i S A S TA J O U R N A L N o 1 2 0 1 2

Supporting Teachers of Science: Advancing Science Education

Journal Number 3 2012

SASTA

Registered by Australia Post - Print Post Publication No. PP 540031/00003

Courtesy of The Advertiser, 15 September 2012

Professional LearningMaths & Science Middle School ConferenceFriday 30th November 2012

SASTA Summer Psychology Conference – Positive Psychology in the SACE Friday 18th January 2013

2013 SASTA Annual ConferenceMonday 15th and Tuesday 16th April 2013

FeaturesA tribute to colleague Sharon Russo

2012 SASTA Oliphant Science Awards

Hamilton Science and Engineering Expo

Australia’s Forests, A Growing Resource

The Nature Education Centre

Solar Schools Competition 2013

2012 SASTA CommitteePatron of South Australian Science Teachers AssociationDr Barbara Hardy AO

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

ASTA Councillors Mark Divito Chris Jordison

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

SASTA Office:Executive Officer: Greg ColeOfficer Manager: Kristy Cummins249 Henley Beach RoadTorrensville SA 5031Phone: 08 8354 0006Fax: 08 8354 0008Email: office @sasta.asn.auURL: www.sasta.asn.au

Journal copy deadlines for 2013(Advertising deadlines one week earlier)1 February for 28 February1 June for 30 June1 October for 31 October

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Views expressed in this Journal arenot necessarily those of SASTA or theeditors. Whilst every effort is made tobe factual, no liability is accepted forthe accuracy of information presented. © 2012 SASTA. Reproduction of material contained herein is permitted provided its source is acknowledged.All contributions should be emailed to journal@sasta.asn.aucc eo@sasta.asn.au Adhering to the following guidelineswould be appreciated:Save as Microsoft Word documentTables to be set up as text with one tabbetween columns and a return at theend of each row.For spelling please use the MacquarieDictionary and where severalalternative spellings are listed, usethe first. The exception to this iswhen you are citing, referencing orquoting directly from a source whichuses alternative spelling. Photographsshould be high quality untoucheddigital photographs.

SASTA Board: Tatiana Anesbury Peter DonnellyMark Divito Katrina Elliott Denise FishlockJohn Glistak Chris Jordison Priscilla Martinus Ian Maynard Dianne Paech Karen PalumboPeter TurnbullYvonne Zeegers

Convenors & Reference Group Chairs:

AwardsChris Jordison

CONASTA 63Peter Turnbull

JournalJohn Glistak journal@sasta.asn.au

Membership Katrina Elliot

Oliphant Science AwardsPeter Turnbull

PD & ConferencesPeter Donnelly

S A S TA J O U R N A L N o 3 2 0 1 2 1

Contents Editorial John Glistak 2

FEATURES

A tribute to colleague Sharon Russo Yvonne Zeegers 3

2012 SASTA Oliphant Science Awards 5

Hamilton Science and Engineering Expo 18

Karen Palumbo, Belinda Hawker & Kirsty Ramsey

Australia’s Forests, A Growing Resource Melissa Houghton 20

The Nature Education Centre David LeCornu 24

Maths & Science Middle School Conference 28

SASTA Summer Psychology Conference – Positive Psychology in the SACE 30

Solar Schools Competition 2013 Monica Oliphant 34

2013 SASTA Annual Conference 36

SASTA’s New Home

The new contact details for SASTA are: Telephone 8354 0006 Fax 8354 0008 PO Box 678, Torrensville Plaza SA 5031

By the time members receive this Journal, SASTA will have moved into its new home.

Its new location is 249 Henley Beach Road, Torrensville SA 5031 (corner of Henley Beach Road and Chapman Street). It is on the southern side of Henley Beach Road, just before Marion Road.

Another way to find the location is to look for Bus Stop 8, which is immediately in front of the new SASTA premises.

Car parking is available in Chapman Street or at the rear of the property.

EditorialJohn Glistak

This is the final SASTA Journal for 2012 and, once again, it contains a smorgasbord of articles which I hope members will find interesting.

At the time our June issue went to the printers, SASTA was saddened with the news of the passing of one of our esteemed members, Sharon Russo.

We thank Yvonne Zeegers for her thoughtful article about Sharon Russo and her admirable achievements within science education.

The Oliphant Science Awards (OSA) is one of the major activities for the South Australian Science Teachers

Association. This year, the competition attracted well over 2,000 entries across a range of categories.

SASTA congratulates Will Russell on being awarded the Oliphant Trophy for 2012.

Two Presentation Ceremonies – primary and secondary – were recently conducted at the Adelaide Festival Centre. A summary of the Award winners and Sponsor Prize winners, together with photographs, appears in this Journal as a permanent record for years to come.

A very successful Science & Engineering Expo was held at Hamilton Secondary College, attracting keen interest among students from Hamilton Secondary College and neighbouring primary schools.

This activity has been featured in one of our articles and the SASTA Journal would welcome receiving reports about similar activities during 2013.

The ForestLearning Team was one of the trade exhibitors at the recent CONASTA61 held in Canberra. Featured in this issue is their article about the value of Australia’s forests as well as information about their free online teaching and learning resource for Australian forests and sustainability.

We often hear about the Nature Education Centre but how many of our members have actually utilised its services. A detailed article about the Nature Education

Centre – its history, its facilities and its services – has been included to highlight the attributes of this excellent facility.

A number of conferences are advertised in this Journal.

The first of these is the Maths & Science Middle School Conference which will be held on 30 November 2012. Dr Peter Pudney will be the Keynote Presenter at this Conference. Biographical information and keynote abstract is provided.

One of the highlights of the upcoming summer vacation is the very successful Summer Psychology Conference. The program for this Conference is featured together with the biographical information and keynote abstract provided by Keynote Presenter, Dr Anthony Venning.

Finally, while it may seem months away, preliminary information about SASTA’s 2013 Annual Conference has been included. The theme for this Conference will be ‘Science: Classroom to Workplace’. A call for presenters for this Conference has been made.

Are any members and/or schools interested in the Solar Schools Competition 2013? If so, information about this upcoming activity is featured together with details of how to get involved.

ScienceAlert is a facebook page that some members may have come across. If not, information about this site is provided for you to consider as a possible teaching resource for your students.

In closing, until the first SASTA Journal of 2013, have an enjoyable remainder of the year and a restful summer vacation.

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John Glistak

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In the last three months the Education community in South Australia has mourned the loss of three significant tertiary educators: Dr. Sharon Russo (Early childhood/ science education; Dr Brenton Fopp (psychology) and Ian Napper (science education: pre-service and in-service educator).

Sharon was a long standing member, and committee member, of SASTA and as such, I would like to take this time to share some aspects of Sharon Russo’s life and career. Woven throughout this tribute to Sharon are many words from colleagues at the University Of South Australia and from schools. I would especially like to thank colleague, Victoria Whitington for her heartfelt comments which summarised those of many work colleagues.

In her quietly assertive way Sharon pursued a career as a teacher, lecturer, researcher and long-time contributor to the Nature Education Centre (NEC) and to SASTA. One of Sharon’s passions was teaching science and technology to children, to undergraduate pre-service students and to higher degree students.

Sharon received the SASTA Medal in 2004. She was the SASTA Journal Editor from 2005-2010, and served a number of terms on the SASTA Board / Committee from 1984 to 2010. Sharon was the SASTA representative on the Nature Education Committee for 4 years until 2004. After this time she remained a NEC supporter and encouraged two of her students to join the NEC Committee. Sharon was a regular volunteer at the O.S.A. Presentation Ceremonies and for many years she and her pre-service teacher students judged a range of entries.

Sharon’s commitment to Education also found expression in her passion for working with early years’ teachers in Singapore. There, she became a much loved and respected lecturer, and then a UniSA

A tribute to colleague

Sharon Russo12.05.1953 - 13.06.2012Vale SharonYvonne Zeegers

Program Director. Such was her passion that, soon after her first major operation, and against advice, she flew to Singapore to continue to induct a cohort of science students. When she entered the classroom that night, the fifty-five students rose and cheered her, a remarkable event in that context. Sharon listened to her students, and those who had problems found a supportive friend in Sharon. It was common practice for the Russo household to have overseas students staying with them at one time or another.

Sharon Russo

e-Science is a free electronic magazine for teachers and the public!Features:• Sciencemaderelevantandaccessible• Interactiveelementsineacharticle• Linkedresourcesforclassroomuse• What’shotinAppsandwebsites• AvailableoniPadorwebbrowser• Freesubscription:

e-science.magazine@adelaide.edu.au

www.sciences.adelaide.edu.au/e-science

e-Science Faculty of Sciences

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In 2010 the UniSA Early Childhood team’s work in Singapore won the most prestigious Australian Learning and Teaching Council (ALTC) Teaching Award in Australia, with Sharon leading the team. The award was ‘For a sustained team teaching approach that meets the challenges of teaching early childhood education in a transnational context through empathetic approaches supporting students as individuals’.

Sharon was very aware of the importance of ethical behaviour, not so much because she talked about it but because she exemplified it. This commitment led her to membership and leadership of UniSA Ethics Committees where her contribution was greatly valued.

As many of you will have experienced, Sharon was very supportive of her colleagues, and she willingly mentored people into their new roles. Many people have shared stories about the significant ways that Sharon had helped them and without ever drawing attention to herself.

Generosity and hospitality are two words that spring to mind when thinking about Sharon. And many of us will fondly recall the many occasions when Sharon and Frank hosted beginning of the year SASTA bbqs at their place. No-one went hungry and we lined up early for the pancake dessert! Did you know that Sharon loved to paint, and that she liked to have cats around, despite being allergic to them!

In Sharon’s last few weeks, colleagues at work and from SASTA alike used words such as enthusiastic, optimistic, trustworthy, courageous, determined, insightful and fun-filled, to describe her. Despite her increasingly debilitating illness Sharon didn’t let her illness define her and she continued to have a ‘hand in things’ until shortly before her passing.

At only 59 years of age, Sharon left us too early, yet we are better for having known her as a friend and colleague. Our thoughts are with her husband Frank and her children Sarina and Lauren.

N.B. Minimum order of 5 copies. Copies of the 2012 edition of the workbook are still available. The 2013 edition will be on sale at the end of November. School purchase orders can be faxed to SASTA on 8354 0008 or purchased online at www.sasta.asn.au

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2012 SASTA

Oliphant Science Awards‘WHAT would Sir Mark have thought of it? A tiny gadget linked to a mobile phone that can detect poison gases and send an alert. No doubt one of our great scientific minds would have been intrigued.

The clever invention of a 17-year-old school boy last night won the Sir Mark Oliphant trophy, awarded in the legendary physicist’s name. Year 12 student Will Russell from St John’s Grammar School won the prestigious award with his SenoGraph unit, which took four months to build.

The unit detects different types of noxious gas and will send an SMS to the owner’s phone if a dangerous limit is reached. Will also designs apps but wanted to think of a way to connect his phone with the physical world. ‘‘The module I have made comes with a natural gas and a carbon monoxide sensor so if you leave the gas on at home it will send you a text message,’’ he said.

More than 2600 entries from 86 schools from around the state entered the awards, run annually by the South Australian Science Teachers Association.

Convener Peter Turnbull said it was the originality, scientific content and computer science application that had impressed the judges. He said: ‘‘It is a very functional invention to solve a real problem. It is well constructed, and uses a lot of computer programming.’’

The Advertiser sponsors 10 first-time and/or country entries and gives $500 to primary and secondary school encouragement awards, which this year went to Port Lincoln Primary School and Para Hills High School. Editor Sam Weir said The Advertiser was proud to sponsor the Oliphant Science Awards. ‘‘The young scientists of today will be behind the great breakthroughs of the future and deserve all the encouragement we can offer,’’ he said.’

Martina Simos, The Advertiser, 15th September 2012

It was with these words that the general public were informed about Will Russell’s success in being awarded the Oliphant Science Trophy for 2012.

Will Russell with the Oliphant Science Trophy

The presentation of this Award as well as the R-7 and 8-12 Awards and Sponsor Prizes were conducted in two Presentation Ceremonies on Friday 14th September 2012 at the Adelaide Festival Centre. A summary of the major winners are listed hereunder:

Computer Programming & Robotics

R-2: 1st James Ritossa, Highgate School, ‘Soccer 3000’

3-5: 1st Lara Kirkby, Walford Anglican School For Girls, ‘Lara’s New Pet’ 2nd Peter Wissink & Jarrad Cork, John Hartley School, ’Forklift Truck’ 3rd Maeve Allen-Horvat, Scotch College, ‘Collision Avoidance System’

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6-7: 1st Max Kirkby, Prince Alfred College,‘Autonomous & Wireless Cars’ 2nd Jamie Grozev & Tom Grozev, St Andrew’s School, ‘CCR - Computer Controlled Robot’

8: 1st James Swift, Unley High School, ‘Wireless Surveillance Jeep’

9-10: 1st Rhys Davies, Horizon Christian School, ‘Science Made Fun’

2nd Maria Lagana, Loreto College, ‘Endangered Species’

3rd Felix Tobin, Glenunga International High School, ‘Our Solar Systems - The Science of Space’

11-12: 1st Jack Allison, Pembroke School, ‘Wave Interference Simulator’

Mr Theo Kermanidis (CSIRO Education) with the R-7 Computer Programming & Robotics Prize winners

Mr Bob Morton (Royal Australian Chemical Institute Education Group) with the R-7 Crystal Investigations Prize winners

Dr Scott Foster (Australian Institute of Physics) and Dr Matthew Sorell (The University of Adelaide Faculty of Engineering, Computer & Mathematical Sciences) with the 8-12 Computer Programming & Robotics Prize winners

Mr Bob Morton (Royal Australian Chemical Institute Education Group) with the 8-12 Crystal Investigations Prize winners

Crystal Investigations

R-2: 1st Kristian Musolino, St Andrew’s School

2nd Charlie Wells, Sturt Street Community School

3-5: 1st Sam Bush, Crafers Primary School 2nd Sam Gorrie, St Andrew’s School

3rd Guitar Tachasoratja, Elly Thomson & Rachael Learmonth, St Leonards Primary School

6-7: 1st Denil Kollakombil, Mitcham Primary School

2nd Koan Lee Bouchaud, St Leonards Primary School

3rd Jack Jones, St Leonards Primary School

8: 1st Bryce Tolley, Unley High School 2nd Lilly McGavin, Chloe McGough & Sophie Sarah-Katnich, Walford Anglican School For Girls

9-10: 1st Tanja Sladakovic, Ashe Singde & Kaylen Walsh, Para Hills High School

2nd Zoe Lynch, Jade Mutu & Brittany Latto, Para Hills High School

3rd Tanis Hillmer, Zac Stewart & Josh Warner, Para Hills High School

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Games

R-2: 1st Lucy Bowering, Paringa Park Primary School, ‘Animal ‘World Spin’ Tour’

2nd Wyatt Horsfall, St John’s Grammar School, ’Reef Race’

3rd Harry Ince, Walkerville Primary School, ‘Emu Race’

3-5: 1st Jasper Dew, Burnside Primary School, ‘Amazing Rocks’

2nd Emilie Horsfall, St John’s Grammar School, ‘Bush Walk’

3rd Amber Washington, Walkerville Primary School, ‘Windspells’

6-7: 1st Madeleine Dieperink & Madeline McNeil, Walford Anglican School For Girls, ‘Ecosystems Galore Explore All 4!’

2nd Maisie Callcott & Claudia McKay, Walford Anglican School For Girls, ‘Break the Ice’3rd Thanh La, Tate Henderson & Liam Brown, Christian Brothers College, ‘Eco House’

8: 1st Rachel Chalmers, Walford Anglican School For Girls, ‘The Great Lab Rat Race’

2nd Wendy Shirra & Abbey Taylor, Mitcham Girls High School, ‘Are You A Genius?’3rd Jemma Cialini & Hannah Donald, St Peter’s Collegiate Girls’ School, ‘Skeleton Snatch’

9-10: 1st Jessica Oates, St John’s Grammar School,‘The World of Science’

2nd Dawei Lin & Jessamy Hall, Eastern Fleurieu R-12 School, ‘Outer Space Race’3rd Amber Wales, Ashleigh Goode & Emma Crook, Mitcham Girls High School, Symbiosis’

Models & Inventions

R-2: 1st Regan Nelson, Prince Alfred College, ‘Aerodynamics Test Tunnel’

2nd Alex Lothian, St Andrew’s School, ‘The Wildlife Photographer’

3rd Isaac Au, St Andrew’s School, ‘An Arch Bridge’

3-5: 1st Madison Lacy, Highgate School, ‘How the Grand Canyon was formed’

2nd Alexander Gieltowski, St Thomas School, ‘The Deep Sea’

3rd Bellarose Watts, Walkerville Primary School, ‘Magnetic Motor’

6-7: 1st Elliott Marshall, St Andrew’s School, ‘Stirling Motor Model’

2nd Amber Paschero & Bridget Smart, Wilderness School, ‘The Transport of the Future’3rd Tayla Oates, St John’s Grammar School, ‘The Taymascope’

Dr Barbara Hardy (Nature Foundation SA) with the R-7 Games Prize winners

Dr Keith Shearwin (Australian Society of Biochemistry & Molecular Biology) with the R-7 Models & Inventions Prize winners

Mr Mark Sales (Beach Energy) with the 8-12 Games Prize winners

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8: 1st Victoria Adams, Jordan Parker & Eloise Hall, Walford Anglican School For Girls, ‘Cold feet, no more’

2nd Cameron McCormack, Westminster School, ‘Centreless Water Turbine’ 3rd Sophie Muusse & Jake White, Unley High School, ‘Electrical Energy’

9-10: 1st Laura Falconer, St Peter’s Collegiate Girls’ School, ‘Hovercraft’ 2nd Jonathon Craggs, Gleeson College, ‘Hydroelectricity’

3rd Nicholas Blieschke, St John’s Grammar School, ‘Stereoscope’

11-12: 1st Will Russell, St John’s Grammar School, ‘Senograph – A Gas Warning System’

2nd Jack Allison, Pembroke School, ‘Coilgun Demonstration’

3rd Matthew Howe, Para Hills High School, ‘Hovercraft Model’

Multimedia

R-2: 1st Ambrose Sefton & Noah Ghan, St Andrew’s School, ‘Water In Our Lives’

2nd Mahalia Coggins, Emmaus Christian College, ‘Clouds’

3rd Oliver Moore, Highgate School, ‘Changing States’

3-5: 1st Georgia Esselbach, St John’s Lutheran School, ‘How Plants Grow’ 2nd Cameron Coggins, Emmaus Christian College, ‘The Christchurch Earthquake’

3rd Sam Gorrie, St Andrew’s School, ’The Art of Crystal Growing’

6-7: 1st Molly Chapman & Joyce Fang, Wilderness School, ‘Gravity and the 3 Laws of Motion’

2nd Jonathan Adams & Christopher Adams, Walkerville Primary School,

‘Grandpa has Diabetes’3rd Ruby MacMillan & Amelia Craig, Wilderness School, ‘What’s For

Dinner?’

8: 1st Meg Anderson & Tabitha Nagel, St John’s Grammar School, ‘Centrifugals’

2nd Jack Cheshire & Alistair Correll, Unley High School, ‘Evolution Explained’ 3rd Jordan Collette, St John’s Grammar School, ‘Vasodilation in the fingers to assist with blood glucose testing’

9-10: 1st Mitchell Horn, Gleeson College, ‘Physics of Skateboarding’

2nd India Nette & Kira Wysoke, Wilderness School, ‘Science of Colour’ 3rd Joanna Unson, Gleeson College, ‘Ultraviolet Light’

Mr Tony Norris (Collison & Co) and Professor Simon Beecham (University of South Australia Division of Information Technology, Engineering and the Environment) with the 8-12 Models & Inventions Prize winners

Dr Matthew Sorell (South Australian Consortium For Information Technology and Communications) and Mr Ian Furness (Australasian Radiation Protection Society) with the 8-12 Multimedia Prize winners

Mr Mark Divito (SASTA President) with the R-7 Multimedia Prize winners

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Photography

R-2: 1st Kristian Musolino, St Andrew’s School, ‘Different mirrors - different reflections’

2nd Jada Puglisi, Clapham Primary School, ‘The Science of Coastlines’

3rd Nathan Johns, Burnside Primary (Equal) School, ‘Different mirrors – different reflections’3rd Phoebe Maguire, Burnside Primary

(Equal) School, ‘Fantastic Plastic’ 3-5: 1st Harry Leaker, St Peter’s Woodlands Grammar School, ‘Different mirrors - different reflections’

2nd Noys Le Chenadec, Unley Primary School, ‘The Science of Coastlines’3rd Georgie Thorpe, Immanuel Primary

School, ‘Different mirrors - different reflections’ 6-7: 1st Ashleigh Hayward, Louisa Langsford & Cherie Jansen, Wilderness School ‘Reversible and irreversible changes’ 2nd Thomas Pukkinen, Immanuel Primary School, ‘Different mirrors - different reflections’

3rd Georgia Brooksby, Clarendon Primary School, ‘Different mirrors - different reflections’

Mr Tony Norris (Collison & Co) with the 8-12 Photography Prize winners Mr Bruce Parker (Australian Institute of Energy) with the R-7 Posters Prize winners

Ms Martina Simos (The Advertiser) with the R-7 Photography Prize winners

8: 1st Imogen Murphy, Mitcham Girls High School, ‘Different mirrors – different reflections’

2nd Charlotte Bampton, St John’s Grammar School, ‘Carbon Cycle’

3rd Erin Carnie-Bronca, The Heights School, ‘The Science of Coastlines’

9-10: 1st Ashleigh Burnard, St John’s Grammar School, ‘The Science of Coastlines’ 2nd Ashleigh Chin, Unley High School, ‘Carbon Cycle’

3rd Shannon Watts, St John’s Grammar School, ‘The Science of Coastlines’

11-12: 1st Scott Stevens, Glenunga International High School, ‘The Science of Coastlines’ 2nd Victoria Perry, Urrbrae Agricultural High School, ‘The Science of Farming’

Posters

R-2: 1st Jordan Lee, Magill School, ‘Life on a Reef’

2nd Alexandra Goodwin, Loreto College, ‘Deep Sea’

3rd Bridie Marshall, St John’s Lutheran School, ‘Life on a Reef’

3-5: 1st Owen Hilander, Magill Primary School, ‘Deep Sea’

2nd Hamish Beattie, Paringa Park Primary School, ‘Life on a Reef’

3rd Thomas Wright, St Thomas School, ‘Warning!’

6-7: 1st Hannah Dandie, Loreto College, ‘Warning!’

2nd Stephen Dinning, Hawthorndene Primary School, ’Pre-historic Australia’

3rd Maeve Moroney-Plouffe, St Aloysius College, ’Warning!’

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8: 1st Anna Cross, St Peter’s Collegiate Girls’ School, ‘Sustainable Energy’ 2nd Edith Wong, St Aloysius College, ‘Warning!’

3rd Jamie Ciantar, Henley High School, ‘Warning!’

9-10: 1st Sophie Fraser, St John’s Grammar School, ‘Warning!’

2nd Jennah Mills, St John’s Grammar School, ‘Life on a Reef’

3rd Amelia Hutchinson, Henley High School, ‘Warning!’

Science Writing

R-2: 1st Larissa Whitehead, Paringa Park Primary School, ‘Why have Marine Reserves?’

2nd Isaac Pham, St Andrew’s School, ‘Why have Marine Reserves?’

3rd Emma Cookson, Seacliff Primary School, ‘Why have Marine Reserves?’ 3-5: 1st Isabelle Lilburn, Loreto College, ‘Why have Marine Reserves?’

2nd Jacob Schwarz, St John’s Lutheran School,‘Radiation and

Communication’3rd Ben Ransom, St John’s Grammar

School, ‘GM Foods - are they our future?’

6-7: 1st Phoebe Spurrier, Scotch College, ‘GM Foods - are they our future?’ 2nd Martin Lidums, Prince Alfred College, ‘GM Foods - are they our future?’

3rd Annabelle Hall, Walford Anglican School For Girls, ‘Why have Marine Reserves?’

8: 1st Amal George, Glenunga International High School, ‘Is 50 km/hr safer than 60?’ 2nd Shannon Baker, Urrbrae Agricultural High School, ‘Is 50 km/hr safer than 60?’

3rd Emily Puckridge, Walford Anglican School For Girls, ‘Is 50 km/hr

safer than 60?’

9-10: 1st Khan Pham, Norwood Morialta High School, ‘Is 50 km/hr safer than 60?’ 2nd Lucinda Duxbury, Glenunga (Equal) International High School, ‘Why have Marine Reserves?’

2nd Madeleine Lilburn, Loreto College, (Equal) ‘Science as a Human endeavour’

11-12: 1st Jadyn Sullivan, Gleeson College, ‘Radiation and Communication’ 2nd Johanna Kemplay-Hill, Henley High School, ‘GM Foods - are they our future?’

Dr Scott Foster (Australian Institute of Physics) with the 8-12 Posters Prize winners

Mr Mark Sales (Beach Energy) with the R-7 Science Writing Prize winners

Professor Andrew Millington (Flinders University School of the Environment), Mr Ian Furness (Australasian Radiation Protection Society) and Mr Laurie Eddie (Skeptics SA) with the 8-12 Science Writing Prize winners

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Scientific Inquiry

R-2: 1st Henry Bagot, St Andrew’s School, ‘The Effect of Preservatives on Mould Growth in Bread’ 2nd Zachary McPherson & Noah Osmond-Gray, Immanuel Primary School, ‘An Experiment About Broadbeans’

3rd Tolu Oloworaran, Linden Park Primary School, ‘Where Do Ants

Live?’ 3-5: 1st Wei - En Seet & Min - En Seet, Magill School, ’Saliva and Starch’ 2nd Lucy Eichinger, Burnside Primary

School, ‘Anti-bacterial Cleaners Kill 99.9% of Germs: Fact or Fiction?’ 3rd Jeremy Swain, St John’s Lutheran School, ‘Separating Oil From Water’ 6-7: 1st Kee - An Seet, Magill School, ‘Natural detergents and surface tension’ 2nd Charlene Lee, Magill School, ‘Optimal Thickness of Pea Straw Mulch for Effective Moisture Management’ 3rd Kurtis Burmeister, Matthew Capewell-Jones & Conor Barry, Good Shepherd Lutheran School, ‘Paper Plane’

8: 1st Cameron McCormack, Westminster School, ‘Blocking the Lines of Magnetic Force’ 2nd Natalie Kanter & Fiona Thoi, Glenunga International High School, ‘Apple Preservation’

3rd Elise Bassett, St Peter’s Collegiate Girls’ School, ‘Food Wrapping and Fruit’

9-10: 1st Alexander Pham, Glenunga International High School, ‘What’s the wettest chicken?’

2nd Jack Ding & Kevin Hu, Glenunga International High School, ‘iScam

(iPad 2 and iPad 1 speed comparisson)’

3rd Madeleine Lilburn, Loreto College, ‘Is Hand Gel More Effective Than Soap?’

11-12: 1st Ali Roush, Urrbrae Agricultural High School, ‘Impact of Biochar on the growth of wheat plants and soil activity’ 2nd James Cowley, Urrbrae Agricultural High School, ‘Freezing carrots and Vitamin C Levels’

3rd Elise Naumann, Para Hills High School, ‘Nanotechnology in

Cosmetics’

All winners within the Models & Inventions and Scientific Inquiry categories are eligible for the BHP Billiton Science and Engineering Awards.

Mr Grant Mills (Tall Poppy Campaign SA) with the R-7 Scientific Inquiry Prize winners

Mr Grant Mills (Tall Poppy Campaign SA) with the R-7 Scientific Inquiry Prize winners

UPCOMING SASTA CONFERENCES Maths & Science Middle School ConferenceFriday 30 November 2012 Summer Psychology ConferenceFriday 18 January 2013 Annual ConferenceMonday 15 & Tuesday 16 April 2013

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Australian Institute of PhysicsFor the best student project with a physics theme

Jack Allison, Pembroke School, Computer Programming & Robotics entry Wave Interference Simulator’

Australian Society of Biochemistry & Molecular Biology PrizeFor the best entry with a biochemistry or molecular biology theme

Ethan Simon, Bellevue Heights Primary School, Models & Inventions entry ‘DNA Model’

Collison & Co PrizeFor the best entry with the most inventive design

Cameron McCormack, Westminster School, Models & Inventions entry ‘Centreless Water Turbine’

Mr Mark Divito with the VEA R-7 Prize winners

Australasian Radiation Protection Society Prize winner

Australian Society of Biochemistry & Molecular Biology Prize winner

Australian Institute of Physics Prize winner

Collison & Co Prize winner

Mr Mark Divito with the VEA 8-12 Prize winners

Australasian Radiation Protection Society PrizeFor the most outstanding entry with a radiation protection or health physics theme

Jaydn Sullivan, Gleeson College, Science Writing entry ‘Radiation and Communication’

SPONSOR PRIZES

VEA PrizeFor consistently high achievement and participation across a wide range of categories with a visual media focus

R-7 St Andrew’s School

8-12 St John’s Grammar School

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Skeptics SA PrizeFor the entry that best critically analyses a subject

Madeleine Lilburn, Loreto College, Science Writing entry ‘Science as a Human endeavour’

South Australian Consortium for Information Technology & Telecommunications PrizeFor the best entry using technology

Johanna Unson, Gleeson College, Multimedia entry ‘Ultraviolet light’

Tall Poppy Campaign SA PrizeAwarded to the best primary and secondary entries with investigation and/or research

R-7 Wei – En Seet & Min – En Seet, Magill School, Scienctific Inquiry entry ’Saliva and Starch’8-12 Elise Naumann, Para Hills High School, Scientific Inquiry entry ‘Nanotechnology in Cosmetics’

Carron Calculators - Texas Instruments PrizeTo encourage participation, reward highly commended entries and acknowledge the judges contribution.

Kate Morgante & Grace Napoli, Gleeson College

CSIRO Education / CREST Prize For consistently high achievement and participation in the Models & Inventions and Scientific Inquiry categories

R-7 Best CREST School Highgate School Best Non-CREST School St Andrew’s School

Skeptics SA Prize winner South Australian Consortium for Information Technology & Telecommunications Prize winner

Tall Poppy Campaign SA R-7 Prize winners Tall Poppy Campaign SA 8-12 Prize winners

Mr Mark Divito (SASTA President) with Kate Morgante & Grace Napoli

Mr Theo Kermanidis (CSIRO Education) with the Best R-7 CREST and Non-CREST School Prize winners

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8-12 Best CREST School St Peter’s Collegiate Girls’ School Best Non-CREST School Glenunga International High School

Catholic Education SA Primary Schools Prizes To the two primary schools who participated most successfully in this year’s OSA Awards

1st St Andrew’s School

2nd Walford Anglican School For Girls

Beach Energy R-12 PrizeFor the best student project with a Geoscience theme

Hannah Wegener, St John’s Lutheran School, Models & Inventions entry ‘Earthquakes & Fault Lines’

Nature Foundation Prizes To the most entries with a nature conservation theme

R-2 Emily Fidock, Olivia Rimes & Sophie Taylor, Loreto College, Models & Inventions entry ‘At the Beach’

3-5 Emilie Horsfall, St John’s Grammar School, Game entry ‘Bush Walk’

6-7 Tayla Parker, Hayley Richardson & Eloise Treadwell, Walford Anglican School For Girls, Multimedia entry ‘Habitat News’

8 Erin Carnie-Bronca, The Heights School, Photography entry ‘The Science of Coastlines’

9-10 Lucinda Duxbury, Glenunga International High School, Science Writing entry ‘Why have Marine Reserves?’

11-12 Johanna Kemplay-Hill, Henley High School, Science Writing entry ‘GM Foods – are they our future?

Mr Theo Kermanidis (CSIRO Education) with the Best 8-12 CREST and Non-CREST School Prize winners

Mr Mark Divito (SASTA President) with the Catholic Education SA Primary Schools Prize winners

Dr Barbara Hardy (Nature Foundation) with the Nature Foundation R-7 Prize winners

Dr Barbara Hardy (Nature Foundation) with the Nature Foundation 8-12 Prize winners

Mr Mark Sales (Beach Energy) with the Beach Energy R-12 Prize winner

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Australian Institute of Energy Prizes For best entry at each year level with a sustainable generation and uses of energy theme

R-2 Amelie Baker, Pulteney Grammar School, Scientific Inquiry entry ‘Fruit Battery Experiment’3-5 Lachlan Seidel, Nathan Krelshem & Luke Bastiras, St John’s Lutheran School – Highgate,

Models & Inventions entry ‘Energy Efficient Eco House’6-7 Tayla Oates, St John’s Grammar School, Models & Inventions entry ‘The Taymascope’8 Anna Cross, St Peter’s Collegiate Girls’ School, Poster entry ‘Sustainable Energy’9–10 Tanja Sladakovic, Ashe Singde & Kaylen Walsh, Para Hills High School, Crystal Investigations entry11–12 Will Russell, St John’s Grammar School, Models & Inventions entry ‘Senograph – A Gas Warning System’

Flinders University Science Prize & Flinders University – School of the Environment Prize For the most outstanding research-based entry in science & for the most inspiring entry covering an environmental issue in South Australia

Ali Roush, Urrbrae Agricultural High School, Scientific Inquiry entry: ‘Impact of Biochar on the growth of wheat plants and soil activity’

Royal Australian Chemical Institute (SA Branch) Prize For the most outstanding entry with a chemistry theme

James Cowley, Urrbrae Agricultural High School, Scientific Inquiry entry ‘Freezing Carrots and Vitamin C Levels’

Mr Bruce Parker (Australian Institute of Energy) with the Australian Institute of Energy R-7 Prize winners

Professor Andrew Millington Flinders University) with the Flinders University Science & the Flinders University – School of the Environment Prize winner

Mr Bruce Parker (Australian Institute of Energy) with the Australian Institute of Energy 8-12 Prize winners

Mr Bob Morton (Royal Australian Chemical Institute (SA Branch)) with the Royal Australian Chemical Institute (SA Branch) Prize winner

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The University of Adelaide Faculty of Engineering, Computer and Mathematical Sciences Prize For the most outstanding entry with an engineering, mathematical or computing theme

Cameron McCormack, Westminster School, Models & Inventions entry ‘Centreless Water Turbine’

The University of Adelaide Faculty of Sciences Prize For the most outstanding entry highlighting the benefits of scientific research to the community

Emily Puckridge, Walford Anglican School For Girls, Science Writing entry ‘Is 50 km/hr safer than 60 km/hr?’

University of South Australia Prize for the most outstanding entry from a country schoolRhys Davies, Horizon Christian School, Computer Programming & Robotics entry ‘Science Made Fun’

DSTO Secondary Schools Prizes To schools who participated most successfully in this year’s OSA Awards

8-10 1st St John’s Grammar School 2nd Glenunga International High School

11-12 1st Pembroke School 2nd Urrbrae Agricultural High School

The Advertiser Schools Encouragement AwardFor the best first time primary and secondary school with high achievement and participation across a wide range of categories

R-7 Port Lincoln Primary School

Dr Matthew Sorell (The University of Adelaide Faculty of Engineering, Computer and Mathematical Sciences) with The University of Adelaide Faculty of Engineering, Computer and Mathematical Sciences prize winner

Professor Simon Beecham (University of South Australia) with the University of South Australia Prize winner for the most outstanding entry from a country school

Professor Bob Hill (The University of Adelaide Faculty of Sciences) with The University of Adelaide Faculty of Sciences Prize winner

Dr Tony Lindsay (Defence Science and Technology Organisation) with the DSTO Secondary Schools Prize winners

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Mr Mark Divito (SASTA President) accepted The Advertiser R-7 Schools Encouragement Award from Ms Martina Simos (The Advertiser) on behalf of Port Lincoln Primary School

8-12 Para Hills High School

Department for Education and Child Development Young Scientist AwardsHighest individual Awards available, with the exception of the Oliphant Science Trophy

R-7 1st (Equal) Kee – An Seet, Magill School 1st (Equal) Charlene Lee, Magill School 2nd (Equal) Elliott Marshall, St Andrews School 2nd (Equal) Joyce Fang & Molly Chapman, Wilderness School 3rd (Equal) Max Kirby, Prince Alfred College

3rd (Equal) Min – En Seet & Wei – En Seet, Magill School

Ms Clare Peddie (The Advertiser) with The Advertiser 8-12 Schools Encouragement Award winner

Ms Wendy Engliss (Director New Media, Policy and Coordination, Department for Education and Child Development) with the Department for Education and Child Development 8-12 Young Scientist Award winners

Ms Karen Cornelius (Director, Primary Teaching and Learning, Department for Education and Child Development) with the Department for Education and Child Development R-7 Young Scientist Award winners

Ms Monica Oliphant with the Oliphant Medal winner, Nina Mao

Ms Monica Oliphant with the 2012 SASTA Oliphant Science Trophy winner, Will Russell

8-12 1st (Equal) Will Russell, St John’s Grammar School

1st (Equal) Ali Roush, Urrbrae Agricultural High School 2nd (Equal) Jack Allison, Pembroke School 2nd (Equal) Elise Naumann, Para Hills High School 3rd (Equal) Cameron McCormack, Westminster School

3rd (Equal) Victoria Adams, Jordan Parker & Eloise Hall,

Walford Anglican School For Girls

Oliphant Medal For the winner of the 2011 SASTA Oliphant Science Trophy

Nina Mao, Glenunga International High School

2012 SASTA Oliphant Science TrophyFor the most outstanding entry in the 2012 OSA competition

Will Russell, St John’s Grammar School

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Hamilton Secondary College held a Science and Engineering Expo on Wednesday 15th August to coincide with National Science Week. Students and invited guests participated in various engaging hands-on activities. On the day, Hamilton Secondary College welcomed students from five primary schools to engage them in science and engineering now, and in the future. In addition, the Expo supported student transition from the primary to secondary school environment.

Hamilton students showcased innovative projects and whiz-bang science demonstrations. Primary school students and invited guests all experimented with colour changes, frothing, fizzing and explosions. Primary schools students were also given a Hamilton show bag with free pens, pencils, SA Water drink bottle and other cool merchandise.

University and industry representatives provided displays which made links to Science, Technology, Engineering and Mathematics (STEM) areas. Representatives included Engineers Australia, Microscopes and More, Adelaide University, Flinders University, Science Experience, eLabtronics, Radiation Protection Branch, Environment Protection Authority and Nature Education Centre.

Minister Pat Conlon and Deputy Chief Executive of DFEEST, Mr Craig Fowler, presented the following awards to students:

1. Best Design & Manufacturing Emma Rose Brooks, Lucas Hansman, Mirza Skrijelj

& Benjamin McLean 2. Best Scientific Report Jessica Aylmore & Jessica Sward 3. Best Stall Display Harseerat Thind, Beatrice Panta, Anna Abbate,

Carol Riley & Sejla Skrijelj 4. Best Explanation Kyle Delaney-Carter & Dennis Pikulic

Hamilton Science and Engineering ExpoKaren Palumbo, Belinda Hawker & Kirsty Ramsey

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Forests are delicate dynamic ecosystems, home to living communities that are constantly interacting with non-living components. Forests are valued on social, environmental, cultural and economic factors, and are used, loved and appreciated by many people.

We need forests; they provide wood (such as floor boards and paper) and non-timber products (such as honey and essential oils), play a key role in the fight against climate change, make an important contribution to our economy through supporting regional communities, and also provide excellent opportunities for recreation and tourism.

Managing and maintaining Australia’s forests for current and future generations are important tasks, shared by government, private enterprise and communities.

It’s useful to consider the definition of a forest. Whereas most people think of towering trees, the actual definition includes areas that many would call scrub, or bush. Forests are defined as areas of land dominated by tree cover that can reach at least two metres height at maturity, and include all other living and non-living things within, such as animals, plants, soil and water.

Our Australian forests cover approximately 150 million hectares, or 19 per cent of the continent, they are estimated to comprise four per cent of the global forest area.

Most of our forests are dominated by the evergreen broad leaved eucalypts, however, a broad range of other tree species (such as acacias, melaleuca and casuarinas) are in our forests. The majority of Australia’s native forests are in Queensland, the Northern Territory, NSW and WA. Some people are surprised to discover Tasmania, the ACT, Victoria and SA have minimal areas of native forest.

The species in Australia’s forests have evolved in isolation over millions of years, since the continent split from the landmass of Gondwanaland about 135 million years ago. This has led to the remnants of ancient forest compositions still able to be found in some areas, growing alongside species that have subsequently evolved to cope with a regime of frequent bushfires. This makes many of Australia’s forest ecosystems unique because a lot of the species are found nowhere else.

Australia’s Forests, A Growing ResourceMelissa HoughtonDirector, Sustainability at Work

As Australia transitions to a lower carbon economy, our forests, their management and their productivity will become increasingly important. The major roles of forests include carbon sequestration (storage) in their biomass and production of wood and wood products – using one of the world’s most sustainable building materials.

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Forests are most commonly described by type (the dominant tree species present), but can also be defined by their average height and canopy cover class (for instance, their leaf cover). The most common forest height is between 10 to 30 metres, and the most extensive canopy cover class is described as woodland (which is between 20 to 50 per cent canopy cover) typical of many forested areas in Australia.

Plantations are intensively managed stands of trees that have been planted with native or exotic species, laid out in rows. Plantation species are described as either hardwood (mostly eucalypts) or softwood (generally pines). There are currently about 1 million hectares of each type in Australia, supplying just over two-thirds of the logs harvested for wood products each year, from just over 1 per cent of the total forest estate.

Although plantations are primarily managed for wood production, they play an important role in carbon capture and storage, biodiversity, salinity mitigation, and water catchment protection, and are managed with these issues in mind. 

Over the last 10 years, plantation areas have increased across Australia, with most new plantations established on farms on previously cleared pasture. Most of our earliest plantations were established on public land sites cleared of native forest, but converting native forest to plantation is no longer practiced.

The Components Of A Forest Ecosystem

Producers are plants that are at the bottom of all terrestrial food chains, and store energy from the sun in the chemical bonds within their molecules. This energy is transferred up the food chain by consumption, creating a complex food web in which each species has links to several others, either as a predator or a prey species.

Fundamental to the functioning of ecosystems is the recycling of nutrients such as carbon, nitrogen and phosphorus. When organisms die, they in turn are consumed by decomposers that break down the organic matter and return the nutrients to either the soil, or the atmosphere.

Within a forest ecosystem, there is a substantial quantity of dead material, and an extensive

population of decomposers. In the wet eucalypt forests of southern Tasmania, for example, there are over 1200 species of wood-eating beetles and roughly the same number of fungi, whereas there are just 21 different mammal species.

Fire is one of the dominant abiotic (non-living) factors in forest ecosystems, so many of the non-rainforest producers have developed adaptations to encourage rapid regrowth after fire events.

The Role Of Forestry

Trees are essential to life on earth, performing a life-sustaining role through their ability to combine sunlight, water, nutrients and carbon dioxide to produce woody biomass and release oxygen that supports all life.

Forestry is the practical application of scientific, economic and social principles used in the establishment and management of forests. It encompasses the management of natural forests and woodlands, plantations, and the various combinations of trees and agriculture known as agroforestry or farm forestry. The practitioners of forest and plantation management are known as forest scientists, or foresters.

A unique aspect of forestry is its long-term focus on the sustainability of tree-dominated ecosystems. This requires foresters to deal with both day-to-day variables, such as weather and pests, and the future view that can be more than 100 years away. Planning is therefore integral to forest management; short term planning for seasonal activities each year, such as bushfire prevention, and long term planning, including timber harvesting to ensure that all other activities contribute to the enduring objectives of management and sustainability.

The Future: Sustainable Forest Management

Sustainable forest management (SFM) refers to the management of private and public forests to ensure they continue to provide not only a sound supply of renewable timber for present and future generations, but also maintain their environmental values and social services.

SFM is dependent on credible science and professional commitment to improving the nature of forest management by responsible agencies and forest

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managers. In Australia, governments set policies and targets to guide the application of sustainable forestry, particularly on public land.

Australia has adopted principles and measures that are based on international level criteria widely agreed among nations with strong, long-term forestry industries. Some of the criteria for SFM are:

• Conservation of biological diversity

• Maintenance of productive capacity of forest ecosystems and their health and vitality

• Conservation and maintenance of soil and water resources

• Maintenance of forest contribution to global carbon cycles

• Maintenance and enhancement of long term multiple socio-economic benefits to meet needs of societies.

The challenge for foresters is to balance the competing needs and uses of forests. The future of our forests is in the hands of professional foresters trained to sustainably manage these valuable natural resources.

Forest and wood products, carbon and climate change

The complete carbon cycle is complex and contains many sub-cycles (your body, for instance is part of one of them), however to simplify and demonstrate the role of forests and trees we can say that:

1. Growing trees absorb (through photosynthesis) carbon dioxide from the atmosphere,

2. They store the carbon in their biomass and

3. Release the oxygen into the air.

The carbon stored by a growing tree remains locked into the structure of the wood (and therefore the buildings and items made from it) until the wood is destroyed. In fact, up to 50% of the dry weight of wood is carbon.

So, by harvesting and replanting forests, and using the wood to make buildings and other products, we are helping to remove carbon from the atmosphere and storing (or sequestering) it.

For more information about wood products and the environment, please visit www.naturallybetter.com.au.

Using more wood stores more carbon

Compared to other commonly available materials, wood has very low embodied energy. Embodied energy is a term used to describe the energy used to produce, process and transport a material to it final place of use. Because wood stores carbon and requires very little energy to produce, structure made primarily from wood can be carbon positive – that is, they store more carbon than was caused to be emitted during their construction.

The Forest Learning website has a whole range of FREE resources and activities available for teachers to access, including factsheets, posters, multi-media tools for the classroom, activities and lesson ideas, as well as useful websites and industry reports. Use Australia’s forests as your classroom by visiting www.forestlearning.edu.au and accessing the creative range of ideas and resources.

Free online teaching and learning resource for Australian forests and sustainability

Learning about the benefits of sustainable forest management has is now easier with the launch of a free online educational resource. ForestLearning.edu.au provides activities, resources and ideas for teachers to integrate forest and sustainability education into their learning programs.

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The site has over 120 resources covering years 3 to 12 across a range of key learning areas of the Australian Curriculum including science, social science, earth and environmental science, history, geography, mathematics, biology and technology.

ForestLearning.edu.au offers teachers:

• A searchable database of over 120 current downloadable resources;

• Information on key learning themes and topics including:

- What is a forest? - What role does forestry play in

the landscape? - Why is wood a renewable and

sustainable resource? - How do forests and wood

products store carbon? - How do we use, process and

manufacture wood products? - What is the future?

• Information on organising school visits or professional development for teachers;

• Latest news and events; and

• Glossary of terms and useful websites.

ForestLearning.edu.au has been developed by a network of forest educators and forestry communication specialists across Australia including Australian Forest Products Association; Forest Education Foundation, Tasmania; Forests NSW; Forest Products Commission (Western Australia); Forest and Wood Products Australia; PIRSA Forestry (South Australia); Sustainable Forestry Program, Southern Cross University, NSW and VicForests.

If you would like some free posters or flyers please contact Melissa Houghton via melissa@sustainabilityatwork.com.au or 02 9572 9126

We hope you enjoy this new resource

The ForestLearning Team

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The Nature Education Centre (NEC), which has enabled South Australian children to experience the joys of seeing up close and even handling some of Australia’s unique wildlife for the last 29 years, has recently moved into a new building at the Urrbrae Education Centre.

Even though NEC has moved its focus of providing unique educational resources for nature educational remains the same. Animals can be purchased so that children can gain a long-term appreciation and understanding of their habits and needs, or alternatively, a range of live animals can be borrowed for shorter periods, to coincide with teaching programs.

Classes of students may visit the Centre or a member of the Centre’s staff may visit their school, kindergarten or child care centre to tell them about the many native animals they may never even have heard of, and to see these creatures ‘up close and personal’.

The Nature Education Centre’s new facility

As well as living and preserved animals, including caterpillars, tadpoles and silkworms, the Centre sells and loans rocks, minerals and fossils, bacterial cultures, posters, and many other items that can increase children’s appreciation of the natural world. More than 80 educational kits are available for loan.

The NEC is a non-profit organisation and all income generated is devoted to improving the materials and services provided, and to employing staff who are responsible for the health and welfare of the animals and the smooth running of the facility. To help the Centre’s finances, your class, school or education centre could take the opportunity to sponsor an animal. Every sponsor receives a ‘thank you’ card containing a photograph of ‘their’ animal.

For an annual fee, schools, kindergartens, childcare centres or individuals may become members of the NEC. Membership entitles the member to borrow

The Nature Education CentreA Unique Educational Resource for South Australian ChildrenPatrons: Associate Professor Michael Tyler AO, Dr Barbara Hardy AO

David LeCornu

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live animals, preserved specimens or kits, and to receive discount on their purchases from the Centre. Currently there are about 250 members, most of whom are kindergartens, childcare centres and primary schools.

A Brief History of the Nature Education Centre

The Nature Education Centre was officially opened at Wattle Park Teachers Centre in 1983, as a project of the South Australian Science Teachers Association (SASTA). The Education Department supported the new Centre by providing accommodation and paying for electricity, telephone and cleaning. NEC’s role was to provide living materials to schools at low cost and to support teachers in the area of science and nature study. In 1988 Wattle Park Teachers Centre closed, and NEC moved to the grounds of Norwood Primary School where it continued to operate until late 2010.

A building and re-development program at Norwood Primary School meant that NEC needed to re-locate. Fortunately the State Government recognised the importance of the services offered by NEC to the educational community and funded the building of a new facility on the site of the Urrbrae Education Centre. Building commenced in early 2010 and NEC moved in late 2010 into its new facility which was opened in February 2011 by the then Minister for Education, Hon Jay Weatherill.

Guests at the opening of the new NEC facility

A facility that provides living materials and information to South Australian schools at low cost was the brainchild of John Smith, who was the Education Department’s Biology Consultant in the 1970s. He persuaded the Department to purchase two constant temperature rooms and install them at Wattle Park Teachers Centre. However, he was unable to persuade the Department to fund either salaries or purchases, so the two rooms just sat dormant at Wattle Park. In 1982, John Smith joined the Committee of SASTA and persuaded that organisation to support his vision. SASTA provided a loan to start the project and free advertising in its publications. I’m sure John would be well pleased with the NEC’s new facility had he been alive today to witness it.

Staffing

When the NEC first opened at Wattle Park, its organising Committee members carried out all the work on a voluntary basis. They served the customers, fed the animals and cleaned the cages.

Later, paid staff and eventually a manager were added to the workforce, but volunteers still formed an essential part of the organisation. Now six part-time staff, led by a manager and assisted by many volunteers, keep the Centre operating. The Centre would not function without the dedication of the staff and the magnificent efforts put in by its volunteers. Both paid staff and volunteers give of their best to make sure that all activities function efficiently.

An elected Management Committee oversees the Centre’s operations and long-term objectives. We welcome anyone who would like to volunteer or be part of our Management Committee. Our 2012 AGM is scheduled for Thursday November 22 at 5:00 p.m., so please contact the NEC office if you are interested in attending.

Patrons: Associate Professor Michael Tyler AO, Dr Barbara Hardy AO

David LeCornu

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Above: A Seashells Kit (add in photo here)

Below: Examples of some preserved specimens (add in photo here)

NEC’s service counter

The many services and materials now available from the Centre attest to the dedication of those who have given their time and effort over the past 29 years.

Services Offered

The number and range of services offered by the Centre has increased over the years from the original concept of providing living materials to members at low cost. As well as live animals, customers can buy geological materials (minerals, rocks and fossils), bacterial cultures, posters, photographs of animals and many other items. Live animals, housed in appropriate habitats, are also available for loan, together with their food for the loan period and a ‘How to keep …..’ sheet.

Over the years, the Centre’s staff and volunteers have also prepared over 80 educational kits, covering topics ranging from volcanoes to beach-combing. A kit may contain preserved animals, books and pamphlets, instructions for activities, books, posters and many other items.

Figure 4: Some of the many kits available (add in photo here)

With the advent of the Australian National Curriculum, NEC will be working towards ensuring that the kits and their contents contain resource materials to reflect the educational outcomes of the curriculum. This will require refining the contents of some kits, establishing new ones or retiring kits that are no longer relevant. We encourage members to provide us with feedback in relation to the contents of the kits when returning them so that we can ensure that the contents best meet your educational needs.

A catalogue containing details of all the animals and materials for purchase or loan is produced annually and is found on NEC’s web-site, www.nature.sa.edu.au.

Some of the vivaria for live animals

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By appointment, members of the Centre’s staff present talks and demonstrations, explaining the specials features of Australian native animals to children ranging in age from pre-school to secondary levels. As well as describing the natural history of the animals, they show their audiences how to handle them and allow them to hold or pat small animals such as frogs, lizards or possums that have become accustomed to being handled.

One of our ring-tailed possums

The presentations may take place either at the Centre or at a school. If the presenter travels to a school, it is worthwhile for presentations to be given to several classes in succession.

Facilities

Our current building has been designed in consultation with architects to ensure that it not only meets the requirements of NEC, but also that it is energy efficient. It contains a preparation area, where the food is prepared and other tasks, such as the preservation of specimens, are carried out. There is a storage area for loan animal habitats and kits, ’hot and cold rooms’, as well as an office for the staff.

The main entrance forms the ‘shop front’ where some of the Centre’s smaller wares are displayed and customers are served. There is a large display room which is used for visiting groups for meetings and presentations. Around its walls are habitats containing animals of all kinds, such as snakes, small mammals, lizards, tortoises and green tree frogs.

Outside the building, there is an enclosed area for aviaries, large animal cages and baths for tortoises and for water plant cultures.

A Magnificent Asset!

The above description and photographs provide some indication of the extent and educational value of the animals, materials and services that the NEC provides.

Different groups periodically use our Display Room as a meeting venue, so please contact us if you would like to do so. It may be a good way for you and your colleagues to meet as a group and to see first-hand the resources that NEC has to offer.

The Centre is a tribute to the many people — staff and volunteers — who have worked hard for 29 years to develop and improve such a valuable contribution to children’s education and love of nature.

More information about the Centre can be obtained in any of the following ways:

• Visit the premises at 505 Fullarton Road, Netherby (on the campus of Urrbrae Education Centre). The Centre is open between 1.30 p.m. and 5.30 p.m. from Monday to Saturday, except public holidays and for 4 weeks over the Christmas – New Year period. Enter via the farm entrance gate on Fullarton Road and follow the road straight to NEC which is on the left.

• School visiting times are weekdays from 10:00 a.m. to 2:00 p.m. by appointment.

• Phone the Centre at 8357 3413 during the opening hours listed above.

• Email info@nature.sa.edu.au

• Visit the NEC website for a current catalogue of resources at www.nature.sa.edu.au

Once you take advantage of such a valuable facility, your class’s science and natural history lessons will never be the same!

REFERENCES: Unpublished information sheet written in 2008 by Tony Diercks

Previous articles written by Cynthia Pyle

The Display Room used for visits and meetings (add in photo here)

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Since 1993, Peter has been a strategist, race manager and solar array designer for Aurora Vehicles, one of the world’s top solar racing teams. He also helped design and build two solar racing cars at UniSA, and designed the curved solar panels used on solar lighting at several high-profile locations around Adelaide.

Recently, he has been working with the Cooperative Research Centre for Advanced Automotive Engineering on projects investigating the impact that electric vehicles will have on CO2 emissions and on the demand for electricity in Australia, and developing systems for smart electric vehicle charging and household load management.

In his spare time he helped lead a team that built a small green electric car, called Trev, and drove it around the world using less than $400 worth of wind power.

Maths & Science Middle School Conference

Dr Peter Pudney is a Senior Research Fellow in the Centre for Industrial and Applied Mathematics and in the Barbara Hardy Institute at the University of South Australia. He has a Master’s Degree in Computer Studies and a PhD in Mathematics, but prefers to work on projects that require practical solutions to real problems.

Peter started his research career developing an in-cab system for suburban trains that monitors the progress of a train journey between pairs of stations and advises the driver when to coast and then brake so that the train arrives at each stop on time with minimum energy use. This work was later expanded to a system that calculates and displays optimal driving strategies for long-haul trains on tracks with many hills and many speed limits. The resulting system is now in commercial production. He has also been involved in many other projects with the rail industry, including automated train scheduling, crew rostering and simulation.

Dr Peter Pudney

Friday 30 November 2012

Venue: University of South Australia, Mawson Lakes Campus

Keynote Presenter: Dr Peter Pudney, Senior Research Fellow in the Centre for Industrial and Applied Mathematics and in the Barbara Hardy Institute at University of South Australia

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Title of Keynote Presentation:

The science and mathematics of efficient transport

My research career started when I was in Year 11. I took a mathematics elective called “computing”, thinking that it would help me with my mental arithmetic. It didn’t. Instead, I learned about computers – in particular, a room full of machines at Angle Park that you could send a deck of mark-sense cards to and a week later get them back along with large sheets of fan-fold paper containing a calendar and a list of the errors in your program.

After Year 12 (Maths I, Maths II, Physics, Chemistry & Economics), I did a degree in Computer Studies. Rather than go to Canberra to work for the Department of Health, I embarked on a Masters Degree with a newly-formed research group of engineers and applied mathematicians who were developing an in-cab advice system to help train drivers stay on time and minimise energy use. My computer programming skills were – and still are – useful, but it was the mathematicians who were solving the real problem of how to drive a train efficiently. 

Over the last 30 years I have been applying mathematics to a wide range of problems related (mostly) to efficient transport, including:

WANTED Do you have resources that you are willing to share with fellow science teachers?

Are you able to provide a ‘This is how I do it’ article?

Do you have useful tips for the teaching of certain science concepts/topics?

Do you have material that Primary Science teachers will find useful?

If so, have you considered submitting material for inclusion in the SASTA Journal?Please contact either SASTA Office or email journal@sasta.asn.au

the development of systems for providing efficient driving advice to suburban and long-haul train drivers,

train scheduling,

optimal driving strategies for solar racing cars,

wiring design for curved photovoltaic panels,

design of solar and electric cars,

modelling the impact of electric cars on the electricity grid, and

smart charging of electric vehicles.

In my talk, I will describe the key ideas that underpin this work, including mathematical modelling, optimal control, probabilistic search techniques and simulation.

Register online for the Maths & Science Middle School

Conference at www.sasta.asn.au

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SASTA SUMMER PSYCHOLOGY CONFERENCE

POSITIVE PSYCHOLOGY IN THE SACE

Friday 18th January 2013Education Development Centre, Milner Street, Hindmarsh. SA

Keynote PresenterDr Anthony Venning Lecturer in Psychology

University of Adelaide

PROGRAM

9.00 a.m. Conference Opening

Housekeeping and welcome to EDC

9.15 a.m. Keynote: Mental Health in South Australian Youth: Prevalence, Measurement, and Promotion

Dr Anthony Venning

10.30 a.m. Morning tea

11.00 a.m.

11.15 a.m.

Effects of Positive Psychology Curriculum on student well-being – preliminary findingsFrances Nettle (Masters candidate, School of Psychology)

Positive Psychology Curriculum for SACE Stage 1

Kate Cutts – University Senior College

12.15 p.m. Lunch

1.00 p.m.

Concurrent sessions

SACE Examination and Moderation Review

Teaching Stage 2 Psychology for the first or second time

• the four levels of explanation

• tests, assignments, resources.

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.

3.15 p.m. Group discussion:

Promoting positive psychology in schools

– curriculum vs whole of school approaches

4.00 p.m. Happy Hour

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Dr Anthony Venning is a registered Psychologist in South Australia (SA) and member of the College of Clinical Psychologists. He currently has a private practice in North

Adelaide, works as a psychologist for the Australian Defence Force (ARMY), and has previously worked in the area of reducing recidivism as a Senior Psychologist for the Department for Corrections.

Anthony also holds a position within the School of Psychology at the University of Adelaide as a lecturer and researcher. He is an accomplished and leading researcher in the field of Positive Psychology and Mental Health Promotion. His research to date has focused on measuring and describing the mental health of adolescents, and how those with poorer states of mental health can move towards and reach a sustainable state of flourishing in life. 

Anthony is currently working on several large scale projects in South Australia which bring together his work on measurement and interventions aimed at increasing well-being in adolescents.

Title of Keynote Presentation:

Mental Health in South Australian Youth: Prevalence, Measurement, and Promotion

From a positive psychological perspective, a focus on developing an individual’s strengths rather than exclusively focusing on the symptoms of mental illness is a better way to promote a sustainable mental health. With this in mind, the Complete State Model of Mental Health was adopted to examine both mental health and mental illness within South Australian adolescents. Normative scores for the Adult Hope Scale were established, and results suggest that the prevalence of mental health has been overestimated, and that the presence of hopeful thinking is a better predictor of mental health than the absence of mental illness. Anthony will present his latest research which helps to redirect the focus of mental health policy and practice in Australia by highlighting the importance of a positive focus in developing strategies to promote a sustainable mental health and reduce the burden of mental illness, both in adolescence and beyond.

Keynote Presenter: Dr Anthony Venning, Lecturer in Psychology,University of Adelaide

e-Science is a free online magazine for teachers and the public!

For information and to download the iPad or web version click

www.sciences.adelaide.edu.au/e-science

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So, what is ScienceAlert? Their facebook page provides the following information:

About

We connect, engage and inspire science enthusi-asts worldwide by sharing reputable science news, information and entertainment.

Mission

To fuel the public understanding of science and to celebrate science as a vital part of our culture.

Company Overview

The ScienceAlert website is dedicated to Austral-asian science news and information. In addition to providing the latest news from the top Australasian universities and research institutions, the site posts quality feature and opinion articles and an extensive listing of science jobs.

What topics has ScienceAlert featured recently? Here are some examples:

Chocolate can improve the memory of snails.

Scientists have bred the world’s first hypo-allergenic dairy cow, capable of producing high protein milk that may be suitable for people with dairy intolerances.

Scientists have discovered how mosquitoes develop viral immunity, a breakthrough that could lead to better vaccines against mosquito-born viruses such as dengue and West Nile.

Do heavier things fall faster than light objects?

DNA from maggots has helped identify a corpse in a police investigation for the first time.

Researchers have developed a new anti-corrosive material that’s invisible to the human eye and can be used to coat metals and protect them in harsh environments.

Scientists have managed to make muscles in old mice young again.

Why is the night sky dark?

Scientists have developed a new kind of electronic device that dissolves in fluids.

So, if you are into facebook, look up the ScienceAlert page, click ‘like’ and start to receive regular updates on a range of science topics that you could use with students in the science classroom.

ScienceAlertFor those science educators interested in up-to-date information about science topics, have you seen the ScienceAlert facebook page?

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The International Solar Energy Society, (ISES), of which I am a Past President, is holding a competition for schools in conjunction with the ISES Solar World Congress taking place from 3 - 8 November 2013 in Cancún, Mexico.

The competition will launch the ‘ISES Solar Education Exchange’ program (ISEE) which aims to unite and link children globally to develop an awareness of the energy problems faced by others and the vital role renewable energy and energy efficiency play in society today and in the future. As the next generation of energy users, students hold within them the future of the renewable energy sector and the aim of ISEE is to help them learn about and drive the transition to a renewable energy world.

This goal supports the Vision Statement from Ban Ki-Moon, Secretary General of the United Nations, delivered November 2011, where he stated that, “To defeat poverty and save the planet we can, and must achieve sustainable energy for all by the year 2030”.

ISEE aims to help achieve this goal by linking and developing communications between schools around the world starting with the ISEE Global Solar Schools Competition

There are two competitions, with entries to be submitted by the end of Term 2, June 2013:

COMPETITION I

For Schools with Easy Access to Electricity

Students are asked to consider and communicate what life would be like if they could not press a switch and have instant power. Students should imagine and communicate how a solar power system, in combination with other sustainable practices, would help in a village school that has no electricity.

COMPETITION II

For Schools with Limited or No Access to Electricity

Students are asked to explain what it would mean to them, their school and their community if they had a reliable solar power supply and access to the internet.

Additionally there are 2 optional competition questions that aim to link “solar schools” round the world through an exchange and analysis of solar data and school energy efficiency programs.

Age Groups: Junior (5 - 12 years of age) & Senior (13 - 18 years of age)

SOLAR SCHOOLS COMPETITION 2013Monica OliphantImmediate Past President, International Solar Energy Society & Adjunct Associate Professor, University of South Australia and Flinders UniversityThis article is to bring to your attention a new Global Schools Competition. “Not another Competition I can hear you groan!” Hopefully there are sufficient differences with this one to raise an interest.

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ISEE would, therefore, like students to learn about renewable energy and other cultures, through the competition, have fun and also win cool prizes in a number of categories!

Visit http://www.solarschools-isee.org/index.php/competition

As we are at the beginning of promoting the Competition we are also looking for Sponsors for prizes, such as sponsoring the Senior winners – 2 students and a teacher – to go to Cancún Mexico to receive their prize and also to provide solar systems for winning schools – especially those located in regions with little or no electricity. We would also gratefully accept donations for a number of other smaller prizes.

If you are able to help out in this area or know who possibly could, please contact me at oliphant@adam.com.au or ISES HQ at ises@ises.org and also look at sponsorship packs on the ISEE web site for benefits to contributors.

Just a few words about ISES – ISES is a scientific, non-profit, UN-accredited NGO, founded in 1954,

with membership in more than 100 countries and over 25,000 members and affiliate members globally. ISES promotes efficient and wise use of energy and works to achieve 100% renewable energy worldwide. See www.ises.org for further details.

Postscript:

In writing this article I would like to take the opportunity to thank SASTA for the great job they do in promoting Science in SA and for the exceptional way they organize and run the Oliphant Science Awards.

I think I have only missed 2 or 3 ceremonies since its inception in 1981 and have presented the OSA on behalf of the Oliphant family since about 1998. (Sir Mark was my father in law).

It has been a great privilege and a joy to do this and see the vast range of skills in a number of areas displayed by students on Award night. The winners have all shown outstanding talents that bode well for the future of Science here.

CHEMISTRY INVESTIGATIONS MANUALASSESSMENT OF STAGE 2 CHEMISTRY USING SACE PERFORMANCE STANDARDSA new book for SA chemistry teachers

The Chemistry Investigations Manual has been prepared to meet the needs of teachers and students in line with the new SACE requirements and moderation procedures

The manual contains• 10 familiar practical activities covering analysis, organic

preparation, reaction chemistry and experimental design.• 2 issues investigation activities• All Assessment Design Criteria are addressed• A comprehensive Assessment Table for each activity• A Performance Standards Table matched to each activity• Intended Student Learnings are identifiable within each activity• A free set of Teaching Notes provided to assist staff• Prepared by experienced chemistry teachers and moderators Lynton Hall,

Ian McMahon, Clive Nikkerud• It is a student workbook rather than a photocopiable teacher resource • Preview sample pages on the SASTA website

ORDER NOW from SASTA at the

price of $18.00 incl.GST plus postage

& handling.

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2013 SASTA ANNUAL CONFERENCE

Monday 15 and Tuesday 16 April 2013 at Immanuel College

“Science: From the classroom to the workplace” Planning for the 2013 Annual SASTA Conference is gathering momentum. The Annual Conference

Committee have already started meeting to plan workshops and presentations that teachers will find interesting and useful in the classroom with their students.

The theme this coming year “Science: From the classroom to the workplace”, is endeavouring to show the links between the education of students in scientific principles and the use of those same concepts and principles in the various workplaces around Adelaide and the Nation. The idea is to provide valuable hands-on information and real life examples of ‘Science in Action’, that teachers can use directly with their students.

CALL FOR PRESENTERSPrimary, Middle School, Senior Secondary Science Teachers & Laboratory Officers

The 2013 SASTA Annual Science Conference incorporating the theme ‘Science: Classroom to Workplace’ 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 2013 SASTA Annual 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 include:• Australian 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:

o Primary School,

o Middle School,

o Senior School,

o Students in remote schools,

o SACE, Adult re-entry,

o Students with disabilities,

o Aboriginal students,

o Laboratory officers.

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

CONASTA 61

2012 SASTA

Oliphant Science Awards

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SCIENCE AWARDSpresented by The Advertiser

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