SASTA Journal2 2011

2011 SASTA CommitteePatron of South Australian Science Teachers AssociationDr Barbara Hardy AO

Executive Committee Mark Divito: President John Glistak: Vice President Chris Jordison: Vice President Dr Jane Wright: Vice President Peter Turnbull: Secretary Ian Maynard: Treasurer

SASTA Board: Tatiana Anesbury Mark Divito Katrina Elliott John Glistak Chris Jordison Ingrid Lees Bronwyn Mart Priscilla Martinus Ian Maynard Marianne Nicholas Dianne Paech Karen PalumboDominica Thomson Peter TurnbullDr Jane WrightYvonne Zeegers

Convenors & Reference Group Chairs: Annual ConferenceJohn Glistak – Chair Peter Donnelly – Convenor

CommunicationsJohn GlistakJournal Email: [email protected] Newsletter Email: [email protected]

Membership Katrina Elliot

National Science Week Priscilla Martinus

Oliphant Science AwardsAnne LangsfordDavid LeCornuPeter Turnbull

Professional Development Peter Donnelly Dr Jane Wright

ResourcesChris Jordison

SASTA AwardsChris Jordison

ASTA Councillors Mark Divito Dr Jane Wright

Honorary Life Members Doug AndersTony Diercks Elma GurneyBob Morton AMRonne Page Mike Roach Lester RussellPeter SchoddeJack SmithRay Smith Alby WhitelawDr Jane Wright

SASTA Office: Executive Officer: Greg Cole Office Manager: Kristy Cummins ACHPER BuildingGround Floor, 214 Port RoadHindmarsh SA 5007 Phone: 08 8346 6922 Fax: 08 8346 9599 Email: [email protected]: www.sasta.asn.au

Journal copy deadlines for 2012 (Advertising deadlines one week earlier) 1 February for 29 February1 June for 30 June1 October for 31 October

Advertising Rates (Including GST)Full Page $265 (190mm wide x 257mm high) Half Page $145 (190mm wide x 125mm high) Quarter Page $85 (92mm wide x 125mm high)

Inserts: A4, trifolds or brochures up to 9g. $160.00 (supplied)

Email booking and advertising copy (pdf format) to: [email protected] cc to [email protected] expressed in this Journal are not necessarily those of SASTA or the editors. Whilst every effort is made to be factual, no liability is accepted for the accuracy of information presented. © 2011 SASTA. Reproduction of material contained herein is permitted provided its source is acknowledged.All contributions should be emailed to [email protected] cc [email protected] Adhering to the following guidelines would be appreciated:Save as Microsoft Word documentTables to be set up as text with one tab between columns and a return at the end of each rowFor spelling please use the Macquarie Dictionary and where several alternative spellings are listed, use the first. The exception to this is when you are citing, referencing or quoting directly from a source which uses alternative spelling. Photographs should be high quality untouched digital photographs.

Print Post No: 540031/00005

� SASTA Newsletter | September 2008

This is a second book of more than 100 science demonstrations aimed at

upper primary and lower secondary levels, and selected to be quick to

set up and quick to show. Again these demonstrations are taken from the four classical areas of science teaching, and

again they try to make science more accessible by using familiar materials, rather than repeating what can readily be found in many textbooks. In each case, full details of what

is needed, how to go about it, what to expect, the concepts illustrated and the science behind it, are given.

While it is not intended that demonstrations should replace individual practical work, used well they can provide a focus and a way of generating greater enthusiasm

by providing motivating and challenging experiences. Currently many students find science boring and irrelevant, but this shouldn’t be. So, if in any way these

demonstrations can improve matters, my primary aim will be met.

Available from SASTA $29.50Purchase with Watch this!

and pay $50 for the two.

if verified, these views should have significant impact on curriculum offerings at all levels of schooling. providing authentic learning experiences that focus on our australian environment may be one way to begin rebuilding student interest in science and their belief that they can make a difference.

asta has established an email list for australian science educators. astarix has been set up to provide a means of communication and professional interaction between science teachers across australia. subscription to astarix does require a (free) edna membership. the astarix subscription link – http://www.lists.edna.adu.au/lists/lists/subscribe?list=astarix messages can be posted via email to [email protected]

the sasta and asta web sites are being regularly updated to share opportunities and news on science education. i recommend visiting these sites to keep in touch between newsletters.

warm regards,

Bronwyn mart.

WANTED

SCIENCE/ENVIRONMENTAL

EDUCATION COORDINATOR

Mount Gambier High School is a large country high school (8-12) with a rich and varied curriculum and a long history of sporting and academic success. Applicants for this position will be required to provide leadership and teach subjects in the Science curriculum to year 12. The South East is rich in resources to support the Science and Environmental Education curriculum.

Job and Person Specifications can be obtained from www.decs.sa.gov.au., click on Vacancies. Closing date: 11 September 2008

School information can be obtained from www.mghs.sa.edu.au.

For more information, contact Garry Costello, phone 8725 6244.

Biology • Nutrition • Chemistry • Geology • Physics • Psychology

$26.00 (GST Inclusive)

Copies of some past editions of the SASTA Study Guides, including exam answers, are now available for $15.00

SASTA study guides (approx. 200 pages) are the complete resource for students preparing for Year 12 SACE Board exams. These guides include questions with worked solutions covering each topic in the Subject Outlines and address all sections of the exam.

Please send a school purchase order or phone for more details if this is a personal order: SASTA: 214 Port Road, Hindmarsh SA 5007 Ph: (08) 8346 6922 Fax: (08) 8346 9599 email: [email protected] All prices shown are inclusive of GST.

DETAILS AVAILABLE BY PHONING SASTA (08) 8346 6922

SASTA STUDY GUIDES

Order Now for 2011

www.sasta.asn.au SUPPORTING TEACHERS OF SCIENCE: ADVANCING SCIENCE EDUCATION

SASTA Journal • No.2 • 2011 1

Contents

2 Editorial ........................................................................ Dianne Paech

Features 4 Jane Wright: Prime Minister’s Prize for Excellence in Science Teaching in Secondary Schools .....................................

8 2011 Oliphant Trophy ........................................................................

16 A Partnership Approach to Water Education .. Lyn Jefferies

24 The Art of Science in the Garden ................................................... ...................................................... Dominica Thomson & Cat Stone

27 Mission Discovery .....................................................Samuel Lowe

28 CONASTAs: What are they about? ............. Cliff Rothenberg

34 “Switching on to Science” Conference ........................................ ..............................................Dominica Thomson & Peter Turnbull

38 4th APEC Youth Science Festival .................................................... ................................................ Dominica Thomson & Debra Smith

40 Book Review ...................................................................Jane Wright

SASTA Journal

No 2, 2011

Contents

2 SASTA Journal • No.2 • 2011

EditorialDiane Paech

The second

Journal for 2011 celebrates, among other things, the successful “Science

at the Top End” CONASTA 60 conference in Darwin during July, with conferees including a large contingent from South Australia of CONASTA stalwarts and rookies. The wonderful hospitality of STANT towards conferees from all states and territories provoked the overheard comment “I love Territorians!” While some conferees enjoying the balmy breezes and sunshine of the 32 degree days toyed with the idea of teaching science at the top end, one of the keynote addresses on the role of science in dealing with a variety of tropical diseases only mildly tempered their pleasant reverie. Cliff Rothenberg’s inspiring article “CONASTAs: What are they about?” Contains an informative and entertaining look at the hidden curriculum behind many previous CONASTAs, and encourages prospective attendees to discover their multifaceted benefits for themselves empirically.

We heartily congratulate Dr Jane Wright for being awarded the 2011 Prime Minister’s Prize for Excellence in Science Teaching in Secondary Schools. Her enthusiasm for science and dedication to remaining in the science classroom has inspired many of her students to pursue careers in medicine and dentistry and even achieve PhDs in neuroscience. “Girls can achieve anything in science they want to” she says; and she is a living role-model of her convictions. Her transparent love for scientific enquiry, combined with her self-effacing generosity in supporting other science teachers, eminently qualifies her for this distinguished tribute.

Science continues to expand the horizons of human endeavour and our understanding of the universe we live in on many scales. Will the remainder of 2011 contain the detection and measurement of the long-sought-after Higgs boson particle? Meanwhile, many more giant viruses are continuing to be discovered, such as the Mimivirus which has 1.2 million base pairs in its genome. At the other end of the scale, Dr Tamara Davis gave us some fascinating insights into the characteristics of dark matter and dark energy during the Claire Corani Memorial Lecture “The Dark Side of the Universe” at

the Royal Institution of Australia in September. RiAus continues to host high quality events of scientific interest, and exploring their website for future events is very worthwhile. Café Scientifique events at the Science, Innovation and Learning Centre, Flinders University such as Dr George Couvalis’ dissertation on “Aristotle, Ptolemy, and the Interpretation of Experience” continue to illustrate how the tension between conflicting interpretations of phenomena in the universe have historically spurred scientific experimentation and discovery. Modern parallels with the dissonance between explanations at the level of quantum mechanics and large-scale gravitational forces can readily be drawn; can string theory be a possible linking factor after all?

Dominica Thomson and Debra Smith’s article about the “4th APEC Youth Science Festival” in Thailand illustrates the range of science, technology and cultural activities available to be enjoyed while forming stimulating networks with like-minded enthusiasts nationally and internationally. Biomimicry, nanotechnology and racing fish robots combined with Thai cooking, aeronautics, water rockets and superconductivity to provide indelible memories and experiences.


Editor ia l

Olympic Dam has been recently touted in the local media as potentially becoming the world’s largest mine. In an appropriately timely Book Review of “The Olympic Dam Story – How Western Mining Defied the Odds to Discover and Develop the World’s Largest Mineral Deposit”, authored by David Upton, Dr Jane Wright outlines the historical development of this site in the state’s northern regions. She specifically links the book’s content with the ‘Use and Influence of Science’ Substrand of ‘Science as a Human Endeavour’, and the year 8 Science ‘Understandings’ Strand of the Australian Curriculum, which covers minerals and rocks.

The Northern Adelaide Region held their two day “Switching on to Science” Conference involving clusters of schools at Greenwith Primary School, exploring Earthquake Seismology, Skywatch Astronomy and Linking Science and Art, among many other topics, supported by Dominica Thomson. Her lively article “The Art of Science in the Garden” reacquaints us with the excellent local facilities teachers and students have available at the Adelaide Botanic Gardens for exploring science in nature through the medium of art, and making discoveries through closer, more detailed observation.

Assistance with implementing the new Australian Curriculum is provided by Lyn Jefferies through the Brainwave SA Water learning program for schools “A Partnership Approach to Water Education” which offers quality teacher resources and programs, science labs, workshops, online and performing arts to enable learners to be exposed to key water education learning outcomes. Her detailed and useful Program matrix diagrams enable teachers to tailor their selection of resources to their desired goals and outcomes.

Our congratulations go to Nina Maio for being awarded the 2011 Oliphant Trophy for her essay Vitamins and Human Health by Ms Monica Oliphant.

Students are invited to participate in “Mission Discovery – Student Experiment to the ISS” by Samuel Lowe at the University of Adelaide. They have the opportunity to send something into space, or design and conduct and conduct an experiment on the international Space Station next January through the Mission Discovery Summer Space School Adelaide 2012.

SASTA AwardsStart thinking now for 2012.There are many great teachers out there that SASTA would like to acknowledge, but often they don’t get nominated for awards because teaching is a very busy job and people don’t get time to fill in the nomination forms. Start thinking now. Alert your principal. When the nominations forms are published be prepared. Watch the newsletter for due dates.

There are many awards for SASTA members

• SASTA Medal – for significant contribution to SASTA

• Honour Awards – for continuing support of SASTA

• Credit Union SA / SASTA Outstanding Teacher Award – for junior primary, primary, middle years and senior years teachers.

• Helen Castle Memorial Scholarship – worth $500 for country teachers to attend the SASTA Annual Conference.

Who could you nominate?


Jane Wright: Prime Minister’s Prize for Excellence in Science Teaching in Secondary SchoolsA part of her students’ lives

Jane Wright

Picture: Ray Strange

At a ceremony at Parliament House in Canberra, Jane

Wright, Science Coordinator at Loreto College, was presented with the 2011 Prime Minister’s Prize for Excellence in Science Teaching in Secondary Schools for her “leadership in her school and amongst her peers”.

She joins an illustrious list of previous winners from our State of the Prime Minister’s Prize for Excellence in Science Teaching, which have included: Secondary winners – Mike Roach (2005), Clay Reid (2008), and Len Altman (2009); Primary winners – Marianne Nicholas (2002) and Bronwyn Mart (2008).

In his article for The Advertiser, Thomas Conlin commented:

‘Dr Wright said she had always tried to make the concepts of science relevant to her students to give them a life-long love of research and discovery which could be applied to any facet of life.

“It’s important that all our citizens have scientific literacy to make sensible decisions, even about their own health and things like that,” she said.’

http://www.adelaidenow.com.au/news/south-australia/science-passion-earns-pm-prize/story-e6frea83-1226165272935

Similarly, Stephen Matchett from The Australian penned:

‘Girls can achieve anything in science’

‘Jane Wright has made “a determined effort to stay in the classroom” at Loreto College in Adelaide for all of her 27 year teaching career. It’s a determination that was honoured today when she was awarded the Prime Minister’s Prize for Excellence in Science Teaching in Secondary Schools.

Dr Wright joined Loreto to acquire experience for an academic job in science but she found she less liked than loved teaching there. “When my first Year 8 class graduated from Year 12, I felt a real sense of achievement which has never left,” she says.

Her experience makes her both teacher and mentor, for colleagues as well as students. Dr Wright’s work on professional and curriculum development has won her a string of prizes and the presidency of both the South Australian and national Science Teacher Associations.

And through it all she has instilled a love of science in a generation of girls who she has watched grow into confident young women.

“If anything more girls go into science than 20 years ago, they see science as a way to have an interesting career.”

In general Dr Wright is happy with the state of science in schools. Student numbers are ok, and the coming national curriculum is “a fantastic opportunity to have really high teaching resources.”

However she would like to see more girls taking physics and fewer being nervous about maths. And she says her colleagues need more help.

“Science teachers need lots of support, really good professional development. Half the teachers who come to our professional development (programs) pay it from their own pockets.”

So does the Prime Minister’s pick of Australia’s science teachers have a message for her colleagues and their classes? “Girls can achieve anything in science they want to,” she says.’

http://www.theaustralian.com.au/higher-education/girls-can-achieve-anything-in-science/story-e6frgcjx-1226164991659

In acknowledgement of Jane’s success, the following citation that appeared on the website: - http://www.scienceinpublic.com.au/prime-ministers-prize/pmsecondary11 is reproduced.

‘Students at Adelaide’s Loreto College have been investigating extra-sensory perception, finding the best way to neutralise spills of household cleaners, and testing the antibiotic effects of Manuka honey. They present their results


Features

not just by writing reports, but using talks, videos, role-plays and stories. Their activities are typical of the practical, can-do attitude of their science coordinator, Dr Jane Wright. It’s an attitude she’s also applied in her leadership of her chosen profession.

“Jane is highly regarded for her outstanding contribution to science teaching,” says Ms Jan Althorp, a former Executive Director of the Australian Science Teachers Association. “Her (very) active involvement within her school, the state and national professional associations has been extraordinary over 20 years. I don’t think she sleeps!”

For her work in developing curriculum, teachers and a generation of young women, Dr Jane Wright receives the Prime Minister’s Prize for Excellence in Science Teaching in Secondary Schools.

Jane always harboured aspirations to become a teacher. “I’ve always enjoyed the idea of teaching. I actually found one of my essays that I wrote when I was a kid where I said I wanted to be a teacher.” At the time, she was thinking of being a history teacher.

However, after graduating with an Honours degree in Zoology at the University of Adelaide, she enrolled in a PhD and completed a postdoctoral fellowship with a view to teaching at the tertiary level. When she wasn’t rewarded with a position at the University, she decided to go for a job in a school to gain experience, before trying again.

Her first teaching position was at Loreto, and she’s been there ever since. “I think school teaching is fantastic. And I just love teaching here so much that I never even looked at another school, let alone back at the university.”

“It’s not just about teaching the students science; it’s actually being part of their lives. When my first Year 8 class graduated from Year 12, I felt a real sense of achievement which has never left. It’s about developing their thought processes, and watching them grow up.”

And grow up they have. “I have had a number of emails from ex-students telling me about what they are doing. We’ve had girls go on to do PhDs in neuroscience, and many are pursuing careers in medicine and dentistry.”

Her job has certainly not been a sinecure. “She provides professional leadership to the science faculty of 12 teachers and two laboratory staff. She supports the faculty members by mentoring, provision of professional development and the development of long term and short term faculty goals,” Jan Althorp writes. “She coordinates the curriculum design and delivery in General Science from Years 6–10 and Senior Years Biology, Scientific Studies, Physics and Chemistry.”

“Her leadership role involves ensuring the science team at Loreto meets the changing needs of students and the community and are inspired by the latest curriculum reforms. Jane monitors and develops methods

of assessment and reporting in science. In her current leadership role she ensures the efficient and safe functioning of the science laboratories; and manages the departmental budget in order to maintain and develop suitable teaching resources.”

And ever since she moved into secondary teaching, Jane has been heavily involved in curriculum development. “About eight years ago the South Australian Certificate of Education Board put into its Senior Certificate. Another teacher at Loreto, who had a Psychology degree, talked to me about it, and we decided we’d bring it in at Loreto. The reason was that the girls really enjoy Biology, and group work, and thinking about how the mind works. It has turned out to be a very popular subject, and we’ve got some great results.”

Jane also saw a need to provide more at Loreto for talented students so she enrolled in a Graduate Certificate in Gifted Education at Flinders University, a qualification which focused on policy development, curriculum development and the social and emotional aspects of giftedness.

She is so enthusiastic about what she does that sometimes she can leap before she looks. “When I put in my application that I enjoyed bushwalking and, as a student teacher, had taken a group of schoolchildren into the bush, the nuns at Loreto who interviewed me seemed very interested. ‘Would you be able to take a group into the Flinders Ranges?’ one of them asked. ‘Oh, yes,’ I said,


because I wanted the job. But little did I know what was in store.”

Jane recently coordinated her 26th week-long, annual camp in the Flinders Ranges for 90 Year 11 girls and 13 staff. The students leave their mobile phones at home, and engage in a plethora of cross-disciplinary studies. They examine distributions of plants and animals and their relationship to the environment, and compare salt concentrations in the creeks with samples from Adelaide. They explore landforms, weathering and erosion, as well as the impact of feral animals. Local Aboriginal people work with them to broaden their understanding of Indigenous culture. And they become involved in art activities and creative writing.

The program is typical of Jane’s hands-on approach to science, where girls who are about to be tested for their driver’s licences measure the speed and braking of cars along busy Adelaide roads, and Biology lessons are sometimes held in the beautiful gardens surrounding Loreto, or at the school pond.

Community service also plays a central role in Jane’s life. “I feel that it’s really important that all of us contribute in some way. It’s not enough just to live; I really want to put something back into the community. And that is one of the reasons I like Loreto—because it’s about serving others. It matches my life principles.”

For Jane, “putting something back” has included Presidency of both the South Australian and the Australian Science Teachers Associations, and membership of numerous committees involved with teaching standards, awards and professional development. “I have got to know a fantastic community of science teachers, who have enriched my teaching.”

Her enriched teaching has led to a string of awards including the Shell National Science Teacher Award in 1992, the BHP Billiton National Science Teacher Award and a Credit Union SA Award for Outstanding Science Teacher in 2010, and now the Prime Minister’s Prize.

Not that she spends all her waking hours teaching. Jane still plays top-grade squash two or three times a week, and she and her partner are ‘custodians’ of 1,000 hectares of uncleared, native scrub along the Murray River. “It’s under a heritage agreement. We’re not going to build a house there. We just watch the animals, and count the butterflies.”

Jane Wright (continued)


Qualifications2008 Certificate IV in Business (Frontline Management), Technical and Further Education (TAFE)

2002 Graduate Certificate in Gifted Education, Flinders University, Adelaide

1996 Graduate Certificate in Education (Professional Practice), University of South Australia, Adelaide

1984 Diploma of Education, University of Adelaide

1983 PhD (Zoology), University of Adelaide

1974 Bachelor of Science (Honours), University of Adelaide

Career Highlights2010 Honorary Life Membership, SASTA

2010 Award for Outstanding Science Teacher, Credit Union SA

2010-present Board member, Sciworld, South Australia

2010 National winner, BHP Billiton Science Teacher Award

2008-present Convenor MASA – SASTA Middle Years’ Conference

2008-present Vice President, SASTA

2007 SASTA Honour Award

2005-present Science Coordinator, Years 6–12, Loreto College, Adelaide

2004-2006 Program Director, CONASTA 53, Adelaide

2001 ASTA Distinguished Service Award

2000-2006 Board Member, Investigator Science & Technology Centre, South Australia

1999-2002 Chair of the National Science Standards Committee, ASTA

1998-1999 President, ASTA

1998 SASTA Medal

1994-1996 President, SASTA

1992 Shell National Science Teacher Award

1991-2005 Science Coordinator Years 8–12, Loreto College, Adelaide

1990-1991 Year 11 Coordinator, Loreto College, Adelaide

1985-present Teacher, Loreto College, Adelaide

1983-1984 Postdoctoral Fellow, Zoology Department, University of Adelaide

1980-1983 Part-time Tutor in Zoology, University of Adelaide

1975-1980 Tutor in Zoology, University of Adelaide

Features


Einstein and others as a founding member of the Pugwash Movement of scientists against nuclear weapons; (Pugwash is a town in Nova Scotia, Canada, where the first meeting of scientists was held).

His involvement in this group reinforced his desire to avoid all research of a military nature, and later he marched in the streets against the Vietnam War. (As an aside – for most of the Cold War period between the West and the USSR, a time when Khrushchev was in power, one of the main vehicles for promoting transnational dialogue on problems of war and peace was the Pugwash Movement and I believe Sir Mark once met Khrushchev.)

For many years Sir Mark preached international control of nuclear weapons, but saw a bright future for mankind through the peaceful uses of nuclear energy. However, with time, this belief that nuclear power could be used solely for peaceful purposes changed as he worried it would also be used to make weapons.

I have a copy of a speech from 1974 when he addressed the Institute of Nuclear Science and Engineering at Adelaide University where he talked about energy sources for Australia. Of the nuclear option he says,

‘In Australia we can afford to wait until we know which fission reactors, if any, are both economical and safe before investing in nuclear power.’

Then, later in a letter in 1992 – aged 91, he says,

‘My contribution to the debate about future sources of energy must be in those areas which I understand. Thus my opposition to the use of nuclear reactors as sources of energy are because of the production of plutonium, and hence nuclear weapons, by the unscrupulous. We are irritatingly close to the economic use of clean everlasting solar energy. If we were totally honest, and took into account the effects of health and materials of the smog created by burning fossil fuels in motor vehicles, factories and electricity generation in our cities, it might be economic even now!’

In his obituary, The Telegraph newspaper of the UK said,

‘Oliphant was a man of unassailable integrity who could be impetuous, indiscreet and stubborn. He had a hearty style but was markedly sensitive to injustice.’

- and this is how I remember him, his integrity, a sort of naivety that we could have a world without war, his passionate pursuit of the truth and his infectious laugh. I was lucky to know him and learnt a lot from him.

As ever, it has been a real privilege to be able to come here to present the Oliphant Trophy as it acknowledges excellence in a large number of students in a broad range of scientific, technological and humanist pursuits.

You have shown here today, through your writing, experiments, inventions, computing, games, photos and art work a talent that is

2011 Oliphant Science Awards recently concluded

with Primary and Secondary Presentation Ceremonies conducted at Bonython Hall at the University of Adelaide on Friday 23rd September 2011.

The pinnacle of the evening’s proceedings was the presentation of the 2011 Oliphant Trophy by Ms Monica Oliphant.

In her address at the Secondary Presentation Ceremony, Ms Monica Oliphant reflected upon Sir Mark Oliphant’s life:

“SASTA President, Mark Divito, distinguished guests, students, teachers, parents and friends. It is again a great honour and pleasure to be asked to present the Oliphant Trophy. It is 11 years now since Sir Mark died, aged almost 99.

Each year I try to convey a slightly different aspect of the type of person Sir Mark was and this time I will talk a little of his pacifist and anti-war views.

Sir Mark played a central role in the development of the first atomic bomb. He worked with the Americans on the Manhattan Project, the wartime programme to develop atomic weapons. He did so even though he feared the outcome; however, he feared even more that the Nazis might get the bomb first. The horrific aftermath of Hiroshima and Nagasaki in 1945, however, left Sir Mark with a burden of guilt that ever after affected his public life and work.

In 1975, the eminent British author and philosopher Bertrand Russell urged him to join Albert

Nina Mao Wins 2011 Oliphant Trophy


impressive and that can be used constructively for a better future.

Also, you and especially the winner of the Oliphant Trophy have shown many of the traits of Sir Mark, and he would have been proud of the skills demonstrated by you all and especially the winner, Nina, congratulations.”

Ms Monica Oliphant then had much pleasure in presenting the 2011 Oliphant Trophy to Nina Mao for her Essay – Vitamins and Human Health.

Nina Mao responded,

“Good evening everyone. I’m very happy to be the recipient of the 2011 Oliphant Trophy. I would like to thank Ms Monica Oliphant and SASTA for this honour, as well as the Sponsors, without whom this day would not be possible.

I’d like to thank my Science teacher, Ms Konnie Tolios, who first introduced me to the Oliphant Science Awards last year and encouraged me to explore my interest in Science. I am also very grateful to my mother and father, who gave me the encouragement that helped me achieve this goal, and most importantly, supported me in pursuing my interests.

All the time and effort put into this competition has been rewarded in the thrill of gaining knowledge

in an area I was interested in, the opportunity to challenge myself and improve my skills, and in receiving this Award, named in honour of Sir Mark Oliphant, the first President of the Australian Academy of Science himself.

I hope that students of all age groups continue to be encouraged to cultivate an interest in Science and the world around us. Thank you.”

The 2011 Oliphant Science Awards attracted almost 2000 entries from 84 schools in the categories of Computer Applications, Crystal Investigations, Essays, Experiments, Games, Models & Inventions, Multimedia, Photography and Posters for the following year levels: R – 2, 3 – 5, 6 – 7, 8, 9 – 10, 11 – 12.

SASTA and the Oliphant Science Awards Committee congratulate all the students who entered the 2011 competition. Their research, discoveries and presentations show the extent of their scientific understanding of the world and their ability to communicate this information to others.

While judging for some categories

was conducted off-site, the main judging day was held at Bonython Hall on Saturday 27th August 2011. Many thanks to the numerous judges who volunteered their time to assess the entries.

Later that day, it was the turn of the Oliphant Science Awards Sponsors to eye the entries to determine recipients for their Sponsor prizes to be awarded at the respective Presentation Ceremonies.

An Open Day followed on Sunday

28th August 2011 where students, parents, and the general public were invited to view the myriad of Model & Inventions entries submitted and also to view the winning entries for each year level in the nine categories.

Oliphant Trophy

Features


Presented by Ms Monica Oliphant to the 2011 Oliphant Trophy winner for outstanding science content:

Nina Mao

Oliphant MedalPresented by Ms Monica Oliphant to the 2010 Oliphant Trophy winner:

Michael Huxley

Prize Winners:COMPUTER APPLICATIONSR – 2 Will Nitschke Line Follower

3 – 5 Max Kirby Sorto 284

6 – 7 James Swift Recon-Bot

8 Felix Tobin Atoms

9 – 10 Steven Regidor-Yanez Inheritance Calc

CRYSTAL INVESTIGATIONSR – 2 Sam Gorrie Crystal Investigations

3 – 5 Charlotte Farmer & Georgia Nairn Crystal Investigations

6 – 7 Hannah Greenfield Crystal Investigations

8 Stephanie King & Brianna Maxwell Crystal Investigations

11–12 Andee Martin Crystal Investigations

ESSAYSR – 2 Thomas Searles Do sports need Science?

3 – 5 Kee-An Seet Fluids – why are they special?

6 – 7 Ignatios Macrellis The quest to understand matter

8 Madeleine Lilburn Ancient DNA

9 – 10 Nina Mao Vitamins and human health

EXPERIMENTSR – 2 Alexander Peacock Soccer Experiment

3 – 5 Gemma Dandie & Stephen Dinning Help Stop Global Warming

6 – 7 Alex Stuart Does the Shade of Colour Affect How Quickly a Car Heats Up?

8 Lilian Fellnar & Cassie Bowie Ink On Skin

9 – 10 Georgia Belder Solar Cells

11–12 Kelsey Lamont Optimum Temperature for Catalase in Plants Growth at Different Temperatures

All 1st, 2nd and 3rd prize winning entries in the Experiments category will be submitted for the 2011 BHP Billiton Science Awards.

GAMESR – 2 Jasper Dew Dash to the Science Fair

3 – 5 Angus Ritossa Create An Atom

6 – 7 Zali Strazdins Pop Science

8 Edith Caruso Yuck!

9 – 10 Thomas Bradshaw Desperation

MODELS & INVENTIONSR – 2 Joel Ransom Leaves Gather Sunlight

3 – 5 Amber Washington Go & Glow Bike

6 – 7 Cameron McCormack Magnetic Shock Absorber

8 Nicholas Blieschke Teaching Electromagnetic Device

9 – 10 Lachlan Campbell Solar Power

MULTIMEDIAR – 2 Sam Gorrie & Malik Piyaratna The Chemistry in Making Cheese

3 – 5 Georgia Esselbach The Water Cycle

6 – 7 Hannah Dandie

The Layers of the Earth

2011 Oliphant Science Awards (continued)


Features

8 Amelia Gare, Abbey Weymouth & Zoe Steinhardt Lemon Powered Clock

9 – 10 Scott Kessner & James Baron Plate Tectonics

PHOTOGRAPHYR – 2 Noah Pitkin Different places, different soils

3 – 5 Matthew Draper Aerodynamics

6 – 7 Lili Koch Successive change

8 Lachlan Smith Aerodynamics

9 – 10 Carri Welsby The Earth Moves

11–12 Ali Roush Symbiosis

POSTERSR – 2 Lily-Rose Spartalis Living with Solar Energy

3 – 5 Mikaela Sas Scientist’s Work

6 – 7 Hannah Dandie Convection currents in everyday life

8 Emily Lewis Scientist’s Work

9 – 10 Tegan Rayner

The Electromagnetic Spectrum

SPONSOR PRIZESThe Oliphant Science Awards Committee thanks our Sponsors for contributing to the success of the Awards by providing special prizes acknowledging excellence within student entries.

Platinum Sponsors

DECS YOUNG SCIENTISTAwarded to the most outstanding primary and secondary students:

R – 7

Equal 1st Alex Stuart & Hannah Dandie

Equal 2nd Cameron McCormack & Zali Strazdins

Equal 3rd Kee-An Seet & Ignatios Macrellis

8 – 12

Equal 1st Jaydn Sullivan & Nina Mao

Equal 2nd Steven Regidor-Yanez & Kelsey Lamont

Equal 3rd Lachlan Smith & Madeleine Lilburn

THE ADVERTISER SCHOOL ENCOURAGEMENT AWARDFor the best first time primary school with high achievement and participation across a wide range of categories:

Emmaus Christian College

For the best first time secondary school with high achievement and participation across a wide range of categories:

Emmaus Christian College

UNIVERSITY OF ADELAIDE – ENGINEERING, COMPUTER & MATHEMATICAL SCIENCESAwarded to the most outstanding secondary entry with an engineering, mathematical or computing theme:

8 Lachlan Smith Photography: Aerodynamics


UNIVERSITY OF ADELAIDE – FACULTY OF SCIENCESAwarded to the most outstanding secondary entry highlighting the benefits of scientific research for the community:

8 Saumya Chanana Essay: Beyond X-rays for looking inside

Gold Sponsors

DSTO SECONDARY SCHOOLS PRIZEFor the best two secondary schools with high achievement and participation across a wide range of categories:

8 – 10

1st Glenunga International High School

2nd St Peter’s Collegiate Girls’ School

11-12

1st Annesley College

2nd Urrbrae Agricultural High School

CATHOLIC EDUCATION SA PRIMARY SCHOOL PRIZESFor the best two primary schools with high achievement and participation across a wide range of categories:

1st St Andrew’s School

2nd St John’s Lutheran School – Highgate

UNIVERSITY OF SOUTH AUSTRALIA PRIZE Awarded to the most outstanding entry from a country secondary school:

9 – 10 Kathryn Gilbert, Jessamy Hall & Dawei Lin Game: Build A Body

AUSTRALIAN INSTITUTE OF ENERGY PRIZESAwarded to the best entry at each year level with a sustainable generation and uses of energy theme:

R – 2 Joel Ransom Models & Inventions: Leaves Gather Sunlight

3 – 5 Matthew Draper Photography: Aerodynamics

6 – 7 Alexandra Selley Poster: Living With Solar Energy

8 Zoe Stuckings Poster: Living With Solar Energy

9 – 10 Georgina Belder Experiment: Solar Cells

NATURE FOUNDATION SA PRIZES Awarded to the most outstanding junior, primary and secondary entry with nature conservation theme:

R – 2 Emilie Horsfall & Wyatt Horsfall Game: Save the Planet

3 – 5 Amber Washington Game: Hurry Home Animals

3 – 5 Zach Nicholls Multimedia: River Murray – Environmental Games

6 – 7 Oscar Jolly Multimedia: A Zoom in on Mycology



8 Martina Newlands Photography: Conservation in Nature

11-12 Victoria Perry Photography: Symbiosis

ROYAL AUSTRALIAN CHEMICAL INSTITUTE PRIZEAwarded to the most outstanding entry with a chemical theme:

6 – 7 Kee-An Seet, Joel Lee & Charlene Lee Experiment: Do Fertilizers Affect the Efficiency of Hydrogels?

FLINDERS UNIVERSITY SCIENCE PRIZEAwarded to the most outstanding research-based secondary entry in science:

8 Cassie Bowie & Lilian Fellner Experiment: Ink on Skin

FLINDERS UNIVERSITY – SCHOOL OF THE ENVIRONMENT PRIZEAwarded to the most inspiring secondary entry covering an environmental issue in South Australia:

8 Madeleine Lilburn Models & Inventions: A Sulphur Dioxide Pumping System

CARRON CALCULATORS – TEXAS INSTRUMENTSTo encourage participation, reward highly commended entries and acknowledge judges contribution:

R – 7 Kathryn Howie & Patricia Moraw

8 – 12 John Glistak & Robyn Pillans

CSIRO EDUCATION / CREST AWARD Award for consistently high achievement and participation in the Experiments and Models & Inventions categories:

R – 7

Best CREST School Seacliff Primary School

Best non-CREST School Crafers Primary School

8 – 12

Best CREST School Walford Anglican School for Girls

Best non-CREST School Glenunga International High School

Bronze Sponsors

AUSTRALIAN INSTITUTE OF PHYSICSAwarded to the best student project with a physics theme:

9 – 10 Stephen Samarzia

Models & Inventions: Solid State Tesla Coil Model

AUSTRALASIAN RADIATION PROTECTION SOCIETYAwarded for the most outstanding entry with a radiation protection or health physics theme:

9 – 10 Jadyn Sullivan

Essay: Beyond X-rays for looking inside

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AUSTRALIAN SOCIETY OF BIOCHEMISTRY & MOLECULAR BIOLOGYAwarded to the best student project with a biochemistry or molecular biology theme:

9 – 10 Maithili Mishra

Experiment: Investigating the Anti-bacterial properties of Turmeric Powder

SKEPTICS SAAwarded to the entry that best critically analyses a subject:

6 – 7 Alex Stuart

Experiment: Does the shade of colour affect how quickly a car heats up?

SOUTH AUSTRALIAN CONSORTIUM FOR INFORMATION TECHNOLOGY & TELECOMMUNICATIONSAwarded to the best primary and secondary entry using technology:

6 – 7 Hannah Dandie

Multimedia: The Layers of the Earth

9 – 10 Carrie Welsby

Photography: The Earth Moves

THE TALL POPPY CAMPAIGNAwarded to the best primary and secondary entries with investigation and/or research:

6 – 7 Alex Stuart

Experiment: Does the shade of colour affect how quickly a car heats up?

9 – 10 Georgina Belder

Experiment: Solar Cells

Supporter Sponsor

VEA Awarded for high achievement in categories with a visual media focus:

R – 7 St Andrew’s School

8 – 12 Wilderness School



Selected OSA Entries

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ABSTRACT This presentation provides an overview of how Brainwave, the SA Water learning program for schools has been designed in partnership with the South Australian Department of Education and Children Services (DECS) to meet the learning needs of a range of students and teachers. This partnership confirmed in a joint memorandum of understanding commits financial and in kind support to water education in South Australia.

Functional components include a purpose built Learning Centre which was opened in 2009 and many of the programmed events take place in this centrally located facility. The partnership also supports a reference group which informs the direction and development of range of programs for foundation to Year 12 students and teachers.

The SA Water Brainwave is a comprehensive, diverse program supported by quality teacher resources. Programs are presented in a variety of ways including using the performing arts, online, science labs, workshops, tours, school visits and professional learning for teachers. The program is given quality and credibility due to the depth of understanding of curriculum design and pedagogy by employing a consulting teacher seconded from DECS.

The program for students and teachers provides a range of activities and events to enable learners to have exposure to key water education learning

outcomes. Throughout the year a range of curriculum based experiences are delivered allowing educators to mix and match the Learning Centre activities with their own classroom programs. The consulting teacher provides learning ideas, materials, and resources and acts as a specialist educational consultant for SA Water.

Using the Wiggins and McTighe (2004) model of backwards curriculum design and the Australian Curriculum as a guide to planning, individual programs are designed to provide specific experiences which engage learners with key water literacy ideas. The partnership with DECS ensures current learning research and cutting edge pedagogy can not only be utilised in the learning programs but suggested for teachers to use as follow up or preparatory activities within the regular classroom.

The result is a comprehensive teaching and learning program which can be tailored to suit every school and a variety of contexts.

INTRODUCTION ‘The basic goal of education is understanding. You have to take enough time to get kids deeply involved in something they can think about in lots of different ways.’ Gardner (1993). Education in Australia is based on developing knowledge, skills and values which can be used to influence a preferred future. Contemporary themes in Australian education include student engagement with authentic learning experiences,

inquiry learning, problem solving, issue interrogation, evidence based decision making and the use of ICT’s just to name a few. Curriculum can be discipline based, interdisciplinary, based on various theories of learning and models of curriculum design and delivered using a plethora of methodologies. How can water educators design a learning program that will complement these themes and will work within the constraints of state and national curriculum mandates while concurrently delivering on specific water utility goals? A student centred approach; structure and forward planning seem to hold the key.

The SA Water Brainwave, now in its third year of operation is an engaging program of learning events for students and teachers (Brainwave, 2011). A Memorandum of Understanding between SA Water and The Department of Education and Children’s services (DECS) has lead to the collaborative development of a successful and valued school learning program reflecting curriculum trends while still promoting the key ideas of water education and water related issues. The range of offerings and design of individual learning sessions have been based on historically successful water education programs and ideas from the emerging Australian curriculum.

A Partnership Approach To Water Education- Implementing The New Australian Curriculum Lyn Jefferies, SA Water & DECS


THE AUSTRALIAN CURRICULUM 2011 AND BEYONDThe Australian Curriculum is still in its infancy. Three phases are in the process of developed.

Phase 1 has been published online and covers Science, History, Mathematics and English. Many schools will begin to trial aspects from Phase 1 in 2011. Phase 2: Geography, Arts, and Languages are in the shaping paper and writing stage. Phase 3 will include advice on design and technology, health and physical education, ICT, economics, business and civics and citizenship.

‘The Australian Curriculum sets out the core knowledge, understanding, skills and general capabilities important for all Australian students. The Australian Curriculum describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the Australian community. It makes clear what all young Australians should learn as they progress through schooling. It is the foundation for high quality teaching to meet the needs of all Australian students.’ ACARA website (2010)

Other important components of the Australian Curriculum are the Cross-curricular Priorities which are Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia, and Sustainability.

Students are expected to develop General Capabilities of literacy, numeracy, information and

communication technology competence, critical and creative thinking, ethical behaviour, personal and social competence, and intercultural understanding. The links that can be made between the components of the Australian Curriculum and water education learning outcomes abound and for a water educator the opportunities to create a relevant learning program aligned with the Australian Curriculum is an exciting opportunity.

THE PROCESS OF CURRICULUM DESIGNSo how should this task be approached? Consider teaching a skill such as shooting a basket in a basketball game. In order to plan this teaching and learning sequence you need to identify appropriate learning outcomes – what exactly is the desired learning and skill; identify what it might look like if this learning is achieved – what is the evidence you would expect if the skill has been learned? And finally plan learning experiences which will define how you would help a student to learn the skill.

Wiggins and McTighe (2005) call this backward design as it starts with the end in mind or focuses curriculum design on the goal or learning outcome. There is much support for this method of designing curriculum as it promotes deep transformative learning and greater understanding. Traditionally teachers start with individual tasks within a topic and build up a learning program around the tasks – this often leads to a confused

learning program which doesn’t make sense to the learner.

SA WATER BRAINWAVE LEARNING PROGRAM The purpose of the SA Water Brainwave is to promote improved water literacy and sustainability education in South Australian schools.

The primary objectives of the program are to:-

• Provide interdisciplinary curriculum based water programs and resources accessible to all R – 12 students and teachers in South Australia, including outer-metropolitan, regional and disadvantaged areas,

• Promote a greater understanding in schools about the processes and issues associated with water management including the delivery of water and wastewater services, and water quality,

• Build the capacity of teachers to integrate water literacy into every day teaching through professional development and sharing SA Water skills and expertise, and

• Deliver hands on student centred learning experiences in the SA Water Learning Centre, in schools, at water and wastewater treatment plants and at other sites that host a DECS seconded teacher (e.g. SA Water Mediterranean Garden at the Botanic Gardens of Adelaide).

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The program also seeks to:-

• Partner with other environmental, science and arts education providers to deliver integrated programs for schools,

• Stimulate discussion in schools and communities on the issues surrounding long term water security and sustainability,

• Encourage student and teacher investment in making water saving changes in their homes, schools and communities,

• Promote science and technical career pathways into water-related fields including science and engineering, and

• Showcase SA Water services, skills and expertise in the provision of “water for growth, development and quality of life for all South Australians (SA Water Strategic Map 2009-2014)”.

The objectives of the SA Water Brainwave are met through a range of strategies. One key strategy is to develop and present programs that have been designed around a Learning Framework that ensures programs are student focused, engaging and relevant.

This Framework uses three major learning organisers to underpin and inform programming:

• Conceptual

• Affective

• Skills

This framework is based on current educational research, water-related curricula and South Australian and Australian curriculum. Programs designed to deliver learning outcomes (Table 1.1, 1.2 & 1.3 - see pages 20 - 22) from the SA Water Framework aim to develop water literacy across schooling sectors. Water literacy involves learners’ successful application of knowledge, skills and perspectives to demonstrate an understanding of water and water related issues.

The SA Water Brainwave sessions are designed using the backward design model of Wiggins and McTighe (2005) as indicated below.

SA Water Brainwave session design process:

1. Consider the learning outcomes you wish to achieve from the SA Water Learning Framework, (2009)

2. Consider the Australian Curriculum and various Learning Area requirements

3. Consider the learning achievement standards and the year level /ability /background of student cohort.

4. Decide on the learning activities that might lead to students understanding content, developing skills or considering values and perspectives.

5. Decide on the pedagogies and methodologies which might be appropriate for the specific

tasks. Keep in mind specific methodologies which are recommended by state and national education authorities eg. SATfEL (2010), Scientific Inquiry – Primary Connections Water works (2006).

6. Document ideas and review the program, reflecting on initial goals, trial with students and review the program, call for evaluation from teachers and students and review the program.

CONCLUSION As water educators we need to provide teachers with programs which are progressive and relevant. This can be achieved in various ways from the mapping of current educational offerings and resources (example in attachment 1) with respect to the curriculum, to modification of these offerings as the Australian Curriculum progresses through to phase 3, and of course the development of new offerings which are based on the Australian curriculum and its achievement standards.

Education is more than just content and concepts provided to students. Teachers are time-poor and will readily accept programs and resources which meet the needs of the students and the national and state education authorities. In conclusion changing the way we plan and deliver learning experiences for

A Partnership Approach to Water Education (continued)


our students and teachers is a very valuable exercise. It is valuable to the time-poor teachers, it is valuable to the state and national education authorities such as ACARA who require quality exemplars, and it is valuable for the water authority in their quest to increase water literacy and the understanding of key ideas in the area of water and water related issues.

REFERENCES Australian Academy of Science, (2006), Primary Connections: Water works, Canberra: Australian Academy of Science.

Australian Curriculum Assessment and Reporting Authority ACARA (2010), Welcome to the Australian Curriculum Online. Accessed 24/1/11 at www.australiancurriculum.edu.au/Home

Gardner,H., (1993), Frames of Mind. Basic Books, New York.

Wiggins,G. and McTighe,J., (2005), Understanding by Design. 2nd Edition, USA.

SA TfEL (2010), South Australian Teaching for Effective Learning Framework Guide: a resource for developing quality teaching and learning in South Australia. Dept of Education and Children’s Services, Adelaide, S.A.

SA Water Learning Program for Teachers and Students – Brainwave, (2011), Online learning program guide. Accessed 24/1/11 at www.sawater.com.au/education

SA Water Learning Framework (2009), Accessed 31/1/11 online at www.sawater.com.au/education

Attachment 1: Example of curriculum mapping of existing resources

Captain Plop Books and the Australian Science Curriculum

Both books in the Captain Plop series relate to water education and align with the Australian Science Curriculum across the foundation to year 10 schooling levels. Science Understanding in particular is developed in Captain Plop‘s water saving mission which is relevant to the year 2 achievement standards and work samples. Captain Plop the desalination adventure is a useful resource for senior primary students interested in issues in science. In this way it aligns very well with Science Understanding strand of year 7, where the achievement standard lists a description of the water cycle as a requirement. In addition Sustainability is a Cross-curricular Priority that is a theme of both books in terms of water sustainability. The curriculum strands of Science as a Human Endeavour and Science Inquiry Skills are explored through both the content of the story and value placed on inquiry skills by the characters in these stories.

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Conceptual Component

Water has unique physical and chemical characteristics

Water is precious and essential for all life to exist

Water connects all Earth systems

Water is a natural resource

Water resources are managed

Water resources exist within social constructs

Water resources exist within cultural contextsProgram Name:

SOAKED! ü ü

The Water Show ü ü üWater Around the World ü ü üFollow that Drop ü ü

Kung Fu Dapu ü ü

Poo do Gurus ü üSustainability Challenge ü ü üChemistry in Action ü üToilets through time ü üWater and Aboriginal Culture

ü ü

Living loansLiving loans are specifically designed to suit the group requesting the loan. Thus they may cover any of the learning outcomes or several at one time.

Table 1.1: Conceptual components of learning framework vs. Program matrix

Explanatory note: Brainwave Learning Program (2011) and SA Water Learning Framework (2009) detail can be viewed at the SA Water website www.sawater.com.au/education



Affective components

Consider water in a global context

Consider water as a managed resource

Acknowledge complexities of water and wastewater systems

Develop knowledge skills and attitudes for a career in water

Understanding of water and water related issues

Reflect on learning and beliefs to change actions

Program Name:

SOAKED! ü ü

The Water Show ü ü

Water Around the World ü ü ü

Follow that Drop ü ü ü

Kung Fu Dapu ü ü

Poo do Gurus ü ü ü

Sustainability Challenge ü ü ü

Chemistry in Action ü ü

Toilets through time ü ü üWater and Aboriginal Culture ü ü


Table 1.2. Affective components of learning framework vs. Program matrix

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Table 1.3: Skill component of learning framework vs. Program matrix

skill components

Gathering information

Organising information

Analysing information

Interpreting information

Applying learned information

Evaluating application of learned information

Program Name:

SOAKED! üThe Water Show ü üWater Around the World ü ü ü üFollow that Drop ü ü ü ü ü

Kung Fu Dapu ü

Poo do Gurus ü üSustainability Challenge ü ü ü ü ü üChemistry in Action ü ü ü üToilets through time ü ü ü ü üWater and Aboriginal Culture

ü ü ü



Special General MeetingMembers are encouraged to attend a Special General Meeting, which will be held on Monday 5 December 2011 commencing at 6:00 pm at the Education Development Centre, Milner Street, Hindmarsh.

The purpose of the meeting is to amend SASTA’s Constitution. The formal notice of meeting detailing the proposed changes will be distributed shortly.

Refreshments (including light supper) will be provided at the conclusion of the meeting.

SASTA Journal • No.2 • 2011 23 SASTA Journal • No.2 • 2011 23

MASA – SASTA CONFERENCEFriday 25 November 2011

A Science and Mathematics Conference for Upper Primary and Lower Secondary (6-10) Maths & Science Teachers

VENUE: Immanual College, Novar Gardens

The South Australian Science Teachers Association and the Mathematical Association of South Australia encourage Upper Primary and Junior Secondary educators across the State to attend this conference, which will provide 7 hours of high quality professional development.

Participants will be able to choose from up to six electives in each of four workshop sessions. James Nagel will present the keynote presentation which look at the role that maths and science has played in the development of the proposal to expand Olympic Dam.

The conference will also provide an opportunity to view the latest products & services available from suppliers and network at the morning tea, lunch and happy hour, which are included.

For full workshop details and to REGISTER visit the SASTA website at www.sasta.asn.au

Program8:30 am Registration and coffee in the Function Room

8:45 am Welcome and housekeeping in the Century Theatre

9:00 am – 10:00 Keynote James Nagel

10:10 am – 10:40 am Morning Tea, visit trade displays

10:40 am – 1140 am Workshop 1

11:45 am – 12:45 am Workshop 2

12:45 pm – 1:30 pm Lunch, visit trade displays

1:35 pm – 2:35 pm Workshop 3

2:40 pm – 3:40 pm Workshop 4

3:45 pm – 4:45 pm Happy Hour

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Dominica Thomson (Science Coordinator Northern Adelaide Region, based at Greenwith Primary School) & Cat Stone (DECS Outreach Education Manager, Adelaide Botanic Garden)

There are many interdisciplinary links that

can be made between Art and Science; science knowledge and understanding will take root, skills will unfurl and engagement will bloom!

Can you connect Science and Art? Many ideas may emerge such as the sketches of Leonardo de Vinci. What if you now further distilled your ideas in the context of plants – what ideas spring to mind now?

The interdisciplinary links between science and art in the context of plants was the topic for exploration at a recent ‘teacher oriented’ excursion which took place in the tree studded surrounds of the Adelaide Botanic Garden.

Forty teachers from twenty two Northern Adelaide Region primary schools in South Australia descended on the Garden, clipboards in hand, pencils at the ready, with the aim of investigating interdisciplinary links and trying out hands-on ideas that can be used or adapted for classroom use.

Under the tutelage of Cat Stone (DECS Outreach Education Manager, Adelaide Botanic Garden) and John Whitney, (a well-known Adelaide Community Artist), teachers participated in a day of hands-on activities and investigations in an environment

conducive to learning; outside. Although described as ‘relaxing’, over twenty related activities were undertaken, many of which are described in this article.

It is now well recognised that representing a science concept in multiple ways will increase understandings of science concepts (Lawrie et al, 2009, p65). Art has its own conventions which may discourage teachers for fear of ‘getting it wrong’. However this attitude is soon abandoned under John’s tutelage! Erasers were banned and risk taking encouraged. In John’s classroom, there are no mistakes. John coached teachers in the conventions of Art and talked of “Giving it a go” rather than leaving it to specialist teachers or shying from art all together. The participating teachers felt empowered to explore different conventions through their representations of plant structures, using mediums such as

charcoal, crayon and felt tip pens.

Sent outside to closely observe and sketch several leaves (one in as much detail as possible) the teachers began to engage. Comments such as “I watched a bee pollinating a flower” and “The patterns on this leaf were amazing” demonstrated that this simple activity leads to the generation of many questions for exploration.

A new page was drawn up with varying sized rectangles which acted as frames for new sketches, each sketch needing to fill the rectangle completely. Possible extension ideas included using different mediums, backgrounds and ‘washes’ in each box.

The Art of Science in the GardenDominica Thomson & Cat Stone

Different mediums such (as ink) were used to represent structures. ‘Drawing big’ encourages a focus on detail

Clipboards and pencils in hand, teachers were sent out into the garden to find subjects for study


Further activities such as continuous line drawings, drawing an object larger than life, using a magnifying glass to enlarge a small object and using a bamboo pen dipped in ink all encouraged the teachers to pay attention to the structure of plants. Close observation of structure can lead to investigations into the functions of these structures. Analysis can also be made of the similarities and differences between natural and man-made materials.

Links to science and art history were made including the 250 colour code system of ‘colour by number’ used by Ferdinand Bauer (the Botanical Draughtsman under the employ of Sir Joseph Banks aboard the HMS Investigator). Teachers were making their own links to Aboriginal culture including dreamtime stories and traditional medicines. John’s guidance led to a flurry of ideas of interdisciplinary links across the curriculum that is both academically rigorous and engaging.

Pisanki (decorated eggs from North-Eastern Europe), batik fabrics, Egyptian hieroglyphics – what similarities can you find between these objects? This was the challenge that Cat Stone issued to teachers at the commencement of her session. The resulting discussion focused on the use of plant dyes and pigments that have been used across time and place to express culture.

But what are dyes and pigments? A brief investigation into

chromatography began to reveal some answers. Texta circles were drawn onto coffee filter paper and water dropped into the centre to watch the colour run.

This activity turned into investigations as groups began to control variables such as time, circle size, colour, drop height and amount of

water. Others began to explore the connections of circles in order to create a larger art

piece. Comments and questions between teachers included:

“I made my circle too big.”

“Didn’t work? How many layers did you use?”

“This one has the green spectrum.”

“The Sharpie that’s permanent didn’t leave a trace.”

This quick activity revealed a range of knowledge and questions. Exploration should be encouraged before formalising with an investigation (following the 5E’s model). As seen here natural curiosity and wonder never ceases, with the natural progression soon moving on to investigations and the conventions therein.

A leisurely walk through the Botanic Garden revealed plants that have been used to produce coloured dyes such as the Mulberry and Hibiscus. Pots of Indigo, Rose Madder, Saffron and Henna were observed within the recently restored Museum of Economic Botany.

Plants that are used by the Kaurna people for their colouring properties were found, such as the Ruby Salt Bush (Enchylaena tormentosa), Native Sarsaparilla (Hardenbergia violacea) and Flax Lilly (Dianella revoluta).

A large dead frog discovered on the side of a path promoted a lot of incidental questions and predictions. In this serene, relaxing

Magnifying glasses were used to reveal the minute structures of leaves and flowers

A simple chromatography activity using water based textas revealed prior knowledge and raised new questions as to the nature of dyes and pigments

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environment scientific literacy was in abundance.

On return to the ‘inside classroom’ teachers experimented using a range of plant extracts to dye eggs including turmeric, paprika, onion skins and lillypilly fruit.

Again it wasn’t long before this activity progressed to scientific investigations:

“How long do we put the microwave on if there’s three coffee mugs?”

“What would happen if there was more/less water?”

“What if the mugs were bigger/smaller?”

At the conclusion of the day, the participating teachers looked tired but inspired. Many expressed their intention to put into practice the concepts and activities that they had explored in the near future. They had enjoyed the opportunity to ‘reclaim’ art and to be able to make interdisciplinary links to science and to so many other aspects of the Australian Curriculum.

The Museum of Economic Botany (Adelaide Botanic Garden) fascinated visiting teachers with its recently refurbished displays

A bonus of a teacher excursion involving representatives from so many schools is the networking opportunities that ensue. New and experienced teachers shared concerns, challenges and hopes in an informal, relaxed environment, but with a common purpose of outcome: to increase the

authentic teaching of science in the primary school setting and increasing the integration of science across the curriculum.

On behalf of ourselves and all of the teachers present on the excursion we would like to thank John Whitney for so

openly sharing his experience and passion. John Whitney can be contacted at [email protected].

The Adelaide Botanic Garden is a natural place to learn! If you would like to arrange an excursion to the Adelaide Botanic Garden, please contact Cat Stone ph. (08) 8222 9311.

Reference:Lawrie, Gwen, Appleton, Trevor, Wright, Anthony H. and Stewart, Joanne (2009)

“Using multiple representations to enhance understanding of molecular structure: a blended learning activity.”

In: Hugman, Alex, Motivating Science Undergraduates: Ideas and Interventions. Motivating Science Undergraduates: Ideas and Interventions, Sydney, Australia, (p. 65-71). 1-2 Oct, 2009.

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The Art of Science in the Garden (continued)


“Mission Discovery is an excellent opportunity for young people interested in maths, science, and self development.”

Jay Honeycutt, former Director of Kennedy Space Centre

Ever wanted to send something into space? Ever wanted to conduct an experiment on the International Space Station (ISS)? Well this coming January, students from all over Australia and the world will have the opportunity to do just that.

Thanks to a collaboration of the International Space School Educational Trust (ISSET), The University of Adelaide and the AIAA University of Adelaide Student Branch, we are pleased to introduce to you the Mission Discovery Summer Space School Adelaide 2012!

Running from the 16th to 20th January at The University of Adelaide, the week-long program will give students the opportunity to work with the Mission Discovery team that includes Scott Kelly (NASA

astronaut, Space Shuttle Commander and International Space Station Commander), Jay Honeycutt (former Director of NASA’s Kennedy Space Centre), and Michelle Ham (lead NASA astronaut trainer). The students will spend the week learning from these fantastically experienced people about space, the space environment, and the technologies that enable spaceflight.

The week will culminate in students designing their very own experiment to be sent to the ISS. At the end of the week, the Mission Discovery Team will select the best experiment, which will then be manufactured and launched aboard a Progress Mission to the ISS. This is the first such opportunity for Australian students and we know that it will capture the imaginations of the

students involved, just as it has captured ours.

Mission Discovery Adelaide will combine the best of NASA team work and leadership, with the best of The University of Adelaide’s engineering expertise, to create a life-changing program that will inspire students to pursue careers in science and technology.

For more information on the program, and on how you can get involved, please visit www.isset.org/ or contact us as directed below. If you can’t personally be involved, please spread the word about this exciting opportunity.

The program is open to young people aged 14 and above, however places in the program are limited, so please hurry to avoid disappointment.

Australia:

Samuel Lowe

The University of Adelaide

Email: [email protected]

Telephone: +61 (0)400 465 265

UK:

Sandra Radford, ISSET

Email: [email protected]

Telephone: +44 (0)2920 710 295

Mission Discovery - Student Experiment to the ISS By Samuel Lowe

Students with Jay Honeycutt Students at work

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Mention CONASTA in your staff room and most of your

colleagues think you are spending your vacation playing cards and wonder why you would be heading interstate to waste your valuable holidays in such a trivial pursuit. Then, when you explain that CONASTA is the National Conference for Science Teachers, they usually respond by nodding knowingly and you usually sense that really they think you are nuts and could spend the time better working in the garden or painting the house.

I used to try and explain that a National Conference was something special and was a chance to keep up to date and be excited by what was new and innovative. It also means travel to new places, a chance to meet other teachers, exchange ideas and resources, and make new friends. The fact that the registration, travel, accommodation, and all other expenses are tax deductible seems to count for little with most of our profession.

CONASTA 60, which was held in Darwin this year, was a long time coming. The land ‘where you will never never know till you never never go’ has always struggled to find the volunteers to host a National Conference because their Association, STANT (Science Teachers Association of the NT), only has a few members. Indeed the teaching force in the NT is very small compared to other major cities. These days, the ASTA Secretariat takes a more supportive role and STANT were able to take their turn when

it came up. Yes, each Science Teachers Association takes a turn to host the National Conference. SASTA will be looking after one in Adelaide in 2014.

As I packed my shorts and T-shirts for CONASTA 60 in Darwin, fond memories of the first one I attended in the Territory, which was held in Alice Springs, came flooding back. Three of us from the same school decided that this top-up of knowledge and a regeneration of enthusiasm for the teaching of Science could be enhanced by us doing some ‘real’ Science on the way up and back.

So we travelled to the Conference by going via the Simpson Desert and came home through Palm Valley which is in the bed of the Finke River, which is the oldest water course in the world. We had a great trip, learnt that the Alice was a hive of activity with much great Science going on in its Arid Lands Research Facilities, met many other teachers, shared resources, rekindled old friendships from Teachers College and University days and returned to school with many tales to share with our students of what was going on at the cutting edge of science in the Outback, Australia, and around the world. A young Jim Peacock was one of the keynote speakers. Alice Springs is a small town so every night most of the delegates congregated in the only nightclub in the town, Bo Jangles, and knocked a few tops off and told a few lies.

I then remembered my second CONASTA in the Territory. That was my first year at SSABSA (Senior

Secondary Assessment Board of SA which is now the SACE Board of SA) and the ‘Dry’ that year was hot and the humidity was still relatively high. This time I had heard from the locals they were having their best ‘Dry’ ever! It was a warm 30-320C but the humidity was low so after a cold and wet winter down south, some warmth and sun was going to be very nice.

That Darwin CONASTA was a great CONASTA and those who attended that one always talk about it as one of the greats. I still remember walking in on the first morning and this young bearded fellow wearing a bright pink vest roared out ‘G’day Rothy’. It took me a moment to work out it was Steve Zander, a former student of mine. He was the Conference Convenor and he still has that vest. Steve is now ASTA President-elect.

That Conference was held out at Charles Darwin University and had an Indigenous focus. Unfortunately I had to leave early and go to Malaysia to do some in-service in those schools that took our SSABSA curriculum and examinations but those who remained remember well the fantastic hospitality afforded at Government House by the then Chief Minister, a legend of the Territory well known for playing a VB carton, Ted Egan.

CONASTA 60 was going to be part of another Outback adventure but, trips to NZ, The Great Victoria Desert, and Malaysia did not allow sufficient time to do the 7,000 Km round trip justice so it was to be the a 3 hour plane trip. We did go early to catch up with some

CONASTAs: What are they about?CONASTA 60: July 2011, DarwinCliff Rothenberg


expat South Aussies before the Conference began and made time to wander around Darwin and enjoy the warmth.

There was talk of a group of us catching the Ghan home but it seemed to be a very expensive option. Invariably the learning at a CONASTA is enhanced by doing something before or after. Conference Conveners usually organise tours before or after but if time allows there is much to do by one’s self in this wide brown land.

The last two CONASTAs in Adelaide, Mike Roach and I have organised a post-conference Wine Tour which we had no trouble in filling. Half the group were locals but once again it was good chance to share what we had learnt at the Conference and to cement friendships.

The longest round trip for me was the year I married Linda. It was 2003 and the Queenslanders turn. Linda has endured many CONASTAs and is well known amongst the SA contingent. She has no trouble chatting to most Science Teachers and at CONASTA 56 in Perth she was chatting away to Nobel Laureate Peter Doherty who on finding out she was not a Science teacher was fascinated with what she did to earn a living. The conversation continued at the next CONASTA in Melbourne!

The Queenslanders had decided that a regional Conference was the way to entice southerners into their State where the weather is fine one day and perfect the next. They chose the Sunshine Coast and yes the weather was

good, the venues including the Maroochydore Surf Club were good, and as always the key-note speakers and workshops were excellent. I never tire of listening to Mark Hackling and I learnt a lot more about the farming of cotton and changed some of my views on its viability in Australia. It seems when there is plenty of water in our river systems it can be grown with minimal environmental impact but how do you know when there will be excess water in our fragile inland river systems?

I was fortunate enough to be granted some leave either side of the Conference. This gave Linda and I the opportunity to have a few days for our honeymoon and drive to Noosa, attend the Conference, and then drive to Darwin. The Northern Territory has a service agreement with SSABSA and uses our curriculum and examinations. I had organised some in-service of Psychology and Contemporary Issues and Science in the NT and decided it was just as easy to keep going north then west rather than come all the way back to Adelaide then go back up to the Territory.

So after the Conference we drove up the coast to Rockhampton and then across to Darwin and I was back at work. We came home down the Stuart Highway taking a day’s leave here and there and in between conducting the SSABSA in-service in Katherine, Tennant Creek, and Alice Springs. It was a fantastic 11,000 km trip. The next time STAQs turn came up to run a CONASTA which was in 2008 they chose the Gold Coast and the weather was lousy! Linda, who

came along to play golf whilst I learnt more Science, had to spend her time shopping.

CONASTA 60 in Darwin was excellent. The weather was, as the locals had predicted, warm with lower than usual humidity. Every morning the walk from Parap Quest to Darwin High School where the Conference was held was delightful. It was only marred by seeing a few squashed Bufo marinus. The Queensland Cane Toad is indeed a survivor having crossed the Gulf country and is now established in the Top End; a good example of biological control gone horribly wrong.

Most of the South Australian group had also arrived early and had spent Saturday night catching up with friends. On the plane trip up we had organised to have ‘Barra and Chips’ for lunch on the Darwin Town Wharf and then to make our way out to Darwin High School to register for the Conference.

Darwin Harbour is always spectacular and sitting there from noon to mid-afternoon, soaking up the sun, chatting to colleagues and other regular CONASTA goers was delightful. We were joined by several people from Western Australia whom we had grown to know over many CONASTAs.

In particular the two Lances, old Lance who is a CONASTA legend (he gets more kisses and hugs every year from the younger female attendees) and young Lance who was the Convenor for Perth in 2000 and played an integral role in the very spectacular ICASE CONASTA in

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Perth in 2007. STAWA do know how to run a good show; always find the time to get over that way when it is their turn. The West has plenty to do before and after and Perth is a charming city. The wine regions of Margaret River and Great Southern are only a few hours away.

It was hard to tear ourselves away from the gentle cooling sea breeze and walk up into the main street of Darwin Central which is Mitchell Street. After a few pit stops, we caught a taxi to Bullocky Point where the historic Darwin High School is situated.

When we arrived, we were greeted as long lost cousins by the STANT team which is ably led by John Shanahan. They are a close knit and gregarious group and the handing out of the conference bags was interspersed with much jocularity. We sat down in the ‘Tank’, which is an impressive structure of nearly four walls of concrete of about 10m high and checked our registration material. This partially demolished structure held the town’s water supply in the early years, hence the moniker.

Darwin High School is situated on a piece of prime real estate, Bullocky Point, which overlooks Darwin Harbour, the City, and affords panoramic views of the coast and the Arafura Sea. The view from the Science faculty staff room is a million dollar view. I would rate it better than a view of Sydney Harbour.

Anyway, we were made most welcome and after some formalities, entertained by a troupe of Indigenous dancers, before being led to the famous Mindil Beach which is a stone’s throw away. Clever organisation by these Territorians to have registration close to the famous Mindil Beach but I was wondering how this was going to work.

Most Welcome Receptions we are presented with some fire and brimstone Science action such as at the font of all Science activity centres, Questacon, in

Canberra. Melbourne and Sydney also do a great job but anything federally funded is far better. One year we nearly had a heart attack in Fremantle Prison so a Science show is not mandatory.

Mindil’s Markets for tax-free trinkets and fine finger food of every persuasion is a huge tourist attraction so how were we to take the arbitrary sunset shot over the sea, be fed and watered as the sun

set? Easy; this mob up the Top End had it all organised.

Old Lance with John Shanahan, President STANT

CONASTA 60 Crew

The ‘Tank’

A typical Science laboratory!

Troupe of indigenous dancers

CONASTAs: What are they about? (continued)


We were given Mindil money (only to be used by us and all the stall holders were in on it) so the food choice was extensive. No sand between the toes either. We were corralled into a private grassed area with tables and chairs with proper wine glasses and plenty of cold beer. The food was good, the beer was cold, the wine was FAQ, and we quickly got to catch up with those we knew from interstate and introduced ourselves to a few rookies that President-elect Steve pointed out.

The night was very relaxing, laid-back, and a typical welcome to the Territory. (They have a standard question up there for anybody who wants to rush around and make a big to-do about nothing: ‘What does NT stand for? Not Today. Not Tomorrow. Not Tuesday. Not

Thursday, Not …..’ Yes, calm down, no need to rush in the heat and humidity of the Territory. People next day were still talking about the beautiful evening. No wind, no flies, no midges, warm, great sunset, and plenty of charm from our hosts.

Monday was into the more formal stuff and we were ushered into the school gym which was a little bright so the slides in the key-note presentations lacked the definition which would have done them

more justice. I suggested that the Physics teachers would be able to explain how the square of the distance works but that fell on deaf ears. It seemed the firm employed to do the sound and light were more fixated on size of picture rather than clarity and with the throng in thongs and T-shirts who was I to make a fuss!

The keynote speakers were all excellent. They always are. Which self-respecting Science teacher organisation is going to not try to outdo the last mob that ran the show? So, if you go to a CONASTA you can be assured the keynotes will be exciting, cutting edge, informative, and then there will be some that are exceptional.

Check out the validity of my comments by going to the ASTA website. The CONASTA 60 keynotes are now available online at http://moodle.asta.edu.au/course/view.php?id=4: The presentation by Ray Norris on Aboriginal Astronomy was exceptional. Us semi-retired geriatrics, who have spent most of our lives learning, teaching, and enjoying Science do appreciate a live, personal presentation from a person who is also embarking, working in, or reflecting on a life in Science. In fact, this CONASTA, there were a number of seniors like myself who attended and still enjoy learning and doing Science and the camaraderie of a CONASTA. Darwin; warm, friendly, laid back people; got to go.

Another key indicator of a great CONASTA is the Stanhope Oration in memory of a great visionary, Roy Stanhope, who served Science Teacher Associations well. This event is also a celebration of the past year and a number of awards are presented to worthy contributors to ASTA. It is both educational and social.

Sunset at Mindil Beach

Opening function at Mindil Beach

Young Lance with a crocodile at the CONASTA Breakfast

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The audience comes from primary, secondary, and tertiary teachers, laboratory technicians, and accompanying partners so the brief is to make it entertaining as well as educational for this broad audience. Professor Grahame Webb’s Oration I thought was the best we had ever had.

Unfortunately due to copyright reasons the video of the presentation is not available but we were rolling in the aisles. His talk was about the conservation and management of wildlife resources and in particular the success with the Salt Water Crocodile in the Territory.

Grahame is a very down-to-earth Territorian and his laid back style was very refreshing in the present climate of political correctness. He had hard data that showed farming crocodiles had not impacted on the wild population. All the Biologists in the room knew where he was coming from. They know that the size of population is determined by the carry capacity of the ecological niche in which it lives. He was most critical of many emotive fund raising efforts for ‘cute’ animals but as we all learnt from the Biological Science, Web

of Life text which was first published by The Australian Academy of Science in 1967, ‘that no animal lives alone’.

In fact, Grahame’s talk brought back memories of my starting and finishing question in Stage 1 Biology which I ‘borrowed’ from the Web of Life ‘I pick a

flower from my garden and the polar bears tremble. Explain.’ Many agreed with me but Linda was not convinced. She enjoyed Perth in 2000 when we were addressed by Laureate Barry Marshall and the other she thought was as good was in Canberra when we were sitting in the Old Parliament House being told about some famous Australian crimes by the Chief Pathologist. Linda likes old things and she is a fan of Kathy Reichs!

What were the workshops like? Well, I tend not to go to many because I only spend a little time in classrooms these days but I do like to pick up a few tips that I can pass on to starting teachers when I am in schools. Yes, there is innovation out there and I learnt a few things about the Internet that I can share. Classroom teachers always have something to share and just because you teach in one jurisdiction, Biology is still Biology, and of course Science is not just a body of knowledge.

Are there any other key indicators of a great CONASTA? Yes the Conference Dinner. Chances to celebrate, wine, dine, dance, and enjoy the best of the local cuisine. Convenors do the best that they can with the dollars they get and we have been treated to some superb locations and some fine food over the years.

What are my favourites? Well Adelaide Town Hall was very good for ambience and food, as was the venue in Melbourne in 2005, Parliament House in Canberra, Sydney in 2010 for music, the Aquarium in Perth, but Darwin at the Casino and watching the sun set and then dining, wining, and dancing under the stars has to be the best. In fact Darwin lived up to everything that it promised.

Anna Davis, ASTA President, presenting the ASTA Distinguished Service Award to Peter Turnbull

CONASTA Dinner at the Casino

Cliff and Linda at the Dinner

CONASTAs: What are they about? (continued)


On our last night a number of us regular attendees celebrated a great Conference at the Trailer Boat Club wining and dining and watching the sun set once again over the Arafura Sea. We were joined by two of the hard working Conference Committee who were exhausted but very pleased with their endeavours.

In summary: Welcome Ceremony and Function: made the most of what is special about Darwin, Keynotes: as always with one exceptional; Stanhope Oration: brilliant; Workshops: very good, Conference Dinner: excellent, Organisation and people; super, food, wine, drinks: excellent, weather: why not hold it there every winter?

So Darwin in July 2011, CONASTA 60, was superb but have I convinced you that each Conference has its special moments and they are all great professionally and socially? The next one is in Canberra and in July. One Canberra CONASTA, they got permission to move it to September when the weather is better and it was scheduled to coincide with Floriade.

Am I going? Well could go via Broken Hill (Art), Dubbo (Zoo) and come home via Rutherglen (Sydney has its Harbour but Rutherglen has its Port), and

Two SA delegates dancing the night away

CONASTA 63 IS IN ADELAIDECONVENOR: EXPRESSIONS OF INTEREST

SASTA welcomes expressions of interest from members to convene the national science educators’ conference of ASTA to be held in Adelaide in mid-2014.This member will have demonstrated a commitment to excellence in science education, including service through SASTA.Expressions of interest from two members wishing to co-convene this conference are also welcome. One application should be submitted indicating the relevant information about both.Written expressions of interest should:

• Demonstrate previous successful experience in organising professional development situations

• Demonstrate personal skills and abilities consistent with organising large, complex tasks

• Demonstrate skills in financial management and the ability to work within a budget

• Demonstrate a vision for CONASTA 63, (perhaps including elements such as theme, venue, potential sponsors, program, infrastructure…..)

Written expressions of interest of no more than two pages, accompanied by a CV, should be emailed to Greg Cole, Executive Officer of SASTA Email: [email protected] by 5pm on Friday 28th October 2011.

Great Western. Everything about Canberra is grand; we taxpayers paid for it. I have not seen the restored George, the historic Lancaster bomber from 617 Squadron in the War Memorial. Last Canberra CONASTA there was a workshop/excursion at the War Memorial which went into the Science behind the restoration of the exhibits; brilliant. If it is offered again, be on it. There is really so much Science to see and do in Canberra it should be another fantastic Conference. See you there.

Cliff Rothenberg. Cliff was awarded the SASTA Medal in 2010 and now works part time for the University of Adelaide supervising the professional experience for students enrolled in the Graduate Diploma of Education. He previously was the Curriculum and Assessment Officer for Science at SSABSA and, before that, was Head of Science in several schools and taught senior Biology and Chemistry.

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1st & 2nd September 2011

Held on the Greenwith Campus (including Greenwith Primary School and Our Lady of Hope School) and the Greenwith Community Centre

Report compiled by Dominica Thomson (NAR Science Coordinator) &

Peter Turnbull (Project Officer R-12, DECS Teaching & Learning Services)

Photos by Brian Plush (Greenwith Primary School Year 7 teacher and official photographer)

The Northern Adelaide Region, along with other regions, has taken advantage of ‘Science Facilitators’ working with clusters of schools through the DECS Primary Mathematics & Science Strategy (PMSS). With activities such as expos, science weeks, competitions, projects, extravaganzas, professional development and events such as the ‘Switching on to Science’ Conference, there are some amazing science opportunities being developed and accessed.

‘Switching on to Science’ Daytime Conference (Thurs 1st & Fri 2nd of Sept)

Over 80 teachers from 27 DECS and Catholic Schools accessed the two day Daytime Conference held at Greenwith Primary School. Presenters including John Whitney (Artist: Linking Science and Art), John Mignone (PIRSA: Earthquake Seismology), Lyn (SA Water), Tim Thornton (DECS: Cross-Curricular Priorities), Lisa Horsley & Associate (SciWorld), Lee Harrison & David (Mobile Science Education)

and Dean Davidson (SkyWatch Astronomy) took over classrooms and ran modelled lessons over the two days.

Teachers from outside the School registered for the event and were able to observe and note classroom cross-curricular ideas through observing a range of lessons with real children in real time. Feedback to this model of receiving Professional Development was astoundingly positive and centred on seeing ‘science in action’, and hearing/seeing science terms/activities/investigations used with children.

All classes at Greenwith Primary School participated in at least two modelled lessons as the ‘guinea pigs’ with Our Lady of Hope classes receiving one modelled lesson. All classroom teachers attended sessions with their own class, accessing the Professional Development opportunity and a ‘free student incursion’ as a bonus.

Most organisations offered up their time free of charge, others at a heavily reduced rate. All saw the potential of this kind of Professional Development opportunity to reach both students and teachers, in an atmosphere fostering community collaboration using Science as the vehicle to meeting the curriculum.

Year 6 and 7 student leaders became ‘helpers’ for the day armed with clipboards and badges. Visitors were identified by stickers. Community members, family and friends were brought in for support, leading to an easy flow and adding to the community feel. Bringing together two Schools from the one campus often occurs for arts-based events. It was great to see such collaboration over a Science event.

“Switching on to Science” ConferenceDominica Thomson & Peter Turnbull

Science in the classroom


Despite the many hours of planning, this venture was considered very worthwhile by all involved. Decisions were mostly made through an ‘email only’ Committee. If you would like to plan a similar event, templates, plans, email lists, proformas etc are available from Dominica Thomson at [email protected].

‘Switching on to Science’ Evening Conference (Thurs 1st Sept, 4 - 7pm)

The evening session was extremely well attended by 150 plus people, mainly teachers from Northern Adelaide Region Primary and Secondary Schools. Some Primary and Secondary students also attended.

The Event featured four keynote addresses of 30 minutes each. The sessions were chaired by Mark Divito, SASTA President.

Mark Divito, SASTA President

Guests were welcomed by the Lausanne Cheers, Acting Principal of Greenwith Primary School.

The Event was introduced by Chris Dolan, Assistant Regional Director of DECS, Northern Adelaide Region. Chris spoke of the importance and relevance of this Science event to the Schools of the Region, and noted that Science was a particular priority curriculum area for the Region.

Chris Dolan, Assistant Regional Director of DECS, Northern Adelaide Region

He thanked the Event Convenor Dominica Thomson (Science Facilitator and Coordinator, Northern Adelaide Region) for her outstanding work and initiative in planning and conducting this Event, and for her work in raising the profile of Science in the Schools in her cluster.

The first keynote speaker was Professor Bob Hill, Executive Dean of the Faculty of Sciences, University of Adelaide, who spoke on the topic, “Scientists for the Future”.

Professor Bob Hill, Executive Dean of the Faculty of Sciences, University of Adelaide

In his address Bob noted the difficulties that scientists often face in communicating their science to the wider community, and the ease with which good science can often be discredited through the media and by those lacking in scientific literacy. He made clear distinction between the functions of science education in preparing and educating the future scientists of the world, and the imperative to raise the levels of scientific literacy within our communities. He concluded that greatly improved scientific literacy is imperative to our sustainable future.

Professor Mark Biggs, Head of the School of Chemical Engineering, University of Adelaide, spoke next on the topic, “Making Science Work: Engineering the Future”.

Professor Mark Biggs, Head of the School of Chemical Engineering, University of AdelaideLausanne Cheers - Acting Principal,

Greenwith Primary School


Mark’s address began with the theme that whilst science often makes the initial discoveries, it is the role of engineers to create the successful applications of these concepts in ways that have positive human outcomes. His many quoted examples included fuel cell cars, iPads, vaccines, and artificial joints (and I relate to that one!) He provided a very clear message to students about the wonderful career opportunities that exist in the engineering fields, and that these are underpinned by successful school study in Science and Mathematics.

An interval at this point provided an opportunity for the Conference delegates to visit the many trade display booths.

The third keynote speaker was Phil Roetman, from the Barbara Hardy Institute of the University of South Australia, whose topic was “The benefits of Citizen Science: for Research, Education and Community Engagement”.

Phil Roetman, Barbara Hardy Institute, University of South Australia

Phil has, with Professor Chris Daniels, been a key member of the University of South Australia’s Citizen Science team that has conducted highly successful programs over recent years, particularly Operation Bluetongue (2007), Operation Possum (2008), Operation Magpie (2009), and Operation Spider (2010).

In his address, Phil highlighted the key principles of a “citizen science” approach to science ecological research – genuine science research and the gathering of data that would not be possible without such widespread community support (the community contributing to science), and the science educational value to the community through their engagement with the program (the science supporting the sustainability of local systems). Citizen Science programs have provided (and will continue to provide) wonderful educational opportunities for teachers and students in the areas of environmental science.

The final keynote speaker was Jonathan Noble, DECS Curriculum Manager for Sustainability.

Jonathan Noble, DECS Curriculum Manager for Sustainability

The new and developing Australian Curriculum includes Sustainability as one of the three Cross Curriculum Priorities that are interwoven throughout all of the learning areas including Science. Jonathan spoke of the range of initiatives and programs based on sustainability that already exist in schools, such as the highly acclaimed Australian Sustainable Schools Initiative which he has managed for some years. Many of these successful initiatives were

readily adopted into the new Australian Curriculum. Science as a learning area can particularly provide an excellent context for the inclusion of Sustainability principles.

Jonathan Noble, Mark Divito, Dominica Thomson, Taylor Thomson, Peter Turnbull, Lausanne Cheers

All four keynote speakers gave excellent presentations that were very well received by the audience. The topics chosen and the order of their presentations were most appropriate.

The Conference featured some 25 trade display booths, all featuring products and services available to enhance and extend School Science: Wipe Out Waste, SA Water, Art and Science, SciWorld, FauNature, SA Museum, John Whitney, Trees for Life, CSIRO Education, Skywatch, DECS Science Equipment Scheme, Astronomy Education, Global Education, CSIRO, Our Habitat Education, Cengage, RiAus, Energy Education, Friends of Cobbler Creek, Urban Biodiversity Unit, Smart Boards, McMillan, Pearsons & St Georges Book Sellers, Flinders University of South Australia, and University of Adelaide.


Displayers donated products as prizes for the raffle draws that were held at the end of the evening. If you have trouble finding the organisations please contact Dominica for information: [email protected]

Lausanne Cheers and Michelle Fulton from Global Education

DECS Science Equipment Scheme contract supplier, James Willmore (Omega Scientific), provided a display of Science Equipment Scheme items (particularly Primary Science ones). He donated a digital microscope (value $99) to the raffle draw.

James Willmore, Omega Scientific

At the conclusion of the Conference, James also donated all of his display items to Greenwith Primary School for use in its new Science Model Classroom that is run by Dominica Thomson, and which is available for teachers from other Schools to visit. (Some equipment items have previously been given to this initiative). These donated items will be suitably displayed and acknowledged.

The above mentioned Greenwith Primary School Science Room is available for booking for out-of-hours Professional Development, and is often used to run Science-based Professional Development for

Lisa Horsley, SciWorld Display

Tania Meyer, RiAus Display

Graham Douglas, Friends of Cobbler Creek Display, with a teacher

Displays

Northern Adelaide Region Schools supported by Dominica Thomson. If you would like to visit and/or utilise this resource please contact Dominica: [email protected].


Listening to 20 Australian students chant “Aussie, Aussie, Aussie”, as a precursor to a medley of three well loved Australian songs including, ‘I still call Australia home’, ‘Waltzing Matilda’ and ‘We are One’ was the emotional icing on the cake following 4 days of intensive Science/Fun at the 4th APEC Youth Science Festival held for the first time in Thailand from 10th - 26th August 2011.

The APEC Youth Science Festival is a Science Fair organised by Asia-Pacific Economic Cooperation (APEC) to promote awareness and interest in the area of science and technology, and seeks to promote learning among participants through cutting-edge science and technology and cultural activities. The primary participants are students and young scientists from APEC member economies selected by their respective

economies. They are the next generation of scientists who have enormous potential to push the scientific frontier forward.

Five teachers and twenty students from different schools across Australia were selected to attend the 4th APEC Youth Science Festival. Many students and teachers already knew each other from National Youth Science Forum and the National Science Teachers Summer School held in January 2011, and through science networks.

Easy relationships formed the basis of a strong Australian team. The Australian students soon displayed leadership skills and were also admired for their teamwork, knowledge and commitment. They were also, students and teachers alike, the first to get up at social events, share humour, along with being the only country regularly in the pool during the relaxing session before dinner.

Divided into ‘tracks’, 519 students and 150 teachers from 16 different countries attended a series of workshops and science camps

over 4 days. The themed title of the Festival, “From Nature to Technology”, set the scene for all science experiences.

Student program topics included Biodiversity, Origami, Local Wisdom - water lily and banana, Water Rockets, Bioluminescence, Atomic Energy, and Fish Robots. Teachers were able to attend the student programs as well as special teacher workshops and lectures on Biomimicry, Art of Thai Cooking (main & dessert), Aeronautics, Nanotechnology and Superconductivity. As well as the workshops, there were opportunities to visit a number of different laboratories.

4th APEC Youth Science FestivalDominica Thomson (SA) and Debra Smith (QLD)

Australian Student Contingent

Teachers Attending the Science Festival – From L to R: Debra Smith (Qld), Frances Lynden (NSW), Primrose Tyson (Vic), Cathryn Makdesski (WA), Dominica Thomson (SA)


Students and teachers alike were drawn to Dr. Hans Hilgennologist’s talk on Nanotechnology. His introduction showcased new techniques by demonstrating how he drew an elephant and a map of Thailand on a strand of his daughter’s hair. He discussed applications of Nanotechnology to many fields of Science including Medicine, Computing and Material Development. The following YouTube animation examines the application of Nanotechnology to Targeted Cancer Therapy www.youtube.com/watch?v=YmTKAsa-ewo.

Biomimicry, presented by Hilary Staples, highlighted links between nature and technology. She demonstrated interesting examples of where studies on nature have led to improvements in engineering, medicine, and energy conversion to name a few areas.

As topics within Environmental Studies can often lead to negativity and despair, biomimicry is a good idea as students are part of the solution. One scenario of using nature as a model, mentor and measure, was how Ray Anderson (the entrepreneur behind recycled interface carpet) used a model inspired by nature to change the way they view and make new products for a sustainable world.

The website www.asknature.org has over a thousand examples of nature inspired research studies or solutions. One workshop task given to participants included identifying the adaptations of specified animals and applications

of those adaptations to societal problems. Links to the Cross Curriculum Priorities and General Capabilities were evident.

Origami formed another two day ‘camp’ attended by students and teachers. Students struggled to see the links between science and paper folding until the true art of modelling including mathematics and science were explained. It soon became a competitive challenge to build 6, then 12, then 36 pointed shapes. The presenter impressively talked of the many mathematicians and physicists using origami as the basis for exploring equations.

Water rockets was yet another favorite two day workshop for students, with teachers dropping in and staying for the lecture, an informative recount of the history of rockets and their cultural and scientific use in today’s society. The lecture was both humorous and informative. Students had the opportunity to build and launch their own water rockets and there was fierce competition to see whose would go the furthest.

See the following links for humorous launches and a teacher guide, respectively:

www.YouTube.com/watch?v=cOagszQgTl8

www.nasa.gov/pdf/280754main_Rockets.Guide.pdf

Other sessions included building and racing fish robots, learning about aeronautics from a Japanese astronaut, visiting a planetarium to see the vastness of space, and learning how to safely count sunspots.

All teachers, from various disciplines, would benefit from attending such an international experience. Using science as the vehicle for meeting many areas of the curriculum was only one of the many benefits talked about during and following the APEC Science Festival. As for the students, the following quote sums up the feelings openly shared over the week:

“Science is amazing! It’s the foundation of the world and it offers limitless possibilities”, (Jessica Lewis, A-PECK, Issue 2, 23/08/2011)

Daniel Stoker and Anna Rienstra after winning the Water Rockets Competition during their Workshop

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The Olympic Dam Story – How Western Mining Defied The Odds To Discover And Develop The World’s Largest Mineral DepositPublished by Upton Financial PR Armidale, Victoria 2010

ISBN: 9780646543819 (pbk.)

By David Upton

This book by David Upton provides a detailed account

of Western Mining’s discovery of the enormous mineral deposits at Olympic Dam in the far north of South Australia and the subsequent challenges that were overcome leading up to the development of the mine. The author, a geologist by training, is now a writer and communications consultant.

Far from being a dry historical account the book provides a fascinating, and at times entertaining, insight into the events that took place and the people involved with both the

company and the Olympic Dam project.

The book starts with some background about the size of the ore body and a description of the geological features of the area and how the deposit was formed. The author then goes on to provide some detail about the formation of Western Mining by William Sydney Robinson in 1933 and the people who led and developed the company, such as Sir Lindesay Clark, W M (Bill) Morgan and Sir Arvi Parbo, who first joined the company in 1956 as an underground surveyor and rose to be the Managing Director in 1971.

Subsequent chapters go on to describe the story behind the initial discovery and the hurdles that had to be overcome to enable development of the Olympic Dam mine. This includes an interesting insight into the various people who were part of the exploration team who made the discovery as well as the politics around the uranium mining debate.

The complex nature of the ore body, which contains copper, gold and uranium, meant that the company had to overcome considerable political and public opposition to the development of the mine as it was not feasible to produce the copper and gold without the uranium. Despite this opposition, which included protests and blockades of the mine site by anti-uranium mining groups, the strong economic case eventually persuaded state and federal governments to approve the mine.

The author also describes how Western Mining, in recognising that it would need a partner in order to be able to develop the mine, formed a joint venture with BP in 1979. Apparently this proved to be a somewhat difficult relationship which ended in 1993 with Western Mining buying BP’s share of the project. Western Mining was subsequently taken over by BHP Billiton in 2005.

In the last chapter, Upton comments on the investment risks associated with such a huge development, particularly in regard to changing commodity prices. For example, the worst period for copper prices in sixty years occurred immediately after Western Mining doubled its investment in the mine to boost production capacity.

Upton goes on to describe that, despite all the technical, political and financial challenges the Olympic Dam mine development is hugely successful as, in his words, “Western Mining delivered BHP Billiton the world’s largest mineral deposit just in time for the world’s biggest resources boom.”

In summary, David Upton’s book is a well written and interesting story of mineral exploration history that also provides an insight into the mining industry and its importance to Australia’s economic future.

While it may be of particular interest to geoscientists it will also appeal to anyone who would like to know more about the mining industry and the people who were involved in the development of the world’s largest mineral

Book ReviewJane Wright of Loreto College, Science Learning Area Coordinator, Years 6-12


deposit. Teachers of middle years’ Science and senior years’ Geology and Environmental Science would find the book very useful in providing background information about mineral resources in northern South Australia.

Specifically, the content links directly with the Year 8 Science ‘Understandings’ Strand of the Australian Curriculum: Science, which covers minerals and rocks. The concept covered in the Year 8 ‘Earth and Space Sciences’

Substrand is ‘Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales (ACSSU153)’.

In addition, the book would be very useful in the ‘Science as a Human Endeavour’ strand in the ‘Use and Influence of Science’ Substrand which covers:

Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on

other areas of society and involve ethical considerations (ACSHE135)

Science understandings influence the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE136)

People use understanding and skills from across the disciplines of science in their occupations (ACSHE227)

I highly recommend this book for all teachers of science; it will support your teaching and you will find it a great read.

SASTA ANNUAL CONFERENCEThursday 12 and Friday 13 April 2012 at Immanuel CollegeCALL FOR PRESENTERSPrimary, Middle School, Senior Secondary Science Teachers & Laboratory Officers

The 2012 SASTA Annual Science Conference incorporating the theme ‘Sustainable Science’ will provide approximately 14 hours of high quality approved professional development, in addition to extensive networking & social activities.SASTA is asking for expressions of interest from Primary, Middle and Senior Science Educators and Laboratory Officers across the State to present workshop sessions at the 2012 SASTA Conference.

Workshops should be explicit about their target audience and appropriate in content and methodology. In accepting workshops the Conference Committee will be looking for balance across levels of schooling and strands of science.Workshops could present:National Science Curriculum, classroom methodology, practical activities/investigations operating methodology, senior SACE subjects – Biology, Chemistry, Geology, Nutrition, Physics, Psychology assessment and reporting, interactive science, resource based learning, outreach services, industry links, VET, and local delivery, Aboriginal science, science competitions, curriculum, redevelopment, tertiary sector involvement, literacy, community involvement, focus schools, networking, integrated curriculum, laboratory (work, health and safety) management, beginning teachers, ICT.For teachers of: Primary School, Middle School, Senior School, Students in remote schools, SACE, Adult re-entry, Students with disabilities, Aboriginal students, Laboratory officers.

Register your workshop ONLINE at the SASTA website: www.sasta.asn.au

Features

42 SASTA Journal • No.2 • 201142 SASTA Journal • No.2 • 2011

SASTA Psychology Summer Conference

Wednesday 18 January 2012 Education Development Centre

This annual conference for Stage 1 & 2 Psychology Teachers is on again. Our keynote speaker is Professor Tracey Wade.

Professor Wade completed a Masters of Clinical Psychology at the Australian National University in 1992, a PhD at Flinders University in 1998, and a post-doctoral fellowship in the USA during 1999 at the Virginia Institute for Psychiatric and Behavioural Genetics. She is a Professor at the School of Psychology at Flinders University. She has worked as a clinician in the area of eating disorders for over 20 years. Her current research interests are in the aetiology, prevention and treatment of eating disorders and she has over 100 publications in peer reviewed journals. She is a fellow of the Academy of Eating Disorders, a member of the Eating Disorder Research Society, and a member of the steering committee for the National Eating Disorders Collaboration, which is funded by the Federal Government to inform the development of policy related to the prevention and treatment of eating disorders in Australia.

Keynote abstract: Prevention of mental health problems in adolescentsThe incidence of mental health problems in adolescents will be briefly reviewed. Some principles of

effective prevention with this group will be outlined, and a “transdiagnostic” approach to prevention will be explored, with a focus on risk factors and protective factors that may be pivotal to target in prevention

across different mental health problems. Difficulties with, and success of, approaches designed to prevent the development of mental health problems in the Australian context will be examined. In particular, work related to disordered eating, depression, and anxiety disorders will be highlighted.

See program opposite. Register online at www.sasta.asn.au

SASTA Journal • No.2 • 2011 43 SASTA Journal • No.2 • 2011 43

SASTA SUMMER PSYCHOLOGY CONFERENCEWednesday 18th January

Education Development Centre, Milner Street, Hindmarsh. SA

Keynote Presenter

Prof Tracey Wade Flinders University

PROGRAM

9.00 a.m.Conference Opening

House keeping and welcome to EDCK. Gebert, P. Collins

9.15 a.m.Keynote: Professor Tracey Wade

The Prevention of Mental Health Problems in AdolescentsP. Collins

10.30 a.m. Morning tea

11.00 a.m.

Aiming for an “A+”

Highly successful students and teachers describe their strategies to be successful in Stage 2 Psychology

Jenny Hunter, + 2 students

K. Gebert

12.15 p.m. Lunch

1.00 p.m.

‘SACE Assessment and Moderation Review’

orKate Cutts

Teaching Stage 2 Psychology for the first or second time;

• the four levels of explanation

• tests, assignments, resources.

Jenny Hunter

2.00 p.m. Break

2.15 p.m.‘I will show you mine if you show me yours.’

A series of short teacher presentations.Chair; K Gebert

3.15 p.m.

Using ICT to support the teaching of Psychology.

This session explores the new site that supports Stage 1 and 2 Psychology Teachers. Get tips on how ICT resources can enhance your teaching, learning and professional development

K. Gebert, P. Collins

4.00 p.m. Happy Hour

Features


Science in the Research Project: One Year on!

Friday November 11th 12.30-4pmVenue: Australian Science & Mathematics School

Flinders University Campus, Sturt Road, Bedford ParkThis workshop will provide participants with opportunities to

• identify opportunities for focusing on science in the SACE Stage 2 Research Project,• develop awareness of available science community resources to support the Research Project,• share strategies schools have used to successfully support students to complete a science

focused Research Project,• be a part of a network supporting students to focus on science in their Research Project.

Program for the afternoon:12.30 Light lunch and conversation1.00 Yes, it is possible to do a science focused Research Project! • Examples of science focused Research Projects2.00 What we know now! • Sharing experiences of successfully supporting students in their science focused Research Project 20113.30 You don’t have to do it alone! Resources to support science in the Research Project • Overview of science community resources and how to make the most of them to support students in achieving success.4.00 Close of workshop

Date & Time: November 11th, 12:30 pm – 4:00 pmVenue: ASMS, Flinders University Campus, Sturt Road, Bedford Park (all day parking available in Car Parks 16 & 20 at a cost of $4:00)Facilitators: Lisa Pope, Jayne HeathCost: SASTA Members $66.00, Non-Members $77.00 (GST inclusive.)Register: Online at www.sasta.asn.au N.B. Participant numbers are limited!

2011 SASTA CommitteePatron of South Australian Science Teachers AssociationDr Barbara Hardy AO

Executive Committee Mark Divito: President John Glistak: Vice President Chris Jordison: Vice President Dr Jane Wright: Vice President Peter Turnbull: Secretary Ian Maynard: Treasurer

SASTA Board: Tatiana Anesbury Mark Divito Katrina Elliott John Glistak Chris Jordison Ingrid Lees Bronwyn Mart Priscilla Martinus Ian Maynard Marianne Nicholas Dianne Paech Karen PalumboDominica Thomson Peter TurnbullDr Jane WrightYvonne Zeegers

Convenors & Reference Group Chairs: Annual ConferenceJohn Glistak – Chair Peter Donnelly – Convenor

CommunicationsJohn GlistakJournal Email: [email protected] Newsletter Email: [email protected]

Membership Katrina Elliot

National Science Week Priscilla Martinus

Oliphant Science AwardsAnne LangsfordDavid LeCornuPeter Turnbull

Professional Development Peter Donnelly Dr Jane Wright

ResourcesChris Jordison

SASTA AwardsChris Jordison

ASTA Councillors Mark Divito Dr Jane Wright

Honorary Life Members Doug AndersTony Diercks Elma GurneyBob Morton AMRonne Page Mike Roach Lester RussellPeter SchoddeJack SmithRay Smith Alby WhitelawDr Jane Wright

SASTA Office: Executive Officer: Greg Cole Office Manager: Kristy Cummins ACHPER BuildingGround Floor, 214 Port RoadHindmarsh SA 5007 Phone: 08 8346 6922 Fax: 08 8346 9599 Email: [email protected]: www.sasta.asn.au

Journal copy deadlines for 2012 (Advertising deadlines one week earlier) 1 February for 29 February1 June for 30 June1 October for 31 October

Advertising Rates (Including GST)Full Page $265 (190mm wide x 257mm high) Half Page $145 (190mm wide x 125mm high) Quarter Page $85 (92mm wide x 125mm high)

Inserts: A4, trifolds or brochures up to 9g. $160.00 (supplied)

Email booking and advertising copy (pdf format) to: [email protected] cc to [email protected] expressed in this Journal are not necessarily those of SASTA or the editors. Whilst every effort is made to be factual, no liability is accepted for the accuracy of information presented. © 2011 SASTA. Reproduction of material contained herein is permitted provided its source is acknowledged.All contributions should be emailed to [email protected] cc [email protected] Adhering to the following guidelines would be appreciated:Save as Microsoft Word documentTables to be set up as text with one tab between columns and a return at the end of each rowFor spelling please use the Macquarie Dictionary and where several alternative spellings are listed, use the first. The exception to this is when you are citing, referencing or quoting directly from a source which uses alternative spelling. Photographs should be high quality untouched digital photographs.

Print Post No: 540031/00005

� SASTA Newsletter | September 2008

This is a second book of more than 100 science demonstrations aimed at

upper primary and lower secondary levels, and selected to be quick to

set up and quick to show. Again these demonstrations are taken from the four classical areas of science teaching, and

again they try to make science more accessible by using familiar materials, rather than repeating what can readily be found in many textbooks. In each case, full details of what

is needed, how to go about it, what to expect, the concepts illustrated and the science behind it, are given.

While it is not intended that demonstrations should replace individual practical work, used well they can provide a focus and a way of generating greater enthusiasm

by providing motivating and challenging experiences. Currently many students find science boring and irrelevant, but this shouldn’t be. So, if in any way these

demonstrations can improve matters, my primary aim will be met.

Available from SASTA $29.50Purchase with Watch this!

and pay $50 for the two.

if verified, these views should have significant impact on curriculum offerings at all levels of schooling. providing authentic learning experiences that focus on our australian environment may be one way to begin rebuilding student interest in science and their belief that they can make a difference.

asta has established an email list for australian science educators. astarix has been set up to provide a means of communication and professional interaction between science teachers across australia. subscription to astarix does require a (free) edna membership. the astarix subscription link – http://www.lists.edna.adu.au/lists/lists/subscribe?list=astarix messages can be posted via email to [email protected]

the sasta and asta web sites are being regularly updated to share opportunities and news on science education. i recommend visiting these sites to keep in touch between newsletters.

warm regards,

Bronwyn mart.

WANTED

SCIENCE/ENVIRONMENTAL

EDUCATION COORDINATOR

Mount Gambier High School is a large country high school (8-12) with a rich and varied curriculum and a long history of sporting and academic success. Applicants for this position will be required to provide leadership and teach subjects in the Science curriculum to year 12. The South East is rich in resources to support the Science and Environmental Education curriculum.

Job and Person Specifications can be obtained from www.decs.sa.gov.au., click on Vacancies. Closing date: 11 September 2008

School information can be obtained from www.mghs.sa.edu.au.

For more information, contact Garry Costello, phone 8725 6244.

Biology • Nutrition • Chemistry • Geology • Physics • Psychology

$26.00 (GST Inclusive)

Copies of some past editions of the SASTA Study Guides, including exam answers, are now available for $15.00

SASTA study guides (approx. 200 pages) are the complete resource for students preparing for Year 12 SACE Board exams. These guides include questions with worked solutions covering each topic in the Subject Outlines and address all sections of the exam.

Please send a school purchase order or phone for more details if this is a personal order: SASTA: 214 Port Road, Hindmarsh SA 5007 Ph: (08) 8346 6922 Fax: (08) 8346 9599 email: [email protected] All prices shown are inclusive of GST.

DETAILS AVAILABLE BY PHONING SASTA (08) 8346 6922

SASTA STUDY GUIDES

Order Now for 2011

www.sasta.asn.au SUPPORTING TEACHERS OF SCIENCE: ADVANCING SCIENCE EDUCATION

SASTA Journal2 2011

Documents

Transcript of SASTA Journal2 2011