schools.htm 6. Goodrum, D. & Rennie, L. (2007). Australian School Science Education: National Action Plan 2008 – 2012. Department of Education, Science and Training, Commonwealth of Australia. Retrieved August 31, 2009, from http://www.innovation.gov.au/ScienceAndResearch/ publications/Documents/Volume1final_28August2008.pdf 7. Heinich, R., Molenda, M., Russell, J.D., & Smaldino, S.E. (1996). Instructional media and technologies for learning. (5th Ed.). Englewood Cliffs, NJ: Prentice Hall. 8. Herrington, J., & Kervin, L. (2007). Authentic learning supported by technology: 10 suggestions and cases of integration in classrooms. University of Wollongong. Retrieved March 29, 2009, from http:// ro.uow.edu.au/cgi/viewcontent.cgi?article=1027&context=edupapers

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News 9. Industrial Designers Society of America (IDSA). (2001). Technology and People. Retrieved March 29, 2009, from http://www.idsa.org/ 10. Jonassen, D.H. (1994). Technology as cognitive tools: Learners as designers. University of Georgia, College of Education. Retrieved March 29, 2009, from http://itech1.coe.uga.edu/itforum/paper1/ paper1.html 11. Manicom, A. (2002). Enrolment in Science and Technology Programs. Hypatia Team. Retrieved March 29, 2009, from http://www. hypatiaassociation.ca/Enrolment_in_S&_T_.doc 12. Massachusetts Department of Elementary & Secondary Education. (2001). Science and Technology/ Engineering Curriculum Framework – Glossary. Retrieved March 29, 2009, from http://www.doe.mass.edu/ frameworks/scitech/2001/resources/glossary.html 13. Murcia, K., & McKenzie, S. (n.d.). Whiteboard Technology: engaging children with literacy and numeracy rich contexts. University of Murdoch, School of Education. Retrieved March 29, 2009, from http://www.education.murdoch.edu.au/clcd/docs/Whiteboard%20 Technology%20Report.pdf

14. Ng, W. (2008). Self-directed learning with web-based sites: How well do students’ perceptions and thinking match with their teachers? Faculty of Education (Bundoora), La Trobe University Victoria, pp. 24-30. 15. Provenzo, E.F. (1991). Video kids: Making sense of Nintendo. Cambridge, MA: Harvard. 16. Scrimshaw, P. (2004). Enabling Teachers to make successful use of ICT. British Educational Communications and Technology Agency. Retrieved March 29, 2009, from http://partners.becta.org.uk/uploaddir/downloads/page_documents/research/enablers.pdf 17. Squire, K. (n.d.) Video Games in Education. Comparative Media Studies Department, 14N-205 Massachusetts Institute of Technology, Cambridge, MA. Retrieved March 29, 2009, from http://citeseerx.ist.psu.edu/viewdoc/ download?doi=10.1.1.100.8500&rep=rep1&type=pdf 18. Thiagarajan, S. (1998). The myths and realities of simulations in performance technology. Educational Technology, 38(5), 35-41. 19. Virvou, M., Katsionis, G., & Manos, K. (2005). Combining Software Games with Education: Evaluation of its Educational Effectiveness. Educational Technology & Society, 8 (2), 54-65.

Teaching Chemistry for Understanding Vaille Dawson, Curtin University of Technology On Tuesday, April 21st, 25 science teachers from all over the state descended on Curtin University of Technology recently to update their chemistry concepts.

“This program offers high school science teachers a range of opportunities they would otherwise not have,” said Associate Professor Dawson.

Teaching Chemistry for Understanding was attended by teachers from locations as diverse as Carnarvon, Como and Kalgoorlie, these teachers came with a desire to acquire skills that would help them become better teachers.One of the participants was Bullsbrook District High School science teacher Wendy Claxton. According to Wendy, this was a once-in-a-lifetime opportunity to improve her skills.

They were given the chance to conduct a range of hands-on experiments that they can take back to the classroom, such as making nylon, silver mirrors and experimenting with emissions colours. Also on offer was a range of talks by some of Western Australia’s leading researchers. They were then able to take a tour of Curtin’s new state-of-the-art Resources and Chemistry Precinct, which is currently being built.

“The workshop was great,” she said. “We were shown the latest in chemistry research and how this relates to the real world. Particularly interesting was hearing about the research that Curtin is undertaking in nanotechnology and water treatment. This links what we are teaching in the classroom back to the real world. We were also able to conduct some chemistry experiments that I hadn’t done before. I look forward to taking this back to my students.” According to Associate Professor Vaille Dawson from Curtin’s Science and Mathematics Education Centre, this program was an excellent way for teachers to improve their professional skills, ultimately benefiting Western Australian students.

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Teaching Chemistry for Understanding is a partnership between Curtin University of Technology and the Science Teachers’ Association of WA and is designed to take teachers through how to identify and deal with student alternative conceptions. It also provides them with the chance to hear about the cuttingedge, international research Curtin chemists are undertaking. This is the second professional development program run by Curtin and STAWA for science teachers in 2009. A successful physics workshop was conducted in February and a biology workshop is planned for later in the year. The biology workshop will be held on Tuesday September 29th at the Hills Discovery Centre in Mundaring in partnership with the Department of Environment and Conservation. Details will be available on the STAWA webs site.

News

Monkey See, Monkey Do: Perth Zoo’s Psychology Education Experience Lyndsay Fairclough, Perth Zoo How do you get a two-tonne rhinoceros to trust you enough so that you can take blood from its ear to monitor hormone levels? How do you encourage an orangutan to be a good mother? How do you stop someone cringing when they see a snake? The answer lies within the scientific study of how we think, feel and act – psychology, and Perth Zoo’s new education experience Monkey See, Monkey Do helps late adolescent students to discover these answers in a unique environment. Historically, research on animal behaviour has led to numerous discoveries about human behaviour, such as Ivan Pavlov’s research on classical conditioning. Therefore zoos present a unique opportunity to investigate psychology, allowing students to gain a greater understanding of human behaviour by comparing humans with animals. So how do you encourage an orangutan to be a good mother? The next question may be, is there any need? The answer is that occasionally this is necessary, for some female orangutans that have been captive-bred or hand-reared. For orangutans, who are mostly solitary, a young female in the wild learns maternal behaviour by observing her own mother raise her younger sibling. In some captive situations where young females have given birth without having the opportunity to observe a younger sibling being raised, they have either abandoned their young, or do not know how to care for them adequately and intervention has been necessary (i.e. hand-rearing or supplementary feeding).

Photo courtesy of Dr Peter Pratje Program Director Bukit Tigapuluh National Park rehabilitation and release site (pictured) showing young orangutans how to eat from a termite nest.

Perth Zoo is considered a world leader in the breeding of the Sumatran Orangutan. The Zoo has successfully bred 26 orangutans since 1970 as part of an Australasian captive breeding program. On 13 June 2005 Semeru, an infant male orangutan, was the first Sumatran Orangutan to be born at Perth Zoo in 12 years. Due to the rearing situation of Semeru’s mother, Sekara, there was a lack of opportunity to observe maternal behaviour during her development. However, Sekara was an excellent mother from the time she gave birth. What could explain this?

Sekara (right) and Semeru (left). Photo by D Smith © Perth Zoo.

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News Orangutan keepers at Perth Zoo initiated maternal observation sessions for Sekara to assist her with raising her first offspring once it arrived. During pregnancy, two female zoo keepers who were on maternity leave brought their babies into the night den area for Sekara to observe. The babies were breast fed, held and played with in front of Sekara. Sekara showed interest in the mothers and babies and this could have assisted with her sound maternal skills when Semeru was born. Utilising this observational learning strategy has been significantly useful in giving captive female orangutans the opportunity to observe and learn how to care adequately for their own offspring without the necessity to intervene. Observational learning has also been applied to assist orphaned orangutans in the wild to develop survival skills. As previously stated, in a normal situation, a young orangutan would learn everything about living in the forest from its mother. Sadly, orphaned orangutans that are in the Bukit Tigapuluh National Park rehabilitation and release program in Sumatra, Indonesia, have missed out on this opportunity so other options must be explored. Young orphaned orangutans are given ‘forest lessons’ by human carers where they are taught forest skills such as how to exploit unusual or difficult food sources. This could include drinking water out of tree hollows, stripping rotan stems and breaking open termite nests. The photo below shows young orangutans watching how to eat termites from a nest. Staff at the release program also try and ‘buddy up’ less experienced orangutans with other orangutans that exhibit more natural forest behaviours. This then allows the less experienced orangutans to watch and copy forest behaviours of the other orangutans (Bullo, 2009). The observational learning theory was developed by Albert Bandura and suggests that learning occurs when we observe and imitate the behaviours of others. Through observational learning, behaviours can be learned or modified as a result of watching others and mimicking their actions after watching the consequences of the behaviour of others (Fletcher and Garton, 2007). So, while we are on the subject of learning theories, do you want to learn more? Monkey See, Monkey Do, developed by Perth Zoo’s team of experienced educators to align with the Psychology Course of Study for 2009, is a new and exciting opportunity that

challenges students to discover how such principles of learning as well as operant conditioning and positive reinforcement have been applied to the care and management of many of Perth Zoo’s animals. Utilising their prior knowledge of communication and behaviour, an investigation in the Zoo grounds also gives students an opportunity to gather and evaluate scientific data on animal group dynamics in the Zoo environment. The Monkey See, Monkey Do education experience includes pre- and post-visit material, student record sheets for the collection of data based on observations in the Zoo grounds and an optional experience with a Zoo educator. The table below shows how Monkey See, Monkey Do activities relate to Units 1A and 2B. A formal experience with a Zoo educator allows students to take part in an informative presentation utilising a live animal encounter, PowerPoint slides and audio-visual experiences. The presentation includes the following: an overview of historical leaders in the field of learning psychology; how Perth Zoo has applied learning theories to the benefit of its animals; a variety of Perth Zoo case studies to help students understand terminology and application; and an investigation of operant conditioning and positive reinforcement which includes a live animal encounter. If you would like to book this fascinating education experience, complete the online booking form found at <www.perthzoo. wa.gov.au/edbooking> or telephone the Perth Zoo Education Bookings Officer on 9474 0365. A downloadable teacher resource pack and accompanying student activities can be found at <www.perthzoo.wa.gov.au/Schools/Education-Experiences/LateAdolescence>.

References Abello, M., & Colell, M. (2006) Analysis of factors that affect maternal behaviour and breeding success in great apes in captivity. International Zoo Yearbook, 30(1), 323-340. Bullo, K. (2009) Senior Primate Keeper, Perth Zoo. Personal communication. Fletcher, J., & Garton, A. (2007) Psychology: self, others and society, Pearson Education Australia, Melbourne, pp 256-257. Wich, S., Utami-Atmoko, S., Mitra Setia, T., Rijksen, H., Schürmann, C., van Hooff, J., & van Schaik, C. (2004) Life history of wild Sumatran orangutans (Pongo abelii). Journal of Human Evolution, 47(1), 385-398.

Unit

Unit Content

Zoo Education Experience

1APSY

Others - Communication

Students identify and discuss the different types of communication used by Zoo animals.

2BPSY

Self – Biological influences

Students explore how the Zoo has applied the different principles of learning to aid in animal care.

Others – Social Psychology

Students conduct an investigation into the social dynamics including status and power of a non human primate group.

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News

Le Chatelier’s Principle (LCP), a means to an end, but an explanation? Craig Lucanus, Scotch College

reaction rate more than the rise in concentration of ammonia Syllabi, high school texts, and teachers generally place Le molecules, and collisions involving them, affect the reverse rate. Chatelier’s Principle (LCP) centrally in the coverage of the Consequently, reactants are consumed faster than they form “chemical equilibrium” topic. LCP is an empirical observation of leading to a falling forward reaction rate from its increased level the behaviour of equilibrium systems when they are disturbed and further rising in the reverse rate. This continues until the but provides no explanation for their behaviour, only a basis to forward and reverse reaction rates equate once more (but at a predict the effects of disturbance. Without adequate explanation level higher than in the original equilibrium), with a resultant shift of equilibrium based in kinetics, students are left to perceive that the rise in concentrations of hydr in equilibrium to the right. both an explanation and the logical application of LCP are one Therefore, molecules, and collisions involving them, aff and the same. In analysingrate the effect of changing many texts not reaction more than pressure, the rise in do concentra attempt to explain why forward and reverse reaction rates are Principles students learn in their study of kinetics, prior to molecules, and collisions involving them, aff affected differentially, merely asserting that they just are. encountering LCP, are sufficient to predict equilibrium shifts. The rate. Consequently, reactants are consumed fas following is a suggested “kinetics first” approach to explaining leading to a falling forward reaction rate fro Temperature equilibrium behaviour. level and further rising in the reverse rate. The system’s temperature is raised. This immediately increases the forward and reverse reaction rates e Consider the effects of changing the concentration of a reactant, until both the forward and reverse reaction rates. However, as the (but at a level higher than in the original eq pressurising, or raising temperature upon the system, reaction is exothermic reaction has higher resultant shift the in reverse equilibrium to activation the right. energy (E ) than the forward reaction. From the kinetic energy a N2(g) + 3H2(g) 2NH3(g) + 92 kJ. diagram below it can be observed that as Ea increases In distribution analysing the effect of changing pressure, along the horizontal axis there is a gradual increase the ratio of reacti Concentration reverse attempt explain why forward and in the area beyond Ea under the high T curve to the area under the differentially, merely asserting that Hydrogen is added without changing the temperature or volume affected low T curve. Therefore, as T increases the proportion of successful of the system. The rate of the forward reaction instantly rises Temperature collisions for a high Ea reaction increases by more than it does for as the collision frequency between reactant molecules increases a lower Ea reaction, hence the reverse rate increases by more than due to more becoming present in the same space. The rate of The system’s temperature is raised. This immed the forward rate. the reverse reaction remains unaffected as collision frequency both the forward and reverse reaction rates. H Consequently, are formed faster they are consumed of product molecule collisions is unchanged by the addition of reaction isreactants exothermic the than reverse reaction ha leading to further rising in(E the and forward falling in the reacti reactant molecules. Consequently, reactant molecules become activation thanrate the energy a )forward reverse rate from increased levels. This continues until the forward energy distribution diagram below it c consumed faster than they form leading to a falling in their kinetic and reverse reaction rates equate once more (but at a level axis increases along the horizontal that as E collision frequency, and hence the forward reaction rate, from a higher than in the original equilibrium), with a resultant shift in gradual increase in the ratio of the area beyo its raised level. Product molecules form faster than they are high T curve to the area under the low T curve equilibrium to the left. consumed leading to their rising collision frequency and hence the proportion of successful collisi a rising reverse reaction rate. This continues until the forward increases In analysing the effect of temperature, many texts baldly assert reaction increases by more than it does for a and reverse reaction rates equate once more (but at a level that increasing T favours endothermic reactions (forward or hence the reverse rate increases by more than higher than in the original equilibrium), with a resultant shift in reverse), without explanation. equilibrium to the right. Kinetic Energy Distribution Kinetic Energy Distribution The system is pressurized by reducing its volume. The concentrations of all species increase and both forward and reverse reaction rates rise. Hydrogen molecules figure three times more often into collision permutations than nitrogen molecules and one and a half times more often than ammonia molecules. To emphasize this to students, the equilibrium may be rewritten as,

N2(g) + H2(g) + H2(g) + H2(g)

NH3(g) + NH3(g) + Energy

Number ofParticles Number of

Pressure

Therefore, the rise in concentrations of hydrogen and nitrogen molecules, and collisions involving them, affect the forward 16

Consequently, reactants are formed faster than toSCIENCE further rising inOF WESTERN the forward THEleading JOURNAL OF THE TEACHERS’ ASSOCIATION AUSTRALIA rate reverse rate from increased levels. This conti

News Conclusion There is no reason not to initially cover equilibrium disturbance from a kinetic perspective. Teaching students how to apply LCP remains important, of course, but this author contends that its introduction should wait until fully covering the kinetic theory underlying it. Discussion of LCP should highlight that, while it can make correct predictions, it is a device used like a calculator is to multiply numbers or like a rule of thumb. To stress the point, how does LCP apply to the following equilibrium when water is added? CoCl22-(aq) + 6H2O(l) Co(H2O)62+(aq) + 4Cl-(aq)

Consideration of kinetics leads towards a correct conclusion while LCP leads into a tangle. Finally, another approach applied to predicting equilibrium behaviour in relation to concentration and pressure disturbances is the appeal to an imperative that an “equilibrium constant” must be preserved when concentrations are entered into an algorithm introduced as an “equilibrium expression” (T constant). How the “expression” is derived from kinetic theory is omitted in most texts, so it cannot be a part of a coherent explanation of equilibrium behaviour. Students are left to mistake its logical application for an explanation, unless introduced to kinetics first.

Book Review

Window to the Universe – SKA teaching resource Paul Nicholls, Scitech Window to the Universe is a new teaching resource designed for students in Years 9–10 across Australia. Comprising 21 lessons arranged in three sections, it first introduces students to the Basic Science of the Electromagnetic Spectrum, then tackles the key concepts and components in the Universe with Science in the Sky and lastly covers astronomical techniques and technology with Astronomy Technology. The resource was developed as part of the Questacon-Scitech SKA project funded by the Australian Government as part of its commitment to radio-astronomy in Australia. With assistance from Dr Rob Hollow of the ATNF and teachers of the NSW Science Teachers Association, the resource was developed to assist students and teachers make the most of super science projects such as ASKAP and hopefully the SKA in the not too distant future. The resource uses a wide range of activities and styles to engage students. Lesson topics can be used and adapted individually but also form an integrated unit that engages and challenges students by exposing them to an exciting area of science in Australia. The resource also includes conceptual information about astronomy, radio astronomy and the SKA. It contains a detailed list of useful websites where further information can be obtained and also links for each lesson to curricula in New South Wales, Western Australia and the Australian Capital Territory. In launching the resource in August, Minister Kim Carr said “it is vitally important that Australia’s teachers understand the science behind the SKA and are supported in delivering this information to our students. The ASKAP and SKA projects will need many engineers, IT specialists, astronomers and technologists over the VOLUME 45 NO. 3 SEPTEMBER 2009

estimated 50 year life of the project. It will lead to development of industries and research in Australia that we have not yet even considered”. The resource is also supported by a range of media including power-points, videos and still images available on the soon to be launched website at www.ska.edu.au. Further resources such as electronic lesson plans, career opportunities and links to the National Curriculum and student projects will be added regularly. The website will also provide updates on the progress of the SKA project and other astronomy related initiatives that students and teachers can participate in. To register your details to receive a free copy of this resource, please visit www.ska.gov.au/education. For further enquiries relating to the resource e-mail education @ska.edu.au or contact project coordinator Paul Nicholls paul@ scitech.org.au 17

News

CONASTA 09, CONSTAWA 09 STAWA AGM 09

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VOLUME 45 NO. 3 SEPTEMBER 2009

News

Desertification: some of its causes and some coping experiences Aldo T. Marrocco, IC Toniolo Introduction The phenomenon of desertification consists in the alteration of the soils that often, depending on the way they have been used, become barren and unfit for growing crops. It is a phenomenon that happens, for instance, in Sahel, where it has frequently driven people to migrate. On the other hand the advance of deserts is, unlike the Sahel example, a phenomenon that only occurs on the outskirts of deserts. Here the wind-swept sand of the dunes encroaches on the neighbouring areas, some of which may be inhabited or tilled. Every year desertification makes millions of hectares of land unusable; this process steals green areas from the planet, probably contributing to climate change, which is, in turn, the concomitant cause of such phenomenon. Desertification may contribute to food shortages and price increases. The UN declared 2006 the year of deserts and desertification.

Teaching module Since these are very complex phenomena this paper is just an introduction to a more complete study. It is mostly based on documents that are available on the Internet; some of them are written in Italian or French, but most are in English. They usually come from universities or UN agencies. They include pictures that can help understand the problem as well as links and references that can be helpful for further investigation and information. This teaching unit, for instance, cuts across science, geography, French and English. The class can understand how vulnerable the agricultural ecosystems, especially the tropical ones, are. Students can also understand, however, that nature offers the means to prevent and cope with desertification. The salinisation of farmland is a frequent cause of desertification. Salinisation usually occurs when crops that need lots of water are cultivated in dry climates. The water that is obviously provided through irrigation largely evaporates, leaving its salt content in the soil. Subsequently, because the washing effect of rainwater is missing, over time such salts build up into excessive amounts. In 20

this way the soil becomes less and less productive and eventually becomes barren. Water absorption by the roots is regulated by osmotic pressure (5). Under normal circumstances the water contained in the cellular fluids of the roots has a higher salt content than the water contained in the soil; so the latter is absorbed by the plant, which lives normally. If the water contained in the soil has a higher salt content, the water flow is reversed. The plant withers and may dry up. As soon as the conditions that caused such salinisation cease to exist the soils naturally regenerate. Actually, the simple exposure to a sufficient amount of mineral-free rainwater washes away all the salty build-ups. However, such rainwater must effectively seep through the soil and should not simply flow on the surface. A soil can also be subject to salinisation when the water table is very shallow. In this case it is the evaporation of the groundwater, rising to the surface through capillarity, which leaves behind some mineral salt residues. Seawater too can be the cause of salinisation in the farmland. This is what has happened, for instance, in Indonesia as a consequence of the 2004 tsunami. However, even without such special catastrophic events, this phenomenon is a frequent occurrence in coastal flatlands (6). There can be seepage of seawater into the water table, boosted by the rise in the sea level and by water consumption, which remarkably quickly can lower the groundwater level. It has also been reported that sodium and chloride are toxic for plants and that the availability of trace elements is altered by the changes in pH that result from salinisation. Irrigation systems that use up more water than required, as well as wasting precious water resources, speed up salinisation and thus can cause even worse damage (7). The need to improve the current state of affairs while increasing agricultural productivity for an ever-growing world population suggests that some changes are in order. For example, the use of more effective irrigation systems, an optimum use of rainwater, and productive choices that are sympathetic to the pedoclimatic environment are all recommended.

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News In China, in the basin between the TianShan mountains and the Kunlun mountains, salinisation had been caused by a very shallow water table. Moreover the dunes of the nearby Taklimakan desert were advancing. Farming and breeding were becoming more and more difficult. The â&#x20AC;&#x153;Tamarix projectâ&#x20AC;? (3) (8) was implemented here to recover these soils so that production could be resumed. Basically this simply involved the natural propagation of native trees, mostly of the genus Tamarix. These are very particular trees. They not only withstand very strong winds and sudden changes in temperature that are typical of the area, but they also tolerate water stagnation and salty soils. In addition, they can grow on dunes and can withstand sand floods. In the farmlands rows of these trees, which use up any excess water contained in the soil, were planted and thus the water-table level was lowered, removing the cause of salinisation. At the same time, in the breeding areas on the outskirts of the nearby desert, the ability of some trees of the genus Tamarix to grow on the dunes helped to prevent the dunes from advancing. These trees, which also provide timber and fodder, originally grew in these areas where they had maintained a well-balanced environment for many centuries. The planting of Tamarix trees in this way was able to repair the damage caused by the intensive deforestation of previous decades which had been turning the area into a desert. Climate change makes things worse for dry and moderately dry areas. In these areas great differences in rainfall are found from one year to the next. In addition, great differences in rainfall can also be found in nearby areas. In Sahel rains are concentrated in one season the length of which depends on the latitude. Here the soils are often slow in absorbing water. During the few but intensive rains a minimal amount of water is absorbed while the rest flows away across the surface and streams. So, whilst there can be floods downstream, the upstream soils absorb water just a few millimetres deep and do not store up enough water to support the life of plants or crops. Some techniques used to make the most of rainwater help the growing of crops even in harsh conditions (1) (9). For example, on slopes a classic technique consists in digging small furrows or erecting small banks, perpendicular to the most sloping line. These structures, arranged along the contour lines of the land, trap the water that flows down so that it has time to seep into the soil. Often hedges are planted along these structures or all around the tilled land. This reduces the drying effect of the hot, dry winds (10). As well as protecting biodiversity such hedges can also provide food, natural medicines, and timber. VOLUME 45 NO. 3 SEPTEMBER 2009

There is a very peculiar technique that is typical of the traditional farming practices of Niger and Burkina Faso, which here is called zai (11). This allows those populations to grow millet and sorghum in degraded soils, making the soil fertile again in five yearsâ&#x20AC;&#x2122; time. Small holes are made in the ground, thirty centimetres in diameter, evenly spaced out, 80-100 cm apart from each other. Some organic manure or straw is placed in the holes. These materials attract the termites, which feed on them and which, starting from the hole, begin to dig nests and galleries, a few decimetres deep but very long. When the rainy season begins seeds are planted in these holes so that cereals can grow in them. The rainwater that is not absorbed by the soil surface is swallowed up by the holes, filling up the underground cavities dug out by the termites. In this way, the subsoil stores up remarkable amounts of water which otherwise would stream away. The water, thus protected from evaporation, is reached by the roots of the cereals which can be harvested. The termites leave in these underground cavities remarkable amounts of organic substances that are used by the cereals as fertilisers. The soil surface between the holes, which has absorbed only minimal amounts of water, will not host any unwanted weeds. This favourable interaction between the soil and the termites can also be observed in nature, in the savannah or in the tropical forest. The zai technique is also used to re-afforest soils. For the sake of completeness, note that over 2000 species of termites are known, and some of them are considered harmful for some crops as well as for wooden items. However, research conducted in some countries in Sahel testifies, at least in certain areas, to the effectiveness and benefits provided by techniques that rely on the activity of termites and support their use (12). Zai schools have been set up and run by farmers in Burkina Faso since 1992. (2) One of the goals of this project is to conduct experiments to adapt such techniques to local circumstances. Farmers who have learnt the techniques, in turn, can teach them to others. Overgrazing is a major cause of desertification, especially in Australia and Africa. Problems begin when plants are bitten too often by animals. After each bite the plant tends to re-grow, taking energy from the roots. But frequent biting prevents the plant reaching a photo-synthesizing surface large enough to replenish the energy taken from the roots in order to re-grow. So the plant becomes weaker and weaker, unable to grow a strong, deep root system; it will not withstand such stressors as drought or fire (13) and will eventually dry up. As a consequence, the soil will be deprived of its 21

News vegetal coverage and will be directly exposed to violent collision with rainwater during heavy rainfalls. A fertile soil contains organic substances which, by binding to the mineral particles, give it a certain porosity. The collision of rainwater with the soil, which is no longer cushioned by its vegetal coverage, breaks up such formations. The resulting fragments eventually block the pores. In addition, excessive stamping by the hooves of animals, especially on wet soil, tamps the soil, further reducing its porosity (14). As a consequence, the rate at which the rainwater seeps into the soil can become up to ten times lower (15). Thus, after intensive rain, most of the water tends to simply stream away. Only a small amount of water is stored up by the soil and this will heavily affect the growth of grass. The water tables are not properly replenished, and this is detrimental to the underground water resources. Moreover, as it streams away the water sweeps away some fine particles of soil, which is what gives substances produced by fungi and bacteria streams their turbid appearance after a heavy rain.

It is also essential to prevent animals going to pasture when the soil is wet and to organise their feeding to help avoid this problem. It is a well-known fact that kneading wet clay and letting it dry in the sun is a technique for making bricks. The same happens to a wet, trodden, sun-dried soil, producing similar but certainly undesirable results. Experience, professional skills and the knowledge of plant and animal biology are the key to an optimum, sustainable use of pastures (17) (18). But in some countries the lack of resources, including financial resources, hinders the spreading and implementation of such techniques.

Fire too is a major cause of desertification. Fire speeds up the oxidation of the organic substances contained in the soil, the presence of which is important, not least for the soilâ&#x20AC;&#x2122;s water retention. Forest fires, by overheating the soil, may also kill many together of the little the beingsparticles that live there, such as, for instance, bind of soil, giving it a good bacteria, fungi, earthworms and termites (19). In addition mineral of porosity (20). The faeces of earthworms are very stable compounds (21), in which the firesby greatly available food and shelter for theSome Aparticles soil deprived of its vegetal coverage is also more exposed and organic substances areto the kept course, together thereduce intestinal mucus (22). survivors. Sticky substances on the skin ofchambers earthworms asconnected well as wind and therefore to wind erosion. and windmentioned, erosion can species of termites, as Water we have dig holes and subterranean other organic substances produced by fungi and bacteria bind b y a dense network of galleries into the soil. The sections of such galleries range between 1 remove all the fertile layer of the soil, in just a few decades. particles can of soil,reach giving it 7.5 a good porosity (20). TheMany and 20 mm; it has been observed that their together overallthelength Km/hectare. For pasture to be sustainable, animals must leave the species of termites line such cavities with their faeces. So, are asvery a stable result of the(21), lifeinthat faeces of earthworms compounds whichtakes pastureland before the grass isthe too short only when place within a soil, soil and willreturn behave well inmineral terms of water infiltration and retention particles and organic substances are kept together and by will the grass has had time to grow back. This will maintain the plantsâ&#x20AC;&#x2122; also be well aerated, soft and rich in organic substances. All this boosts the intestinal mucus (22). Some speciesits of fertility. termites, as we have strength, and an appropriate vegetal coverage on ashes is a lifeless soil, which is exposed to water After abiodiversity fire, what remains underneath the mentioned, dig holes and subterranean chambers connected by the soil.wind This is why some breeders splitto their pasture intofurther. several The water cycle is also strongly affected (fig.1). and erosion, bound degrade a dense network of galleries into the soil. The sections of such areas that they use on a rotation basis. Another useful method is galleries range between 1 and 20 mm; it has been observed that following experiment how important organic matter is for good water retention b y toThe arrange the drinking troughs so as toexplains reduce the tramping of their overall length can reach 7.5 Km/hectare. Many species of the soils. animals when drinking. termites line such cavities with their faeces. So, as a result of the Just put 200 grams of earth in a dish and 200 grams of compost in another dish. In Sahel desertification often starts precisely near the few wells, Then, add 80 grams of water to both dishes. life that takes place within a soil, the soil will behave well in terms water infiltration andabsorb retention and will also be 2). well aerated, where converge covering long distances You the willanimals see that theafter compost, unlike theand earth,ofwill completely it (see fig. soft and rich in organic substances. All this boosts its fertility. where they sometimes wait for a long time for their turn to drink.

Fig. 1 The forest soil, rich in organic matter, absorbs the water of a heavy rain (left) almost completely, while from a barren soil (right) there is a heavy runoff.

Fig. 1 The forest soil, rich in organic matter, absorbs the water of a heavy rain (left) almost completely, while from a barren soil (right) THE there is aOF heavy runoff. JOURNAL THE SCIENCE TEACHERSâ&#x20AC;&#x2122; ASSOCIATION OF WESTERN AUSTRALIA

News this gives the landscape some “roughness”, which opposes more friction to the prevalent winds running though such rows. Even farmland that is shattered by too much tilling is more prone to erosion. Organic farming tends to enrich the soil in organic substances, keeps irrigation and tilling to a minimum, and preserves biodiversity by planting hedges near the crops and avoiding use of chemical pesticides. All of this also helps prevent the soil from degrading. A reforestation project in Kenya is worth mentioning (24). Here, with the involvement of the villagers, small plant nurseries have been set up in the schools. Students learn to reproduce trees Fig. 2 The earth soaks up only a small part of the water (right), while the compost (left) soaks it all up.

After a fire, what remains underneath the ashes is a lifeless soil, which is exposed to water and wind erosion, bound to degrade further. The water cycle is also strongly affected (fig.1). The following experiment explains how important organic matter is for good water retention by the soils. Just put 200 grams of earth in a dish and 200 grams of compost in another dish. Then, add 80 grams of water to both dishes. You will see that the compost, unlike the earth, will completely absorb it (see fig. 2). To protect soils from the drying effect of the wind and sun, keeping them wet for longer in order to boost the growth of grass or other crops, installing windbreak barriers, (23), often made of trees and shrubs, is recommended.

and then plant them near their villages. The project also includes training in organic farming.

References 1. J. Fries - “The fight against desertification in the Sahel”, Swedish University of Agricultural Sciences, 1996. 2. A. Ouedraogo, H. Sawadogo - “Three models of extension by farmers innovators in Burkina Faso”. Ileia Newsletters, 21-22, July 2000. 3. “Afforestation and salinity control with Tamarix: a success story in North-Western China” - World Atlas of desertification, Second edition, Ed. ARNOLD - UNEP, 166-167, 1997.

Websites 4. htttp://soils.usda.gov/use/worldsoil/mapindex/ 5. www.fao.org/ag/tsunami/docs/salwater-guide.pdf 6. www.conferenzacambiamenticlimatici2007.it/site/_files/bacinopo/ SACCARDO.pdf 7. http://www.fao.org/news/1997/970104-e.htm 8. http://www.solutions-site.org/artman/publish/article_59.shtml 9. http://www.fao.org/docrep/U5200F/u5200f07.htm 10. http://www.sosenfants.com/dossier-embocagement.php

Several plans have been implemented. Success was greater when such installations provided useful or remunerative products, so involving the local populations.

11. http://www.fao.org/docrep/T1696E/t1696e10.htm

Obviously, care was taken not to introduce any species that might have any harmful effects whatsoever.

15. cwt33.ecology.uga.edu/publications/765.pdf

In Sahel, for instance, the Acacia albida is considered a very interesting tree (1). It is a leguminous tree that enriches the soil with nitrogen; during the rainy season, the leaves fall and grass or cereals can grow under the tree, benefiting from the moderate shadow provided by the bare foliage. In addition, because it has very long taproots, there is no water competition with the other plants that have much less deep roots. During the dry season the tree has leaves and part of this foliage can be fed to the animals as grass runs out in the pastures. An interesting physical principle is applied in China to reduce wind speed. Rows of trees having different heights are planted; VOLUME 45 NO. 3 SEPTEMBER 2009

12. www.fao.org./AG/agl/agll/soildbiod/cases/caseA2.pdf 13. http://oregonstate.edu/~muirp/genconce.htm 14. http://www.ag.ndsu.nodak.edu/streeter/99report/soil_bulk.htm 16. http://www.ipm.iastate.edu/ipm/icm/2004/8-16-2004/pasture.html 17. http://www.ag.ndsu.nodak.edu/dickinso/research/2004/range04x.htm 18. http://www.ext.vt.edu/pubs/cses/418-101/418-101.html 19. http://www.unu.edu/unupress/unupbooks/uu27se/uu27se05.htm 20. www.fao.org/docrep/009/a0100e/a0100e00.htm 21. www.fao.org/docrep/009/a0100e/a0100e09.htm 22. horizon.documentation.ird.fr./exl-doc/pleins_textes/pleins_ textes_6/b_fdi_45-46/010008338.pdf 23. http://www.fao.org/docrep/T0115F/t0115f19.htm 24. http://www.treeislife.org/schools_eng. Dedicated to the students and teachers with whom I have always worked, IC Toniolo, Pisa

Ed — This article has been translated from Italian for publication in this journal. 23

News

Use of inquiry-based approach in the teaching and learning of science: Exemplar from the in-service thematic courses Charles Chew, National Institute of Education, Nanyang Technological University, Singapore mingkheng.chew@nie.edu.sg Khang-Miant Sing, National Institute of Education, Nanyang Technological University, Singapore khangmiant.sing@nie.edu.sg Introduction While inquiry-based teaching and learning has been encouraged in the last few years in Singapore, the new 2008 primary science syllabus is designed to be more inquiry-centric (MOE, 2008). Inquiry-based teaching and learning of science seeks to reflect the investigative attitudes and empirical techniques scientists use to construct knowledge. In this curriculum framework, inquiry science drives the curriculum design. The practice of science as an inquiry is founded on three integral domains of (a) Knowledge, Understanding and Application, (b) Skills and Processes and (c) Ethics and Attitudes. To enable the meaningful pursuit of science by students, the activities and processes involved in inquiry are grounded in the knowledge, issues and questions that relate to the roles played by science in daily life, society and the environment. Teachers are expected to play the role of leaders of inquiry, nurturing their students as inquirers to deepen their conceptual understanding and enhance their problem-solving skills which will help to sustain interest in science and prepare them better for the knowledge-based economy in the 21st century. Besides organizing the core body of concepts in both the life and physical sciences into the five themes of Diversity, Cycles, Systems, Energy and Interactions as in the previous syllabus, one important feature in the revised syllabus is the introduction of “white space”. This “white space” refers to the freed up curriculum time to enable teachers to use more engaging teaching and learning approaches (which includes the inquiry approach), and/or to implement customised school-based programmes.

Conceptual framework behind the In-service Thematic Courses To prepare the teachers for the implementation of the new 2008 primary science syllabus, the in-service thematic courses based on the five themes were designed and developed to achieve the following two aims: s 4 O APPRECIATE AND GRASP THE BIG IDEAS IN THE DOMAINS OF (i) knowledge, understanding and application, (ii) skills and processes and (iii) ethics and attitudes for the various topics under that particular theme. 24

s 4 O ACQUIRE AND APPLY THE KNOWLEDGE AND SKILLS OF THE INQUIRY approach in the teaching and learning of the topics under that particular theme in the new primary science (2008) syllabus Participants are equipped with the essential pedagogical content knowledge (PCK) to be leaders of inquiry. The integrative model of PCK by Shulman (1987) showing PCK as a domain of teacher knowledge that amalgamates both subject matter knowledge (SMK) and general pedagogical knowledge (GPK) is shown in Figure 1.

Figure 1. Components of PCK .

In the subject matter knowledge component of PCK, participants are provided with engaging hands-on and minds-on activities to construct an in-depth understanding of what is inquiry and the five essential features of science inquiry (question, evidence, explanation, connections and communication) based on the new 2008 MOE primary science syllabus. Annex 1 shows a guided inquiry-based exemplar based on the five essential features of inquiry for the theme of Systems. The guided inquiry approach presents the best of both worlds – children are actively engaged in their explorations, but the teacher prescribes the topic of engagement. In the general pedagogical knowledge component of PCK, participants are equipped with a wide repertoire of inquiry-based teaching and learning strategies. The use of inquiry-based teachinglearning strategies is underpinned by the theory of constructivism that learning occurs when learners actively engage their cognitive structures in schema-building experiences. Some examples of teaching and learning strategies used in the five thematic

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

News science courses include the Biological Science Curriculum Study [BSCS] 5E Learning Cycle (Engagement, Exploration, Explanation, Elaboration/Extension and Evaluation), Predict-Observe-Explain [POE] (White & Gunstone, 1992), internet-based on-line learning (Tapscott, 1999) and datalogger-based experiments/science kits (Newton, 2000). Besides experiencing inquiry-based lessons to build up participants’ personal professional knowledge on inquiry, participants are required to keep a science journal, to design a inquiry-based lesson as a group for a group presentation & to sit for an MCQ Test to assess their subject matter knowledge. The collaborative learning in the group’s design of the inquiry-based lesson is founded on the socio-cultural view of cognitive development that knowledge is first socially constructed and then internalised by individuals.

Some key findings on the Thematic Courses

References Butler, J. (2001). Reflection: Images of the Self in Action. Paper presented at the 9th International Conference on Thinking, Auckland, New Zealand. Ministry of Education. (2008). Science Syllabus. Singapore: Ministry of Education. Newton, L.R. (2000). Data-logging in practical science: research and reality. International Journal of Science Education, 22 (12), 1247-1259. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 (1), 1-22. Tapscott, D. (1999). Educating the Net Generation, Association for Supervision & Curriculum Development (ASCD) Review, 8, 48-51. White, R., & Gunstone, R. (1992). Probing understanding. London: Falmer Press.

Annex 1 EXEMPLAR 1A: GUIDED INQUIRY-BASED LESSON (STUDENT’S COPY) designed by

The thematic courses have been running at the National Institute of Education since 2007. The science journals and Ministry of Education evaluation reports from the thematic courses showed that almost 100% of the participants gave high rating values in terms of the usefulness of the courses, satisfaction level, the quality of trainers and course administration.

So you think you can balance?

Some typical comments on the strengths of the course include:

(Biophysics & Mathematics of Balancing a Peacock Feather)

“Trainers are passionate in their work, very knowledgeable and approachable.” “Thorough and detailed structured examples of an Inquirybased lesson (IBL).” “Very hands-on. The 5Es is a very useful strategy. The 5E model was clearly explained and emphasized throughout the workshop.” “The Science Journal helped us to consolidate our learning, to think through how I can create IBL lessons in my classroom.” “The final presentations by the course mates are very useful as there are lots of good ideas being shared.” “An excellent course which should be strongly recommended to be attended by all Science teachers.”

Dr Charles Chew Senior Lecturer (Seconded) B.Sc.(Hons), PGDE (Credit), M.Ed.(Hons), Ed.D.(UWA)

Scenario A competition was held among a class of pupils to see who can balance a peacock feather on an index finger for the longest time. The rule of the competition is very simple: The arm must be stretched out at all times. The hypothesis is “competitors who focused on the “eye” of the peacock feather did better than competitors who focused on the “base” of the peacock feather”. Is it true? To test this hypothesis, a simple inquiry-based activity has been specially designed for you and a partner to construct a step-bystep scientific explanation based on the evidence collected.

Tasks for participants Task 1 1. Hold the peacock feather with one hand.

Conclusion

2. Stretch out the other hand fully

The positive feedback by participants on the use of science journal throughout the course to consolidate learning shows that for a teacher to grow professionally, reflecting from the experiences provided in the training course is important. “Our day-to-day experiences as we confront challenges, incidents, and problems in our lives are rich sources of learning…if accompanied by reflection on action” (Butler, 2001, p.1). The gains in both the cognitive and affective domains reported are indicative of the usefulness of this series of thematic science training courses in equipping teachers for the implementation of an inquiry-centric curriculum.

3. Place the BASE of the peacock feather on the outermost part of the index finger.

VOLUME 45 NO. 3 SEPTEMBER 2009

4. Focused your eye at the BASE of the feather 5. Without moving your index finger, observe what happens to the peacock feather as time passes. Observation 1 Task 2 1. Repeat steps 1 to 4 as in Task 1 25

News 2. As the feather starts to fall sideways/forwards, move your index finger in the direction of the feather movement to sustain the feather in the upright position for as long as possible.

Scientific Explanation for Observation 1

3. Ask your partner to record the time taken for the feather to fall sideways or forwards (loses its balance)

Scientific Explanation for Observation 2

Observation 2 Scientific Explanation for Observation 3

Task 3 1. Repeat steps 1 to 3 as in task 1. 2. Now, instead of the focusing on the base of the feather, focused on the “EYE” of the peacock feather. 3. Release the hand holding the peacock feather and at the same time, your partner will start timing. 4. As the feather starts to fall sideways/forwards, move your index finger in the direction of the feather movement to sustain the feather in the upright position for as long as possible. (Note: Stay focused on the “EYE” of the feather at all times). 5. Record the time taken for the feather to fall sideways or forwards (loses its balance)

Task 6 Reflect on the tasks 1 to 5 & do a VERBAL presentation of this competition in front of the class as a Trigger Activity or Lesson Starter.

EXTENSION QUESTION If you are provided with two wooden pegs, where would you placed them to help you improve on the time of balancing the peacock feather? Give the reason(s) to support your answer.

6. Compare the time taken with the time taken in Task 2.

EXEMPLAR 1B: GUIDED INQUIRY-BASED LESSON (TEACHER’S COPY)

Observation 3

Task 4

Dr Charles Chew

Construct your OWN explanations based on the observations from tasks 1 to 3.

Senior Lecturer (Seconded) B.Sc.(Hons), PGDE (Credit), M.Ed.(Hons), Ed.D.(UWA)

Student’s Explanation for Observation 1

So you think you can balance? (Biophysics and Mathematics of Balancing a Peacock Feather)

Student’s Explanation for Observation 2

Student’s Explanation for Observation 3

Task 5 Evaluate your explanations against other sources of scientific knowledge (such as textbook, internet etc). In the event of any discrepancy between your own conceptions and that of the scientific conceptions, reflect and make the necessary refinements to your own explanations. 26

The hypothesis is “competitors who focused on the “eye” of the peacock feather did better than competitors who focused on the “base” of the peacock feather”. Is it true? (Inquiry Feature 1: Scientifcally-oriented Question) To test this hypothesis, a simple inquiry-based activity has been specially designed for you and a partner to construct a step-bystep scientific explanation based on the evidence collected.

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News Tasks with scaffolded questions to construct the scientific explanation needed to test the hypothesis

Inquiry Feature

Task 1

Inquiry Feature 2:

1. Hold the peacock feather with one hand. 2. Stretch out the other hand fully 3. Place the BASE of the peacock feather on the outermost part of the index finger. 4. Focused your eye at the BASE of the feather 5. Without moving your index finger, observe what happens to the peacock feather as time passes.

Evidence Learner gives priority to evidence in responding to these questions.

Observation 3 The feather starts to fall sideways or forwards (loses its balance) in a time of ___ seconds. The time taken is longer than in Task 2 Task 4 Construct your OWN explanations based on the Inquiry Feature 3: observations from tasks 1 to 3.

Learner formulates

Student’s Explanation for Observation 1

explanations from

(Students to fill in their OWN explanations

evidence

according to their own conceptions which may be scientifically correct or scientifically incorrect

Observation 1

due to misconceptions or lack of knowledge)

The feather starts to fall sideways or forwards i.e. loses its balance

Student’s Explanation for Observation 2

Task 2 1. Repeat steps 1 to 4 as in Task 1 2. As the feather starts to fall sideways/ forwards, move your index finger in the direction of the feather movement to sustain the feather in the upright position for as long as possible. 3. Ask your partner to record the time taken for the feather to fall sideways or forwards (loses its balance)

Inquiry Feature 2: Evidence Learner gives priority to evidence in responding to these questions.

VOLUME 45 NO. 3 SEPTEMBER 2009

be scientifically correct or scientifically incorrect due to misconceptions or lack of knowledge) Student’s Explanation for Observation 3 according to their own conceptions which may be scientifically correct or scientifically incorrect due to misconceptions or lack of knowledge) Explanation

The feather starts to fall sideways or forwards (loses its balance) in a time of ___ seconds.

1. Repeat steps 1 to 3 as in task 1. 2. Now, instead of the focusing on the base of the feather, focused on the “EYE” of the peacock feather. 3. Release the hand holding the peacock feather and at the same time, your partner will start timing. 4. As the feather starts to fall sideways/ forwards, move your index finger in the direction of the feather movement to sustain the feather in the upright position for as long as possible. (Note: Stay focused on the “EYE” of the feather at all times). 5. Record the time taken for the feather to fall sideways or forwards (loses its balance) 6. Compare the time taken with the time taken in Task 2.

according to their own conceptions which may

(Students to fill in their OWN explanations

Observation 2

Task 3

(Students to fill in their OWN explanations

Task 5

Inquiry Feature 4:

Evaluate your explanations against other sources Connections Inquiry Feature 2: Learner gives priority to evidence in responding to these questions.

of scientific knowledge (such as textbook,

Learner connects

internet etc). In the event of any discrepancy

to scientific

between your own conceptions and that of the

knowledge

scientific conceptions, reflect and make the necessary refinements to your own explanations. Scientific Explanation for Observation 1 The feather falls sideways/forwards (loses its balance) due to the turning effect of its weight about the pivot (base of the feather in contact with the index finger) Scientific Explanation for Observation 2 The movement of the index finger serves to neutralize the turning effect of the weight of the feather about the pivot by ensuring that the line of action of the weight falls within the tiny base area.

News Answer: The feather falls sideways/forwards (loses its balance) due to the turning effect of its weight about the pivot (base of the feather in contact with the index finger).

Scientific Explanation for Observation 3 The movement of the index finger serves to neutralize the turning effect of the weight of the feather about the pivot by ensuring that the line of action of the weight falls within the tiny base area.

In both rounds 1 and 2, the movement of the index finger serves to neutralize the turning effect of the weight of the feather about the pivot by ensuring that the line of action of the weight falls within the tiny base area.

The time taken for the feather to lose its balance is longer than in Task 2 can be explained by the magnification of the tilting angle of the feather at the EYE as opposed to that at the BASE. This magnification effect of the tilting angle will allow more compensation time to move the index finger in a more gradual manner to maintain balance. Task 6

Inquiry Feature 5:

Reflect on the tasks 1 to 5 & do a VERBAL

Communication

presentation of this competition in front of the

Learner

class as a Trigger Activity or Lesson Starter

communicates

1. Class, I have with me 2 peacock feathers. and justifies We will have an exciting competition entitled “So you think you can balance”. 2. The aim of competition is to see who can balance a peacock feather on an index

explanations

By focusing on the “EYE” than on the BASE, the magnification of the tilting angle of the feather is greater and more obvious to the human eye. This will allow more compensation time to move the index finger in a more gradual manner to maintain balance.

EXTENSION QUESTION If you are provided with two wooden pegs, where would you placed them to help you improve on the time of balancing the peacock feather? Give the reason(s) to support your answer.

finger for the longest time. The rule of the competition is very simple: The elbow and the upper arm must be maintained at 90˚ at all times. 3. We will have 2 volunteers, one girl and one boy to see who is the winner of “So you think you can balance” competition. There will be 3 rounds. Round 1 involves both focusing on the BASE of the

Answer: Clip the wooden pegs at the base of the peacock feather facing each other in one line. The reasons are the lowering of the centre of gravity of the whole system of peacock feather and the pegs and increasing the base area of contact with the index finger. These two factors will allow for higher stability.

peacock feather. Round 2 involves both focusing on the “EYE” of the peacock. Round 3 involves a quiz question. (Competition time for Round 1 and Round 2) 4. After Rounds 1 & 2 are over, ask the two volunteers the following question: Which of the 2 rounds is easier to maintain balance for a longer time? Answer: Round 2 (focusing on the “EYE” of the peacock) 5. Now for Round 3 of competition: Can anyone of you explain why round 2 is easier to maintain a longer time of balance?

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News

Scitech Wins Eureka Science Prize Sarah Bassham, Scitech Scitech’s highly successful Outreach programs were declared the

Scitech Outreach programs include:

winner in the Science Communication and Journalism category

Roadshow. For more than ten years the Science Roadshow

for Promoting Understanding of Science in the 2009 Australian

has travelled to every region in Western Australian with an

Museum Eureka Prizes. Presented by the Australian Museum,

inflatable Spacedome (mini planetarium), science exhibits, science

the award rewards excellence in the fields of scientific research

demonstrations and science activities.

and innovation, science leadership, school science and science

Professional Learning for Teachers. The delivery of Professional

journalism and communication. “It is amazing to see how much

Learning is pivotal to Scitech’s Outreach Programs and ensures

we have accomplished in the WA community since the program

that genuine educational input permeates classrooms across

commenced over ten years ago and to be recognised for our

Western Australia. A Professional Learning program is offered

efforts in the nation’s most prestigious science awards is a real

to secondary and primary teachers on the Saturdays following

honour,” says Outreach Director, Denise Kirkpatrick, who attended

the Regional Science Awareness Festivals. The Science Teachers’

the awards ceremony in Sydney on the 17 August. Scitech’s professional learning team works with local teachers, teachers’ aides and parents to ensure communities retain ownership of the programs and continue their learning and development in the long term. “In the last financial year alone, these Outreach programs touched the lives of over 162,000 young students throughout the state and it is hoped that greater student involvement at school will eventually lead to participants taking further studies and careers in science and technology,” says Denise. The program is proudly supported by the Western Australian State Government.

Association of WA (STAWA) complements this initiative by providing workshops for the teachers. Regional Science Awareness Festival. Scitech Outreach team presents a three day annual event that brings together local schools, industry, tertiary institutions and the general community. STAWA supports this program and has a stall at these Festivals. Do It Yourself Experiment Kits. These kits are activity kits with ready-to-go science experiments and activities, they include all the equipment necessary for classroom experiments complete with background information, a workbook and worksheet templates. Maths Factory, developed in association with the Mathematical Association of WA, is a travelling mathematics program that delivers engaging and educational maths activities to middle school students. Small Steps in Science. This will see a mobile set of resources specifically tailored to visit the under four year old kindergarten and child care facilities, enabling very young children to discover science through play. Aboriginal Science Education Program In 2007. It became apparent that Scitech’s capacity to service the specific needs of Aboriginal communities, particularly in remote areas, was diminished through lack of resources and the need for more culturally relevant programs.. Beyond the Beaker – Discovering Careers in Science. This

From left to right: Governor General of the Commonwealth of Australia Her Excellency Ms Quentin Bryce AC, Alan Brien – Chief Executive Officer, Denise Kirkpatrick – Director of Outreach Programs, Malcolm Moore – Director of Excitement.

VOLUME 45 NO. 3 SEPTEMBER 2009

program is designed to inspire year 8-10 students to pursue career opportunities in science, mathematics, engineering and technology. 29

News

Threatened Species focus of Teacher Symposium at Ningaloo and Shark Bay Elaine Horne, Department of Environment and Conservation EcoEducation recently held a one week Teacher Symposium at Ningaloo and Shark Bay. A major focus was threatened species and threatening processes. Eighteen teachers and university lecturers from Curtin University took the opportunity to attend the seminar, not all of them at both locations. Our group was hosted by Department of Environment and Conservation Exmouth and Shark Bay officers, Exmouth Senior High School (particularly Susie Bedford) and EcoEducation in partnership. SIDE teachers have attended both last year and this year, so their students will get a lot from this and the relationships with DEC that have developed. Meagan, from Lumen Christi attended Ningaloo last year and took the opportunity to achieve the Shark Bay double this year. Thanks also to Willetton and Sevenoaks for releasing thier teachers this year and the CSIRO for Bernie.

Shark Bay is a World Heritage Area, nominated on four criteria, which makes it one of the top 18 in the world. Ningaloo is working on a case for World Heritage status and the teachers and lecturers that visited here would agree that it is one of the most special places on the Earth. We know that in other countries World Heritage status is highly regarded, heavily promoted and the major tourist destinations. The environments, though challenging, support a huge abundance of endemic organisms and introduced and feral species that outcompete and predate on them. In Ningaloo, the group saw distinctive flowering plants, large reptiles (Perenti), coral, mangroves, several species of birds and their nests, numerous species of fish, reef organisms and leopard

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News shark (most closely related to the Whale Shark), threatened Blackfooted Rock Wallabies and threatened species of turtles. Two opportunities to snorkel, one off the beach and one off a boat enabled us to experience the variety the reef had to offer. We heard about the feral species reduction program of Western Shield in trying to produce an environment where our threatened, unique species, such as the Black-footed Rock wallaby can reproduce, recover and even flourish. Our group counted 12 of these wallabies on the Yardie Creek Gorge boat trip. This is very close to the record for this area in recent times. As well, in this and other locations, we were privileged to see a variety of fossils, including a Megalodon tooth (Jamie Campbell). There are also very significant monitoring efforts conducted by the local community in partnership with DEC (Bec Freeman, DEC, Susie Bedford, DET), one of the interesting ones being the turtle count, as female turtles come to their beach of origin to lay their own eggs. We had scientific presentations on Whalesharks (Emily Wilson, DEC and Brad Norman, Ecocean), which is now a significant draw card to the region. One of our teachers described his preSymposium Whaleshark tour. Apparently we have the equivalent of teenage boy Whalesharks hanging out at Ningaloo in the Whaleshark season. They can be identified by their unique pattern of dots using photos of their side view. The annual coral spawning is the reason for their presence at Ningaloo each year. A few Whalesharks were tagged and their amazing, long journeys have been documented. However there are more things that we don’t know about them than we do know. We looked at human impacts, which included land use changes and waste issues. We saw a disturbing presentation of all of the waste that drifts onto our beaches, such as long nets that have been abandoned by fishing fleets. Also, we saw the pictures of endangered turtles swallowing plastic bags, which kill them. They mistake them for a food source, jellyfish, and as a consequence the supermarket at Exmouth do not give out plastic bags with the shopping. After we left Ningaloo, many of us flew to Shark Bay and met several more teachers for this part of the Symposium. We stayed in DECs old Homestead, which is a very cheap location for your students when visiting the area (if you have 22 or fewer). Unfortunately the artesian spa alongside was having a refit so wasn’t working. However, Craig and Trent from Kalbarri District High School, who attended the Symposium, brought a group of their Bush Ranger students to the Homestead a couple of weeks later and they all experienced the warm artesian waters. There are two main foci in Shark Bay. The first are the bays and coastline, with seagrasses being the basis of foodwebs and geomorphing of the bays. There are 12 species of seagrass in Shark Bay and the sandbank building that they do changes the morphology of the whole area. This results in amazing saline environments that enable structures such Shell Beach to build up and the world famous stromatolites to grow and survive. Thanks to Dave Holley and Chris McMonagle, DEC for information about these. The second is the Western Shield, Project Eden, an ambitious project that included fencing off the Peron Peninsula, reducing or VOLUME 45 NO. 3 SEPTEMBER 2009

eliminating feral animals and re-introduction of threatened fauna. Our group were amused by the simple but effective dog barking noises as they went over the cattle grid between the fences. Project Eden has a series of pens for a threatened fauna breeding and release program led by Colleen Sims, DEC. The teachers were snapping away with their cameras at the wonderful fauna that we are unlikely to see in the wild. These and their young are a perfect size for cat and fox meals. Project Eden has been trying to eliminate these feral animals and competitors such as goats that eat the vegetation, since putting in the fence that isolates the peninsula from re-invasion. The offshore islands play a major role in the retention of threatened species as well. One of the ways that monitoring of threatened and feral species is achieved is through trapping. The teachers and lecturers built a trapping line one evening with Colleen and on checking in the morning, discovered they had caught several native mice and other assorted things such as scorpions. They also used sand pads to see what had been around during the night. A boating trip on a catamaran was a must, in order to observe the seagrass, marine fauna and learn some of the ropes (literally). Unfortunately, we didn’t see any dugongs, but we did see a loggerhead turtle and a pod of dolphins among other things. Back on the beach, two of our teachers were selected from hundreds along the shore to feed the dolphins at Monkey Mia. The scientific talks held at Monkey Mia added concepts to our observations (Kathryn Cameron, Wayne Moroney, Natalie Goifre, DEC). Feedback from the teachers and lecturers included: s 3 O MAY PEOPLE WORKING IN $%# DOING SUCH A GREAT JOB IN educating the public in conservation. s 4 HE TIME SPENT WITH SUCH A KEEN AND DEDICATED GROUP OF teachers has been a privilege, high school children are indeed fortunate. s ! GREAT CHANCE TO EXPERIENCE THE REGION WITH GUIDANCE FROM local experts, things shown and discussed improved my understanding of flora/fauna/geology. s ! VERY WELL ORGANIZED PROFESSIONAL LEARNING EXPERIENCEx really need to encourage more teachers to do this trip. Maybe primary schools focus to set up partnership classes. EcoEducation organizes a range of Professional Learning Symposia for teachers and educators. Shark Bay and Ningaloo may not be on offer every year. Please let me know if you are interested in this particular excursion elaine.horne@dec.wa.gov.au. Others in the different parts of the state will be organized each year for teachers and educators. For the current year, please check the EcoEducation programs 2009 brochure (PDF on the front page of http://www.dec.wa.gov.au/schools-programs/ecoeducation/index. html). EcoEducation offers wonderful threatened species and other Excursion programs for all students and some Incursion programs (where we come to your school). Please check the brochure each year. To register your name on the mailing list, so you receive brochures, free offers, newsletters, etc, please contact ecoeducation@dec.wa.gov.au. 31

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Welcome to Heads Up on Science with ScienceNetwork WA! While bringing you the latest research and development stories out of Western Australian Universities, ScienceNetwork WA would also like to invite you to www.sciencewa.net.au to check out our newlook website! We hope everyone had as much fun with National Science Week this year and thanks to all the teachers whose good work made it a great experience for the young and not-so-young alike! Although National Science Week is over, there are still great science events happening every week, all around WA. Take a look at the events calendar on our site to see what’s coming up for both your students and yourselves in the next few months, there’s something for every scientific interest. If you have any feedback on the site, questions to ask, or stories to suggest, please feel free to email sciencewa@scitech.org.au at any time and let us know. 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.

National Science Week 2009, August 15 – 23 National Science Week, Australia’s largest national festival, has again come to an end. In 2009 there were over 300 events in Western Australia, close to 1,000 events across the country and well over 1 million Australians taking part. A big thank you to everyone that took part in the many events that occurred across our state. Don’t forget to fill in your National Science Week feedback form for your chance to win some great prizes (available on www.sciencewa.net.au). We look forward to your participation in National Science Week 2010 from August 14 – 22. Kelly Dawson, WA National Science Week Coordinator

Students get animated with Scitech! Film critics will be impressed by the creative work of students from years 4 to 12 when their space-themed short films are showcased at this year’s Animation Film Festival, to be held on Wednesday 23 September at Horizon – the Planetarium. The topic, chosen to celebrate the International Year of Astronomy, encouraged students to express the concept of space through a

two-minute short film using either an Explanatory or Expressive method of animation. “Expressive was a popular category adopted by these budding film makers, allowing them to creatively channel their animation pieces into lively stories, whilst Explanatory, gave students the opportunity to research unknown topics to create an animation that would educate and engage viewers about space,” said Scitech’s Digital Studio Manager, Mark Sadler. The red-carpet event will showcase the exceptional efforts of nominated students who have created their short films in stopmotion, Flash, PowerPoint or 3D animation. “This night is always a special experience for these students and a chance to see all their hard-work be recognised by judges, parents and their fellow peers,’ said Mark. “This festival is a great way to show children and teenagers the potential of animation technologies and get them involved in creating something unique.” Each film clip will be judged according to set design, lighting, sound quality, structure and overall impact.

Chillout at Scitech this September Scitech is proud to introduce its latest exhibition, Climate Change: Our Future, Our Choice, which takes a thought-provoking and educational look at the effects of various climate changed futures.This interactive exhibition will explore the scientific and social outcomes that dramatic changes in temperature could bring to the world’s climate unless we choose to take action now. Visitors will be informed, challenged and surprised by objects, interactive games, graphics and audio-visual projections as they take an exciting journey through various climate-changed futures. Find out if your house would be underwater if sea levels were to rise, use your body to make electricity or see which animals may become extinct if we don’t take steps to counter the change immediately. For more information about Climate Change: Our Future, Our Choice, please visit Scitech’s website at www.scitech.org.au This fascinating and relevant exhibition is brought to you thanks to Scitech and the Australian Museum, Sydney

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Heads up on Science with ScienceNetwork WA

High school class gets excited by science Increasing a love of learning in next generation’s young scientists is a goal of Curtin’s Science Outreach Program. This passion to create an interest in science was on display last week, when 16 year 10 students from Mater Dei College in Edgewater visited Curtin University of Technology to explore the options of studying at Curtin. Third-year Curtin science student Sydel Michielsen, who conducted some experiments with the students, said that visits like this could open up whole new worlds for high school students. “We want to show that science can be for anyone,” Ms Michielsen said. You don’t have to fit the stereotype of the science geek to study science. Many of us play sports and spend a lot of time with friends. There is no true stereotype for a Curtin science student.”

new Resources and Chemistry Precinct from 16 September.The exhibition, Ilgarijiri – things belonging to the sky, showcases and celebrates the unique culture of the traditional owners of the land on which Australian scientists hope the next generation radio telescope —the Square Kilometre Array — will be built. Ilgarijiri is a joint project between Curtin’s Professor Steven Tingay and staff and artists of Yamaji Art, Geraldton. Professor Tingay said the exhibition, part of the 2009 International Year of Astronomy celebrations, explored a rich vein of Indigenous culture unrecognised by many Australians. “I think it is important that all Australians get to know and recognise these aspects of Indigenous culture, the strong connections to the sky and the wonderful stories describing those connections,” he said. This exhibition is a unique way of looking at Indigenous art and culture, while also learning about the universe and radio astronomy developments in WA. The exhibition will be opened by Professor Linda Kristjanson, Curtin’s Deputy Vice-Chancellor for Research and Development. For more information, visit http://ilgarijiri.wordpress.com. Professor Steven Tingay, a Premier’s Research Fellow, is Co-Director of the Curtin Institute of Radio Astronomy and Deputy Director of the International Centre for Radio Astronomy Research.

To get a sense of the exciting things on offer for Curtin science students, a number of activities were conducted during the day. These included freezing a rose to -200 degrees with liquid nitrogen, and using instruments to see what sound waves actually look like.

Asteroids and evolution

Year 10 science teacher, Georgina Lombardo said that the day was a great way to open the student’s minds to science.

A new international study is looking at the impact of asteroid collisions on the evolution of life on Earth.

“Spending the day at Curtin immersed in science was a great experience,” she said. “The students really enjoyed their day on the campus. Not only did they find it educational and interesting, but they enjoyed the opportunity to see the university and participate in activities that they may not have been able to do at school.

Research leader, Curtin University of Technology’s Dr Fred Jourdan, is working with researchers from the United States and Germany to review the age data on the Earth’s known impact craters.

It also helped that the Curtin students that conducted the workshops were younger and quite ‘cool’. They were really able to relate to what they were saying.

“Proving a cause-effect relationship between mass extinction and its origins requires fairly precise dates, which are currently available for only a small proportion of asteroid impacts. During our research, we have discovered that the ages of most major craters could not be accurately identified. This means that they cannot be attributed to any of the known mass extinction events.”

“Some of our students are considering studying science for the TER and going on to do it at university”. “I think that some were really inspired to continue with their science education at the high school level and possibly go on to study science at a university level”.

“When we look back millions of years, it can be difficult to pinpoint the precise cause of mass extinction events,” Dr Jourdan said.

Currently, out of 174 known major impact craters, only 11 have been accurately dated. Dr Jourdan, a Research Fellow in Curtin’s Department of Applied Geology, said the dinosaur extinction was also ambiguous because major volcanic eruptions occurred in India at the same time. “Based on these 11 craters, we can only match one with a known mass extinction — the extinction of dinosaurs about 65 million years ago,” he said. Of course, the asteroid falls that have created large impact craters must have had significant regional effect on life, but it seems that they rarely cause worldwide extinctions.

Indigenous art and astronomy come together in Perth A range of original artworks by Indigenous artists from the MidWest region will be exhibited at Curtin University of Technology’s

VOLUME 45 NO. 3 SEPTEMBER 2009

Australia has 26 confirmed impact craters, of which 10 are located in Western Australia. The age of major impacts are being investigated by Curtin researchers by carefully dating impact rocks using radioactive techniques. The study has been published in a special section of Earth and Planetary Science Letters (Frontiers), which publishes only four landmark research papers each year. 33

Heads up on Science with ScienceNetwork WA

The elemental value of a glass of wine By Hema Rajandran What does the periodic table of the elements and a bottle of wine have in common? Most people would say absolutely nothing. However, they would be wrong because wine contains almost all the elements present in the Periodic Table. These elements are naturally present in widely differing concentrations in wine but occur in very specific associations depending on the area in which the wine is grown. Consequently, these associations can be used as a chemical fingerprint or signature of that wine which will relate it to its growing area. The variability in association of elements also makes it possible to identify the region of growth of the wine and ultimately enables forensic scientists to confirm this region of growth and or terroir of the wine by reference to certified samples from the area, and by association with elements present in soil, water and fertilizer used to grow the grapes. Unlocking the key to the association of elements in wine and establishing the relationship of these associations with growing area has taken Professor John Watling and his team at the University of Western Australia over six years. Watling and his group have used their knowledge of forensic chemistry to develop a system popularly termed: ‘spectral fingerprinting’ and applied this to wines from all over the world. The concept of ‘spectral fingerprinting’ embodies the use of inductively coupled plasma mass spectrometry (ICP-MS) to quantify the elemental composition of wines and of soils in growing areas and develop links between the two so that a data base of elemental compositions of wine can be developed and related to growing areas. Using this data base, in association with sophisticated chemometric software, it is then possible to determine if the elemental assemblage of a suspect wine is similar or different from other wines grown in that area or from the ‘spectral fingerprint’ of a duplicate wine which has been provenanced as coming from a specific vineyard.

region from which it originates. However, it is possible to claim that a bottle of wine grown in one area comes from another area and because of this, mark up the prices of that wine to reflect a more prestigious locale. While it is possible to label a bottle of wine to reflect that it is grown anywhere in the world, it is not possible to fake the ‘spectral fingerprint’ of the wine and mask its true origin. Following extensive experimentation Professor Watling and his team of researchers can now confirm if a wine is from the region claimed by the producer or seller or not. The development of this technique will assume major significance in identifying misleading and fraudulent wine makers and organizations and encourage them not to falsify information, especially if they know that they can be caught and fraud proven. Perhaps more importantly, consumers of wine will now also be able to feel that their interests are also being protected. In addition both the Australian import market and possibly more especially our export market will be scientifically protected from fraud or claims of fraud, which can now be swiftly and accurately arbitrated.

Further information: Professor John Watling Chemistry The University of Western Australian 35 Stirling Highway, Crawley W.A 6009 Email: john.watling@uwa.edu.au

References http://reignofterroir.com/2009/02/09/forensic-science-and-winefingerprinting-pt-1/ http://reignofterroir.com/2009/02/12/forensic-science-and-winefingerprinting-pt-2/ Lipkin, Richard. (1993, October 23). Wine’s chemical secrets: can science bring us better wine? The Free Library. (1993). Retrieved July 16, 2009 from http://www.thefreelibrary.com/Wine’s chemical secrets: can science bring us better wine?-a014288351

The commercial value of wine is attributed to the geographical

THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

Heads up on Science with ScienceNetwork WA appreciation of the links between poverty, socio-economic issues and biodiversity conservation. Key aims of these field trips are to give students an immersion experience, and explore issues related to conservation at the grassroots level.

Tackling lions in fight against rabies Veterinary students from Murdoch University spent a hairraising night capturing lions in Kruger National Park recently, as part of an annual South Africa field trip. Working with Dr Kris Warren and Dr Leisel Wion, from Murdoch’s School of Veterinary and Biomedical Science’s Conservation Medicine Program, 10 veterinary students worked to vaccinate the lions against rabies, after the pride killed a rabies-positive dog. Using radio-tracking, a dead wildebeest and the recorded sounds of lions eating, the team attracted a pride of 17 adults and cubs, darting and anaesthetising several of the adults. The operation was a joint mission with South Africa’s State Veterinary Service and Wildlifevets.com.The student teams assisted with vaccinating and giving health-checks to the anaesthetised animals, while keeping watch for other lions and signs of their patients waking up. Dr Wion, lecturer in Conservation and Wildlife Medicine at Murdoch University, said the team greatly appreciated the opportunity to observe a pride of lions in their natural setting. Dr Wion said; “Our students also visited local villages to help the Mpumalanga State Veterinary Services vaccinate dogs and cats and talk with the community about rabies - one of the most serious infectious diseases in southern Africa. The disease is endemic in many wildlife and domestic species, and interactions between infected animals, other animals and humans can lead to human fatalities, the loss of village livestock and endangered wildlife. It is critical that this disease is controlled at the interface between domestic and wild populations”. “A key management focus will be vaccination campaigns of domestic animals and education of local people.Program Chair of Postgraduate Studies in Conservation Medicine”, Dr Warren, said “fighting the rabies battle on multiple fronts helped illustrate the ‘one-health’ concept of conservation medicine”. Endangered wildlife health is often interconnected with public health, the health of domestic and other wild animals, and issues such as community development. The students developed an

VOLUME 45 NO. 3 SEPTEMBER 2009

Dr Warren added she hoped the students’ experiences in Africa would inspire them to continue engaging with local and global biodiversity conservation initiatives.

Girl Guides test winds across WA for Science Week Hundreds of Girl Guides measured the state’s winds from Kununurra to Albany, under the watchful eye of Murdoch University scientists, as part of National Science Week. The 24-hour project saw guides using anemometers (windspeed testing equipment), which the girls built and calibrated themselves with guidance from Murdoch’s team, to take measurements every 30 minutes and log the results online. Murdoch’s Institute for Resources Technology Director, Professor David Doepel, said the project aimed to introduce the guides to hands-on science and to be able to show the size of the renewable energy wind resource in Western Australia. “The project was based on the idea that there’s always wind blowing somewhere in the state, and this makes it a significant alternative energy source to tap into,” Professor Doepel said. “We offered our expertise in wind energy technologies to assist the guides with this project, as wind is a reliable resource”. “The guides really demonstrated an aptitude for science, successfully building 10 complex scientific instruments that were deployed around WA on August 22 and 23.” Sharon O’Brien, Youth Program Adviser for Girl Guides WA, said the National Science Week project gave guides and their leaders more confidence in tackling science-based activities. Leader of the Darlington Guides, Tracey Jenkin, said the hands-on research made the project highly interesting. ”However, I think the girls were most excited about the 24 hour aspect of the project which meant taking turns to get up in the middle of the night – the last thing we would usually encourage when camping!” The Girl Guide wind measurements were live on the weekend of August 22 and 23, updated in real time every 30 minutes on the Harnessing the Wind website.

STAWA Council

STAWA Council 2009 Chief Executive Officer

Chair Science Talent Search

CONSTAWA Convenors

John Clarke

Julie Weber

Jodie Rybicki

john@stawa.net

President Sue Doncon

jodie@carey.wa.edu.au SCIOS Editor Rachel Sheffield & Frank Dymond

Chair eCommunications

rachel@headtorque.com

Mark Lehmann mlehmann@mac.com

Immediate Past President Julie Weber

Chair Publications

julieweber@det.wa.edu.au

Glenda Leslie

Chair Professional Development

gleslie@ais.wa.edu.au

Ross Fuhrmann ross.fuhrmann@curriculum.wa.edu.au

President Elect Geoffrey Quinton

Chair of Curriculum Membership & Marketing

George Przywolnik Vice President Vaille Dawson

Secretary Bernadine Hunneybun

Treasurer

Geoff Lewis Chair Student activities Mark Merritt

Publications and Professional

merritts@iinet.net.au

Development Glenda Leslie

Chair Primary Committee

Colleen Bakker

Geoff Lummis

Student Activities

colleen@bookkeep.com.au

g.lummis@ecu.edu.au

Mark Merritt

Guidelines for authors has been held for this issue, but can be found in previous issues of SCIOS or for further information please contact the STAWA office.

Office Manager

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

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

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

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      

      

        

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

 

     

    

  