scios march 2010

ISSN 0157-6488

S C I O SJ O U R N A L O F T H E S C I E N C E T E A C H E R S ’ A S S O C I A T I O NO F W E S T E R N A U S T R A L I A

inside this issue:• Evaluation of SCIENCEiQ

• Nanontechnology: Science Fiction or Reality

• Gender Inclusivity and Science Education

• Teaching Science on Christmas Island

• The incredible life and times of Homer the Caterpillar/Monarch butterfly

SCIENCE TEACHERS’ ASSOCIATIONO F W E S T E R N A U S T R A L I A

ISSN 0157-6488

Volume 46 Number 1 March 2010

Need to know Nanotechnology?

State Venue Date and Time

QLDA.B. Paterson College, 10 A.B. Paterson Drive, Arundel

Monday March 2911.00am to 5.00pm

SAMary MacKillop College, 10-14 High Street, Kensington

Wednesday April 281.00pm to 6.00pm

SAPedare Christian College, 2-30 Surrey Farm Drive, Golden Grove

Tuesday May 41.30pm to 6.00pm

TASNew Norfolk High School, 101 Blaire Street, New Norfolk

Thursday April 219:00am to 3.30pm

VICEcolinc, 17-23 Labilliere Street, Bacchus Marsh

Friday May 21 9.00am to 3.30pm

VICOxley College, Old Melbourne Road, Chirnside Park

Wednesday 21 and 28 April*2.00pm to 5.00pm

VICElwood College, 101 Glenhuntly Road, Elwood

Monday May 39.00am to 3.00pm

WA Manes Senior College, Robertson Drive, Bunbury

Tuesday and Thursday March 23 and 25*4.00pm to 6.00pm

WAMethodist Ladies’ College, 356 Stirling Highway, Claremont

Saturday March 279.00am to 3.00pm

WA

Living Waters Lutheran College, Room SC3, Warnbro Cnr Currie Street and Swallowtail Drive, Warnbro

Thursday April 1510.00am to 4.00pm

WA

Edith Cowan University, Room 232, Building 4, 270 Joondalup Drive, Joondalup

Friday April 169.00am to 3.00pm

Bookings essential, for booking information visit www.accessnano.org For more information and resources on nanotechnology, visit www.technyou.edu.au

*Attendance to both sessions required

www.technyou.edu.au

TechNyou is a free information service and an outreach program that provides you help with understanding the scientific and social impacts of enabling technologies such as nanotechnology. TechNyou is run in conjunction with the Department of Innovation, Industry, Science and Research and the University of Melbourne through the Bio21 Institute. For more information on the TechNyou services, or to book a scientific speaker, call 1800 631 276.

These programs are an initiative of the Australian Government.

Nanotechnology resources for teachersThis free education resource allows you to introduce nanotechnology into your class plan. Providing activities, experiments, teacher guides and PowerPoint presentations for 13 modules, AccessNano connects to existing state curriculums for years 7-11.

Topics covered by AccessNano include:

• Understanding properties at the nanoscale;

• Performance materials such as carbon nanotubes, textiles, shape memory alloys & glass;

• Health & medicine including drug delivery, imaging & diagnostics;

• Cosmetics & personal care;

• The social implications of emerging technologies.

Teacher Professional Development

Teacher Professional Development workshops for AccessNano will be run by teachers in schools nation wide. These workshops will provide attendees with an overview of the AccessNano resource and hands on experience delivering key

experiments and activities.

VOLUME 46 NUMBER 1 MARCH 2010 1

Contents

EDITORIAL 2

BOOK REVIEW 2

CHIEF EXECUTIVE OFFICER’S REPORT 3

PRESIDENT ELECT REPORT 4

NEWS

Nanontechnology: Science Fiction or Reality 5

The Y and X of Graphing 7

Gender Inclusivity and Science Education 8

The ‘Light and Dark Box’: Challenging pre-primary children’s

ideas about whether the grass is still green at night 13

Teaching Science on Christmas Island 15

The incredible life and times of Homer the Caterpillar/Monarch butterfly 16

The Appearance of Floaters (Myodesopsia) 18

FEATURE ARTICLE

Evaluation of the online science competition, SCIENCEiQ 20

HEADS UP ON SCIENCE WITH SCIENCE NETWORK WA 27

Curtin University of Technology 28

University of Western Australia 29

Murdoch University 30

GUIDELINES FOR AUTHORS 31

STAWA COUNCIL 2010 32

The Science Teachers’ Association of Western AustraliaPO Box 7310 Karawara WA 6152Head Office Resources and Chemistry Precinct Curtin University of Technology Building 500 Manning Road entrance Bentley WA 6102Warehouse Address Unit 6, 10 Mallard Way Cannington WA 6107 Tel +61 (0) 8 9258 5426 Email [email protected] Web www.stawa.net

EdiTOriAl TEAmRachel Sheffield Edith Cowan UniversityFrank Dymond Primary Science Committee

EdiTOriAl BOArdMirline Dzieciol Gravity Discovery CentreRosemary Evans Duncraig SHSLesley Glass Ballajura Community CollegeJennifer Pearson Edith Cowan UniversityGeorge Przywolnik Curriculum CouncilJulie-Anne Smith Perth ZooDavid Treagust Curtin UniversityShelley Yeo Curtin University

EdiTOriAl COrrESpOndEnCERachel Sheffield Edith Cowan UniversityFrank Dymond Primary Science Committee

published four times a year by

a division of Cambridge Media 10 Walters Drive Osborne Park WA 6017 www.cambridgemedia.com.au

Graphic designer Gordon McDade

Advertising enquiries to Tel (08) 9244 1987 Fax (08) 9244 2601 Email [email protected]

© 2010 The Science Teachers’ Association of Western Australia. All rights reserved. No part of this publication may be reproduced or copied in any form or by any means without the written permission of The Science Teachers’ Association of Western Australia. Unsolicited material is welcomed by the Editor but no responsibility is taken for the return of copy or photographs unless special arrangements are made.

ISSN 0157-6488This journal aims to promote the teaching of science with a focus on classroom practice. It provides a means of communication between teachers, consultants and other science educators. Opinions expressed in this publication are those of the various authors and do not necessarily represent those of the Western Australian Science Teachers’ Association or the editorial advisory committee.



THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA2

Editorial

This issue contains a very diverse range of articles from pre-service

teachers, practising teachers and science educators at tertiary

levels and we thank all our contributors for their efforts. We wish

to encourage all science educators to consider contributing to

SCIOS as we enjoy sharing the experiences of these dedicated

individuals who shape science education.

We step down as Editors this issue and are really pleased to

welcome Julie-Anne Smith from the Perth Zoo to the position.

Her start with issue 2, which has a biodiversity focus, seems to be

particularly apt and we wish her all the best in the position and

will continue to support her as members of the SCIOS board. The

SCIOS board has been very supportive and we thank all the active

members on the board who make time in their busy schedule to meet and discuss papers and the issues relating to them.

Frank and rachel

As I sign off after nearly three years as Editor I would like to thank all the people who I have badgered for articles, reviews, books and photos and who have responded with good humour and the ‘goods’. I have really enjoyed the experience of being the Editor of this amazing journal and I encourage all members to continue to support the journal, engage with the articles (but not always to agree) and be informed and amazed by the excellent science education being executed in Western Australia.

dr. rachel Sheffield

My contribution has been small in comparison to the efforts that Rachel has contributed. It has been an interesting experience. As I step away from my various roles with STAWA I am heartened by the continued dedication of many of our science teachers, primary, secondary and tertiary. I wish those who will be responsible for implementing the National Curriculum the stamina needed to do so in the time frame given and the ability to continue to maintain their commitment to their students as well as to their subject.

Frank dymond

RIC Publications 2008

ISBN978-1-74126-427-2

Greenwood, Western Australia

This teacher resource is designed to provide teachers, particularly those teaching in the primary school, with background information on renewable energy sources as well as student activities and lesson plans.

An introduction clearly explains the structure of the resource and how to use the materials provided. Each student work page has an accompanying teacher page with information to assist the teacher with each lesson. The teacher page provides background science knowledge, answers to the questions posed on the student page, list of materials required, teacher notes and suggestions for additional activities. In this regard the resource is excellent.

The lessons start with a definition of energy and an exploration of the forms that it can take. After identifying the importance of electrical energy it moves on to various forms of renewable energy sources. Those covered include solar, wind, hydro, wave, tidal, biomass, and geothermal.

Investigating Renewable Energy (Ages 10+)

Unfortunately, even though the sub-title on the cover page of the booklet claims these are;“Fun, hands-on activities and investigations to explore”, of the 36 lesson plans provided, only six actually have the children doing something one would normally regard as hands-on activities in science. The rest are lessons requiring the students to read, write, discuss or use the computer to find information. There were several missed opportunities for equipment based experiments, particularly through the solar energy section.

Nevertheless, I would recommend this as a teacher resource for the primary school. The background information is excellent, accurate and up to date. Teachers could find additional hands-on activities to support these lessons with a little research on the World Wide Web. Alternatively, there is a solar panel kit available, which has been designed to complement this teacher resource, available from Abacus Educational Suppliers. The kit comes with several photovoltaic cells, small electric motors designed for the solar panels as well as electric leads and an assortment of plastic propellers. The panels provide sufficient current to power the motors even on a low level of sunlight. (The price of the is kit ,$95 and includes the teacher resource reviewed here).

Book review

VOLUME 46 NUMBER 1 MARCH 2010 3THE JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

Can you contribute?Yes of course you can. So can lab technicians and students … your year 7 or year 8 class could write a half page article with a photo that we would love to publish. Here’s how.

We are keen to increase the number and variety of types of articles published in SCIOS. So if the answer is YES to any of the following questions, we want to hear from you.

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

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

• Have you tried out a new teaching technique that was fun?• Do you have some helpful hints for new teachers (and not-so-

new ones)?• Are there some safety hints and tips that you’d like to pass on?• Have you used computers or some other technology really

effectively?• What successes have your students had in science?• Are your students involved in a science project outside the

school?• Or is there anything else science-related you would like to

share with others?

The Science Teachers’ Association of Western Australia Inc. (STAWA) has moved offices.

The move has involved securing a tenant for our Osborne Park Office and office space in the new Resources and Chemistry Precinct in Bentley. The purpose of the move is twofold. Firstly it releases money to help support the purchase of the Cannington property and secondly it places STAWA within a new and developing science neighbourhood. The Precinct and its science community hold great promise and opportunity for STAWA. Amongst our neighbours are The ChemCentre, CSIRO Minerals Division, The Parker Centre and Curtin University of Technology Chemistry Department and Science and Mathematics Education Centre (SMEC). The Resources and Chemistry Precinct is part of the greater Technology Precinct that encompasses Technology Park, Curtin University, Murdoch University and many Government and Independent Schools.

The front cover of SCIOS shows the magnificent state of the art building in which STAWA now resides. The Resources and Chemistry Precinct is located off Manning Road, the South Entrance to Curtin University of Technology in Bentley. STAWA Offices occupy rooms 3112, 3113 and 3114 of building 500. STAWA has access to meeting rooms, laboratories and function facilities within the Precinct. STAWA has and will continue to make use of these facilities when offering Professional Learning seminars and workshops.

STAWA publications are currently stored at Unit 6, 10 Mallard Way Cannington, which is at the intersection of Manning Road and Albany Highway. Formally part of the Valona Academy block of units, this recently purchased property has a floor space of about 300 m2. It serves as the STAWA warehouse and eventual shop front of the Association.

Future Science Conference held on the 4 December 2009 at Murdoch University was a great success with significant positive feedback. The trial of the latter date, 4 December, although not satisfying everyone, was sufficiently popular to suggest that the 2010 Future Science Conference be held at a similar time this year and is planned for 3 December 2010.

Natalie Birrell is the 2009 de Laeter Medal winner for her outstanding contribution to Science Teaching. A long time STAWA member and an active member of the Primary Science Committee, Natalie, a deserving recipient of the de Later Medal, was presented with the medal at Future Science by Emeritus

Professor John de Laeter. Congratulations Natalie.

STAWA has now published resources to support many of the new science courses. They include Exploring Human Biological Science Stage 1, Stage 2 and Stage 3, Exploring Chemistry Stage 2 and Stage 3 and Exploring Physics Stage 3. These have been much appreciated by Science Teachers across the state. The provision of these resources would not have been possible without the support of a grant from the Science Council of Western Australia, initiated by the Carpenter Labour Government and honoured by the current Barnet Liberal Coalition Government. On behalf of all members and Science Teachers who have benefited from this initiative, I would like to thank the Science Council and Governments for their contribution to Science Education in Western Australia.

In partnership with Earth Science Western Australia (ESWA), STAWA is publishing the text Exploring Earth and Environmental Science Stages 1, 2 and 3. This book is designed to support the new Earth and Environmental Science course across all three stages. All of our resources can be purchased online at www.stawa.net. Simply follow the links to our online shop.

Many of you would have had contact with Jude Martindale. Jude joined the office team at the end of last year. She is responsible for membership and marketing. Welcome aboard, Jude.

I look forward to each and every one of you rejoining as members in 2010 and encourage you to extend the invitation of STAWA membership to your science-teaching colleagues. Please keep an eye on the website for upcoming Conferences and workshops.

All the best for 2010

Your Chief Executive Officer

John Clarke

Chief Executive Officer’s report


president Elect report

from around the world come to WA to explore and study some

of our unique fauna and flora. It is important that we show to

our students that WA is not just Australia’s quarry, but its living

garden as well.

By the time this edition of SCIOS goes to press the draft version

of the Australian Curriculum: Science will have been published

and consultation will be well underway. I am sure that the

proposed curriculum will have a range descriptions attached

to it by the media, politicians, teachers, parents etc. depending

on their perspectives. These will probably include a range of

conflicting views and descriptions, such as ‘back to basics’,

progressive, traditional, politically correct, content-based, inquiry

focused, challenging, accessible, specific, detailed, flexible, etc.

As teachers it is important that we engage in the debate and

consultation regarding the draft curriculum. STAWA will be

offering opportunities for teachers to do this and will also be

contributing to a national response through ASTA. One thing is for

sure. Even with a National Curriculum there will still be the need

for local professional associations to support teachers, produce

resources including local content, offer relevant professional

development, develop partnerships and continue to enhance the

teaching of Science across the State.

Welcome to 2010, the International Year of Biodiversity. I hope

this year will be a rewarding and enjoyable year for all. It will

certainly be an interesting one for education in Australia. I extend

a special welcome to all who are entering the profession for the

first time, and wish you well as you embark on the journey of

being a science educator. I hope the Science Teachers’ Association

of Western Australia will be part of your journey through 2010,

and that you make the most of what your association has to offer.

Some STAWA activities took place at the end of last year, including

a highly successful Future Science Conference. Our thanks must

go to Murdoch University for again hosting a successful event,

and especially for the presenters, many being STAWA members

who by their enthusiasm and professionalism were responsible

for producing an inspiring program, including a number of

sessions aimed at primary science teaching. At this conference

the de’Laeter Medal for 2009 was awarded to Natalie Birrell.

Congratulations to Natalie and thanks to our patron, Emeritus

Professor John de’Laeter for presenting the award.

Over the Summer STAWA has relocated from Osborne Park

and now occupies two sites, with the offices in the Chemistry

and Resources Precinct at Curtin University and a storage and

distribution facility just off Albany Highway in Cannington. As

with all moves there have been some logistical issues to overcome,

especially when things happen in the holidays, but our thanks

must go to STAWA’s office staff who have worked tirelessly to

keep the organisation functioning during the transition. Already

this move has resulted in the development of strong relationships

with science organisations based in the Bentley area, and STAWA

will be seeking to use our new locations to improve the services

we can offer to members.

An example of this was the Launch of the International year

of Biodiversity which was an event hosted jointly by STAWA,

Curtin University and Eco Education. As an event it showcased

what can be so great about science education; in this case the

focus being the Shark Bay Ecosystem Research Project. This

involved international partnerships between learning institutions,

researchers and teachers, all involved in real science in one of

the most beautiful and biologically important regions of the

world, right here in WA. There are a number of events organized

throughout this year relating to Biodiversity, and I would advise

all teachers, not just of Biology, to become involved. People

Geoff Quinton

(in the absence of our president).

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Consider a future world where patients can be injected with cell-sized robots programmed to attack and reconstruct the molecular structure of cancer cells, cars can be assembled molecule-by-molecule from recycled rubbish and clothing never has to be washed or ironed. Is this just science fiction or a possible future with nanotechnology?

With the ability to shape or re-shape at the molecular level we would have control over matter and the ability to manipulate the physical world. Some speculate that this ability will be the beginning of the next technological revolution. Physicist Richard Feynman at an American Physical Society

meeting delivered a pivotal lecture in the field of nanotechnology titled There’s Plenty of Room at the Bottom on December 29, 1959. He considered the possibility of direct manipulation of individual atoms and stated

“When we get to the very, very small world, say circuits of seven atoms, we have a lot of new things that would happen that represent completely new opportunities for design. Atoms on a small scale behave like nothing on a large scale, for they satisfy the laws of quantum mechanics. So, as we go down and fiddle around with the atoms down there, we are working with different laws, and we can expect to do different things. We can manufacture in different ways.”

Nanotechnologies are already available and apply key principles of science. Current nanotechnology products are gradually improved traditional products that use some form of nanotechnology enabled material such as carbon nanotubes, nanocomposite structures or nanoparticles of a particular substance. In some products a nanotechnology is used in the manufacturing process. Nanotechnology products include sunscreens and cosmetics. For example nano sized titanium dioxide and zinc oxides are currently used in some sunscreens. Nanoparticles absorb and reflect ultraviolet (UV) rays and yet are transparent to visible light and so provide invisible sun screening. Nano sized iron oxide is also present in some lipsticks as a pigment. A more recent application is self-cleaning windows, which are coated in titanium dioxide, nano-engineered to be highly hydrophobic (water repellent) and antibacterial. Wear and scratch-resistant hard coatings are significantly improved by nanoscale intermediate layers between the hard outer layer and the base material. Cutting tools made of nanocrystalline materials, such as tungsten carbide, tantalum carbide and titanium carbide, are more wear and erosion-resistant, and last longer than their conventional, large-grained counterparts (Nanowerk, n.d.).

What is nanotechnology?Nanotechnology involves the manipulation of matter at the molecular scale and has the potential to produce products with better and sometimes exceptional properties. In the words of Richard Smalley, Nobel prize winner 1996, nanotechnology is ‘the art and science of building stuff that does stuff at the nanoscale’. Nanotechnology integrates all the fields of science and has the potential to improve every area of industry, health and environment. We are seeing a multidisciplinary convergence of scientists dedicated to the study of a world at the realm of atoms and nanostructures. According to the website howstuffworks, understanding the tiny world of nanotechnology requires an understanding of the units of measure involved. A centimeter is one-hundredth of a meter, a millimeter is one-thousandth of a meter, and a micrometer is one-millionth of a meter, but all of these are still huge compared to the nanoscale. A nanometer (nm) is one-billionth of a meter. As small as a nanometer is, it’s still large compared to the atomic scale. An atom has a diameter of about 0.1 nm. An atom’s nucleus is much smaller -- about 0.00001 nm (Bonsor & Strickland, 2007).

international and Australian interest in nanotechnologyNanotechnology research and development is fairly wide spread internationally. It was reported in the Scientific America magazine that between 1997 and 2005, investment in nanotech research and development by governments around the world rose from $432 million to about $4.1 billion, and that by 2015, products incorporating nanotech would contribute approximately $1 trillion to the global economy (Roco, 2006). Nanotechnology is typically incorporated into products or services which would be classified under other sectors. The future market size of products incorporating nanotechnology is estimated to be in the range of US$150 billion in 2010 to as much as US$2.6 trillion in 2014 (Department of Innovation, Industry, Science and Research, 2009).

Nanotechnology is having an increasing impact on the Australian economy and society. Australian researchers and industry are actively participating in the development of nanotechnology. The 2007 Nanotechnology Capability Directory identified around 75 Australian nanotechnology research organisations and 80 nanotechnology companies. The Australian government is actively supporting the development of effective and responsible nanotechnology industries. For example, the $9.6 million National Nanotechnology Strategy (NNS) was a two-year initiative from July 2007 to the end of June 2009 that documented and recommended nano-metrological capability;

Nanotechnology: Science Fiction or Reality? Karen Murcia, Edith Cowan University

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effective and appropriate regulatory frameworks; public awareness and coordination of a whole of government approach to nanotechnology. Then as part of the Federal Budget 2009-10 (Powering Ideas – An Innovation Agenda for the 21st Century), the Australian Government announced the National Enabling Technologies

Strategy which received $38.2 million over four years The Strategy provides a framework for the responsible development of enabling technologies such as nanotechnology as they emerge in Australia. It also includes a Public Awareness and Community Engagement section to provide balanced and factual information on enabling technologies (Department of Innovation, Industry, Science and Research, 2008).

With so many resources dedicated to its development, nanotechnology will surely have an impact within our lifetime, so it is important to examine its implications and consider the science education needed for citizenship and for scientists who will work to enable the technology. Particularly, given it was predicted that in 2015 two million workers will be employed in nanotechnology industries (Roco, 2006), many of which are currently not even imagined.

Science education and nanotechnologyAn aim is to educate for scientific literacy that is to develop students’ ability to think critically about the role of science in society and use it as a tool for informed decision making and problem solving in a rapidly changing and developing world (Murcia, 2009). Nanotechnology is rapidly becoming an interdisciplinary field that is already impacting on society. Biologists, chemists, physicists and engineers are all involved in the study of substances at the nanoscale. You could even argue you can’t understand the world of nanotechnology without a solid background in multiple sciences. The development of scientifically literate citizens and scientists capable of contributing to and using nanotechnologies in informed and responsible ways, is dependent on teaching and learning experiences that provides

opportunities for integrating knowledge from all the disciplines of science. Students should be provided with teaching and learning experiences that are holistic in nature and driven by socially relevant contexts. They would then have the opportunity to draw on science concepts and construct understanding. Ethical considerations would have to be an integral component of the learning experience. As with any potential, innovative technology, we should encourage students to think critically and consider potential ethical issues that are inevitable at the intersection of science with society.

Accessnano: An online science teaching resource (http://www.accessnano.org/about)

AccessNano is an Australian government education initiative funded through the Australian Office of Nanotechnology, under the department of Innovation, Industry, Science and Research. The program builds on the school based experiences of science teacher Francesca Calati, who was the winner of the 2007 Prime Minister’s Prize for Excellence in Science Teaching in Secondary Schools. Francesca was awarded the Prime Minister’s Prize for her unique approach to teaching chemistry and nanotechnology at St Helena Secondary College (Melbourne), resulting in a trebling of student participation in the school’s chemistry course. The program is described as a unique, cutting-edge nanotechnology educational resource designed to introduce accessible and innovative science and technology into Australian secondary school classrooms. It aims to provide stimulating ideas and raise awareness of opening pathways to careers in nanotechnology.

AccessNano provides teachers with 13 ready-to-use, versatile, web-based teaching modules, featuring PowerPoint presentations, experiments, activities, animations and links to interactive websites. Topics covered fit with current Australian curricula requirements, and include teaching units for Years 7-11. Curriculum maps are provided to allow easy alignment of AccessNano modules to the Western Australian Curriculum Framework and most experiments are standard high school experiments which have been chosen to illustrate the concepts of nanoscience (Calati, 2010). The modules include (see table below).

Each module has teacher support documents that include:

• a general teacher guide - outlining activities and experiments available and the implementation strategies

Junior Science middle Science Senior Chemistry All Year levels (Years 7-9) (Years 9-10) (Year 11)

The Space Elevator Scale & Measurement Gold Social Issues- Utility Fog

Shape Memory Alloy Properties

Performance Materials

Health & Medicine

Glass

Personal care Products

Social Issues-Magazine

Hydrophoboc fabric

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• power point presentation - including specific outcomes and revision questions

• activities and experiments-including student worksheets and teacher guides with expected results and answers

• animations, videos and links to interactive websites

professional learning Opportunities for Western Australian TeachersA series of AccessNano Professional development workshops will be running in Western Australia between February and June 2010. Please contact a trained facilitator for further information.

Geoff Lewis ([email protected]) CEO; Robert Ong ([email protected]) AISW; Leon Harris ([email protected]) DET; Jo Ellard ([email protected]) DET

Karen Murcia ([email protected]) Edith Cowan University.

referencesBonsor, K. and Strickland, J. (2007). How Nanotechnology Works. 25 October 2007.At http://science.howstuffworks.com/nanotechnology.htm (Accessed 29/1/10).

What is it about teaching students to graph properly that we

find frustrating? Is it that they can’t decide what type of graph is

required? Or is it that most students don’t even understand the Y

and X axis, let alone know which is which?

In the past I certainly had many ‘pulling my hair out’ days, where

it seemed that nothing I taught seemed to be sinking in. Students

would look at me with those inquisitive eyes but that same blank

expression. It didn’t matter what age group it was, from year ones

all the way up to year nines; they just couldn’t grasp the idea

behind graphing.

That was until I had an epiphany!

It was simple, oh so simple. This is how I now introduce graphing

activities; especially the differences between the two axis.

Step 1. Introduce graphs - This could be anything from a pict-o-

graph for year ones, complex graphs for year nines and everything

in between. Expose them to everything.

Step 2. Explain the difference between the types of graphs and

data they represent. Even a pie graph can be explained to year

ones because it is what it looks like, a pie.

Step 3. Now here’s the epiphany – Explain the Y and X axis. I draw

on the board as I explain that a capital Y has a vertical line in it;

therefore the Y axis is the vertical line, (I alter the language to suit the year level of course).

THEN

I explain that an X is just like a CROSS, so it goes across. I really emphasise the going across the board as I explain. Finally I tell students that what we measure always appears on the Y axis. Why? Well that’s another lesson in itself!

The Y and X of GraphingBy Lesley Glass

The Y and X of Graphing

By Lesley Glass

What is it about teaching students to graph properly that we find frustrating? Is it that they

can’t decide what type of graph is required? Or is it that most students don’t even understand

the Y and X axis, let alone know which is which?

In the past I certainly had many ‘pulling my hair out’ days, where it seemed that nothing I

taught seemed to be sinking in. Students would look at me with those inquisitive eyes but

that same blank expression. It didn’t matter what age group it was, from year ones all the

way up to year nines; they just couldn’t grasp the idea behind graphing.

That was until I had an epiphany!

It was simple, oh so simple. This is how I now introduce graphing activities; especially the

differences between the two axis.

Step 1. Introduce graphs - This could be anything from a pict-o-graph for year ones,

complex graphs for year nines and everything in between. Expose them to everything.

Step 2. Explain the difference between the types of graphs and data they represent. Even a

pie graph can be explained to year ones because it is what it looks like, a pie.

Step 3. Now here’s the epiphany – Explain the Y and X axis. I draw on the board as I

explain that a capital Y has a vertical line in it; therefore the Y axis is the vertical line, (I

alter the language to suit the year level of course).

THEN

I explain that an X is just like a CROSS, so it goes across. I really emphasise the going

across the board as I explain. Finally I tell students that what we measure always appears on

the Y axis. Why? Well that’s another lesson in itself!

Calati, F. (2010). Introduction to AccessNano. Presentation at AccessNano Teacher Professional Development. LaTrobe University. January 18 &19.

Department of Innovation, Industry, Science and Research, (2008). National nanotechnology strategy. At, http://www.innovation.gov.au/Industry/Nanotechnology/Documents/NNSFeb08.pdf (Accessed 29/1/10).

Department of Innovation, Industry, Science and Research, (2009). Nanotechnology Fact Sheet. At,http://www.innovation.gov.au/Section/AboutDIISR/FactSheets/Pages/NanotechnologyFactSheet.aspx (Accessed 29/1/10).

Feynman, R. (1959). There’s Plenty of Room at the Bottom. Lecture presented at the annual meeting of the American Physical Society at the California Institute of Technology (Caltech). At http://www.zyvex.com/nanotech/feynman.html. Accessed 1/3/10

Murcia, K. (2009). Re-thinking the development of scientific literacy through a rope metaphor. Research in Science Education. V39(2), 215-229.

Nanowerk (n.d.) Introduction to Nanotechnology - What is nanotechnology? At http://www.nanowerk.com/nanotechnology/introduction/introduction_to_nanotechnology_1.php. Accessed 15/1/10

Roco, M. (2006). Nanotechnology’s Future. Scientific American Magazine. August.

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The research questionThe research questions that were the focus of the study include;

What strategies do teachers use in an early childhood context to enhance gender inclusivity in science education? How effective are these strategies in ensuring that male and female students engage productively in science activities? It is important at this point to define the term gender as opposed to sex. As explained by Rennie (1988), sex is biologically determined whereas gender involves the non-physiological elements of sex that are culturally considered suitable to males and females. It is essential to remember these definitions when analysing data collected through research as one must remember that they both have a different effect on gender inclusivity in science education.

“Gender inclusivity” in terms of science is defined by Rennie (2003, p. 517) as providing opportunities for children to participate in science learning experiences “in ways that are not only inclusive of their own personal characteristics and motivations, but also avoid contributing to or reinforcing myths and stereotypes about who does or does not do science”. Gender equity involves constructing and maintaining learning environments in which participants are valued and can understand and communicate with each other through a ‘shared language’, in mutually respectful ways. The research project aims to look at the different strategies early childhood teachers implement within their classrooms to create “gender inclusivity” as defined above. Rennie and Russo (2003) pose the notion that if gender equity is to be reached, educators need to identify their own and recognise the perspectives of others in order to communicate and reach a shared goal. Through critical analysis of current research, literature and completed case studies, this study will attempt to address the complex and broad topic that is gender inclusivity.

Background to the researchthe purpose of this research project is to provide educational professionals with knowledge and multiple teaching strategies focused specifically on ensuring that all male and female Year One students engage productively in science activities. This focus has been explored through completion of observations, student and teacher interviews and behaviour/action checklists. Various observation sessions were conducted in two Year One classes during science-based learning experiences. The purpose was to discover whether inquiry based science programs within a Year One setting would assist in promoting positive attitudes towards science (Patrick, Mantzicopoulos & Samarapungvan,

2008). Finally, teacher and student interviews were undertaken in order to discover the perceptions Year 1 students have about scientists and to focus on identifying if any gender differences are evident and in what ways these may impact upon how young children learn science (Barman, 1997).

Gender is a complex issue and is regularly misconstrued as to define the biological sex and components of an individual (Rennie, 1998). It is argued that gender is in fact what a culture creates of sex (Patrick et al., 2008; Rennie, 1998).

Gender differences entail those based on socially or culturally established behaviour associated with an individual’s sex (Buldu, 2006).

There are several key findings that were concurrent in the research reviewed. Psychological and educational literature suggest it is essential to identify and investigate whether sex differences in young children impact upon motivational beliefs and preconceived attitudes towards science education (Buldu, 2006). Another aspect prevalent in the literature reviewed involved exploring and examining how such attitudes influence children’s perceptions about scientists and science processes. Lastly, effective teaching strategies integral to promoting and creating a positive and gender inclusive science curriculum and classroom learning environment for early childhood education are examined. (Patrick, Mantzicopoulos & Samarapungvan, 2008).

Examples include;• Teacher awareness of children’s perceptions in order to modify

teaching processes and develop improved teaching practice.

• Inviting male and female visitors from different ethnic backgrounds who represent science related occupations and organizing excursions to observe science in action in various settings.

• Utilizing ‘hands-on science activities’ that address the needs of the 9 multiple intelligences and the interests of each child.

• Using science books on a range of topics and offering multiple concrete examples that demonstrate a connection to science outside of school.

• It is believed that an inquiry based approach can help students, both male and female, to connect with the learning experiences and become intrinsically motivated (Rennie, 2003).

Gender Inclusivity andScience Education

Kate Abbott and Becky Holtham

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There still appears to be a lack of research focused on the impact caused by social and cultural factors and experiences in relation to gender construction and gender differences between sexes in the early years. For this reason, the research project has an explicit early childhood focus and investigated gender differences in young children aged 5-6 in regard to science and science education (Patrick et al., 2008).

research sample

Sample

Creditable data sources were used that included; 3 teachers and 12 children (Year 1) and the study was completed over a period of 3 consecutive weeks. The sample involved a random selection of 6 male and 7 female Year One students from two early childhood classrooms. The total number of students in each class was 24 and 26 respectively. The research involved interviewing and examining the teaching strategies and science philosophies of 3 experienced teachers.

data collection techniques

This research involved four forms of data collection methods that address the quantitative data collection techniques of experiencing, enquiring and examining.

The research findings

individual interviews with 6 Year One boys

Student responses to the question “What do you think science is?”

data Collection Technique data Type and description

Experiencing 1. direct observation and field notes

Through observation and or field notes) This involved recording factual observations of the children’s verbal and physical responses towards science activities and gender participation in science tasks.

2. Behaviour checklist: The checklist contained a description of behaviours that demonstrate gender differences.

Enquiring individual structured teacher interviews: The teacher

(When the researcher asks questions) Interview consisted of 14 pre determined divergent questions that enquired about gender differences in student participation and teaching strategies to create gender equity.

Individual structured student interviews: The student interview included six pre determined basic divergent questions that enquired about student’s perceptions of scientists’ and attitudes towards science. It included one Likert scale that asked the children to identify how they feel when they do science or how well they think they do science by circling the appropriate face.

Examining

(Using and creating records) Maps: Classroom maps provided contextual insight and visual evidence for the report. Both researchers observed a specific number of children and recorded the student movement and actions with the science activities within the classroom. This data indicated student position during science tasks and was documented using the code of G for girl and B for boy.

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When asked,”Do you think boys are better at science than girls, girls better than boys or both the same?” 67% of the students responded that both genders would be of equal abilities and the remainder believed that boys would be better. The children justified their answer by either stating “I don’t know” or explaining that boys and girls are equal. Interestingly, there were an equal number of boys and girls who thought that boys are better at science than girls. The male students explained that boys are smarter than girls while one female claimed that boys can make more things than girls.

When asked the question, “Are scientists male only, female only or do you think there are male and female scientists?”, seven students identified scientists as both male and female, while five students gave no responses as they didn’t know what a scientist was. Four girls and three boys explained that scientists could be both genders and either gave no justification or explained that girls would make as good a contribution as males would. One student (female) selected male only but could not justify her answer. Interestingly, a female student who previously stated that boys her age or older are better at science than she is, explained that male and female scientists could work together.

Gender differences between male and female children in motivational beliefs and preconceived attitudes towards scienceGender differences between children’s attitudes towards science

Differences in children’s socioeconomic background and cultural experiences, means that some children are exposed to extracurricular science activities and are given more science explanations by parents during visits to science exhibits (Patrick et al., 2008).

According to Adamason (1998) boys naturally gravitate towards activities that involve the motion of balls or computer images. Interestingly, this recent study contradicts this assertion.

This study concluded that girls interacted with the electronic whiteboard, computers and science equipment just as much (and in some cases) more than the boys.

interesting finding

Question: Do you think boys are better at science than girls, girls better than boys or both the same?

Four students (consisting of two males and two females) declared that boys are better at science than girls. The boys quickly stated that boys are smarter than girls or justified their answer by referring to their gender. “Boys are better because I am a boy”. When questioned further, the student explained, “Girls could do it just as good. I do better at science than the girls in my class”.

One girl explained that male students who are younger than her would have less scientific knowledge than her.

“Boys are better at science . . . because they are old enough, they are strong enough and they are really good...Boys that are the same age are stronger . . . when they turn a different age, if they were young…I would be better because I would know more”.

Subsequently, a female student stated both male and females are of equal status and answered the same question with the following response, “Both…Because they are both clever…I think I can do science as good as the boys in my class”. Simultaneously a second female student explained that boys and girls are just as good as each other at science and justified her answer with the comment, “Because otherwise it wouldn’t be fair”. This gender inclusive perception was further demonstrated when a male student explained that both boys and girls would be just as good as each other, “because if they were up to a challenge they would come a draw because they are both the same speed”.

Young children’s perceptions are influenced by the immediate contexts and the larger cultural milieuHow do children’s attitudes towards science influence their perception about scientists?

Buldu (2006) states that students generally view scientists primarily as males, who wear white lab coats, have facial hair and wear glasses. The student’s answers both contradicted and supported these assumptions.

individual interviews with 7 Year One girls

Student responses to the question “What do you think science is?”

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Supporting evidence

Children described a scientist as a clever person who wins awards and one female learner referred to Einstein as an example.

Contradicting evidence

Four girls and three male students explained that a scientist could be male or female, while only one male child stated that scientists are males only.

Case study exampleWhen describing what a scientist wears or where they work, one child applied prior knowledge about science when describing the appearance of a scientist (Patrick et al., 2008).

“A scientist looks like Jesus, like hair at the front that’s not very long. A boy would wear a blue t-shirt because that’s a science colour. A lady scientist would wear clothes that are purple”.

During one of the science learning experiences taught by the male teacher, the class was challenged with the thought provoking question “Do you think the chief scientist of Australia is male or female?” To which only 1 male and 2 female students, out of a class of 24 children, guessed that the scientist’s gender

would be female. Correspondingly, 3 male students demonstrated behaviours and attitudes which act as supporting evidence for the notion that the contexts and learning environment in which children learn significantly impact upon their perception of scientists and science education. The children were used to completing science activities within a special science classroom, therefore when presented with a science activity within the regular classroom by a female teacher, three male children were shocked and alarmed. One student explained that they can’t do science because it’s not their designated science day and a second argued, “But she can’t do science, she doesn’t know science!” Interestingly, previously during the interview one of these three male students explained that females could be scientists and would be good at the profession.

delivery of the curriculumTraditional format for science teaching and learning tends to favour boys because it is methodological and procedural.

Teacher’s interviewed commented that it is easy to teach science in this logical way but traditionally it is more suitable to boys and their learning style.

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When completing investigations in the classroom, it is particularly important that they are carefully planned to cater for a wider range of intelligences and in doing so, attempt to move away from the prescriptive nature of science teaching.

In one particular lesson the different teaching strategies observed included:

• Providing hands on, real examples of flowers and seeds,

• Video on the interactive whiteboard

• Exploration of the outdoor environment

• A recording process through the use of a picture graph

• An opportunity for children to ask any questions after each stage of the lesson.

(Adapted from Bodzio and Gehringer, 2001; Schmidt and Nixon, 1996).

recommendations for future teaching strategies The findings have several implications for future teaching strategies in the early years of school. Firstly, in Year One many children are beginning to move from an egocentric phase to an understanding of how they fit into the greater community and world around them. With this development children begin to ask questions about how things work, operate and why certain changes occur in their natural world. Science teachers have the privileged position of endeavouring to provide children with answers to some of their questions and this can be achieved through an integrated, inquiry based approach to science teaching. The science Curriculum should be flexible and focus on enhancing young children’s natural curiosity by creating projects that stem from the learners science questions and encourage the learners to take direction in their learning process. Activities should encourage children to problem solve, discover, investigate and actively engage with science processes (Patrick et al., 2008; Rennie, 1998). For example, by integrating the use of concrete resources, technological equipment (e.g. the electronic whiteboard, microscopes…etc) and student centered learning experiences, the teacher significantly enhanced student involvement and ensured that both genders were stimulated and excited about interacting and learning about science. Specifically, both male and female students were fascinated and intrigued by the video, so much so that it appeared to ignite a real passion for science in each child. As stated by two female students, “Science is fun; you get to know how to make experiments. You do fun stuff…Sometimes we look at stuff”.

The role of the educator is to;

• Construct learning experiences that focus on building intrinsic motivation in young learners through igniting students’ curiosity and developing passionate scientific learners.

• Challenge the way science is taught and use it in a gender inclusive way by examining the science curriculum and identifying how it reconstructs views of who can ‘do’ science

• Create lessons that explicitly highlight gender equity between male and female scientific learners and challenge stereotypical gender roles.

• Utilize a range of hands on science activities that address the 9 multiple intelligences and are open ended tasks with no pre determined right or wrong answer.

• Create a supportive and risk taking environment where children’s learning developments are praised, encouraged and valued.

(Patrick et al., 2008; Rennie, 1998)

As implied, inquiry programs have an explicit focus on science as a process, provide opportunities for cognitively guided learning discourse and may prevent the development of negative attitudes towards science by allowing children to construct knowledge based on their own questions and curiosities (Patrick et al., 2008; Rennie and Russo, 2003).

Conclusion

in order to combat gender inequity and ensure that students from all genders, cultures and social backgrounds engage in science as passionate scientific learners it is essential for educators to focus on creating a curriculum that presents flexible student centered science activities with an inquiry and constructivism focus (Patrick et al., 2008; Rennie, 1998).

After all, young children’s attitudes and perceptions towards science are not predetermined or gender based; rather they are the product of a child’s previous experiences, interests, values and understandings and are susceptible to change from school experiences and inquiry based teaching strategies (Patrick et al., 2008).

referencesAdamson, L.B., Foster, M.A., Roark, M.L. and Reed, D.B. (1998). Doing a science project: gender differences during childhood. Journal of Research in Science Teaching, 35/(8), 845-857. Retrieved February 21, 2009, from Curtin University of Technology Electronic Database Wiley InterScience.

Buldu, M. (2006). Young children’s perceptions of scientists: a preliminary study. Educational Research, 48(1), 121-132. Retrieved March 2, 2009, Informa World Database.

Patrick, H., Mantzicopoulos, P., & Samarapungavan, A. (2009). Motivation for learning science in kindergarten: is there a gender gap and does integrated inquiry and literacy instruction make a difference? Journal of Research in Science Education, 46(2), 166-191. Retrieved April 12th, 2009, from Wiley InterScience Database.

Rennie, L. J. (1998). Gender equity: toward clarification and a research direction for science teacher education. Journal of Research in Science Education, 35(8), 951-961. Retrieved March 2, 2009, from Wiley InterScience Database.

Rennie, L. J., & Russo, S. (2003). “I put the caterpillar in because he was tired” young children’s attitudes and teachers’ responses in science lessons. Journal of Australian Research in Early Childhood Education, 10(2), 70-80. Retrieved April 14th, 2009, from Proquest Database.

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introductionThis is the third of five early childhood science activities presented in SCIOS. The activities have been developed as part of the Collaborative Science Project, which was reported in SCIOS volume 45(3), 2009, page 5.

This activity occurs in the context of learning about day and night. Having explored the characteristics of day time and night time, and made a comparison between the two, children are then asked, “Is the grass still green at night?”

This question is very challenging for young children as they can hold many alternative conceptions within the conceptual areas of astronomy and light. This is usually a consequence of them developing their own explanations about everyday phenomena they observe. Many children believe that an object changes its colour once it gets dark. Such thinking is experiential and intuitive, as they can see that an object is a certain colour during day yet dark at night. Children do not tend to associate colour with light; rather, colour is seen as an intrinsic property of an object (Hubber & Kirkwood, 2008). Light is considered a state of being, with daylight existing within a ‘sea of light’ that includes electric light, fluorescent light and Sun light (Fleer, 1996). Darkness is not considered to be the absence of the Sun’s rays, but rather the absence of any artificial light (Fleer, 1996). Many children also believe that light is ‘normal’, while darkness requires an explanation (Fleer, 2007).

Learning about light and dark provides the foundations for more sophisticated concepts such as transmission, reflection and vision. Exploring day time and night time presents children with an appropriate context to learn about their light and dark world. One

The ‘Light and Dark Box’: Challenging pre-primary children’s ideas about whether the grass is still green at nightChristine Howitt and Elaine Blake (Science and Mathematics Education Centre)

Marjan Zadnik (Department of Imaging and Applied Physics)

Curtin University of Technology

major concept they should start to develop is an understanding that dark is the absence of light. To this effect, young children should experience dark places where they can control the light source and direction (Fleer, 1996).

The ‘light and dark Box’ Activity

The following activity, called the ‘Light and Dark Box’, allows young children to experience darkness in safety, challenges children’s ideas about what they can see during night time, and whether an object retains its original colour once it is dark.

This activity is presented in two stages (Determining Prior Knowledge and Challenging Ideas) as a pre-primary classroom conversation between a small group of children and their teacher. The only equipment required is a torch, box (open at the top) with a 10 cm square cut out of the bottom, and grass (or something similar) to observe.

determining prior Knowledge

Teacher: Think about night time. Is the grass green at night?

Child 1: It can never be green at night. It always has to be green in the day and it turns burnt when the Sun is shining.

Child 2: It’s blue at night time because when it’s almost over the stars go blue and they go on the grass. They are shining.

Child 3: I think the grass is dark green because it’s night time and the sky is black.

Child 4: The grass is brown because the Moon changes colours.

Figure 1: Photo of equipment. Figure 2: Looking at the ‘grass’ through the box, with no additional light.

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Child 5: The grass is silver because the Moon shines on it.

Child 6: The grass is blue because the sky is blue.

Child 7: The grass is green because that’s the colour of grass.

Child 8: The grass is blue because the Sun goes down and the Moon comes up. The Moon is bright and it turns it blue.

Child 9: At night the grass is green and in the morning it will be light green. It’s because the Sun goes down and the Moon comes up.

Child 10: At night when the Moon is shining on the grass it is greenish black and it always has to stay black.

There is not only a wide range of colours of grass suggested by the children, but also a wide range of reasons for these different colours. Only a couple of children believe the grass is still green at night.

Challenging ideasThe box is turned upside down and placed upon the grass. The children place their face tightly against the hole in the box, use their hands to stop any light from coming in, and describe what they see.

Teacher: What do you see when you look into the box?

Child 1: It’s sort of greenish black.

Child 2: A bit dark green.

Child 3: I see black.

Child 4: Dark and light green on there (sides) and dark blue.

The children then repeat this activity with one child shining the torch (to represent the Moon) through the hole while a second child looks through the hole.

Teacher: What do you see now?

Child 1: I can see some green where the ‘Moon’ is shining on the grass.

Child 2: Some bits around it are dark greenish and bits away are real dark.

Child 3: The Moon shines light at night.

Teacher: Where does the Moon get its light from?

Child 3: The Sun.

Teacher: Yes, you are right, it is the Sun. The Sun’s light shines on the Moon at night…we call this reflection.

Child 1: Then the Moon shines so we can see it…but it can only make the grass shiny not green.

Teacher: But let’s think…is the grass still green at night?

Child 1: Yes, but the Moon can’t shine much more light.

The children are provided with a simple hands-on activity to challenge their ideas. They make a direct comparison of the grass without a torch and then with a torch, while describing what they observe. For some of the children, their idea that the grass turns a darker colour at night has been challenged. Child 1 still holds on to her beliefs that the Moon causes objects to shine at night, and only a certain amount of light comes from the Moon. With such young children their ideas probably will not change, however an activity like this is the first step in moving forward their conceptual development of light and dark and broadening their understanding of their world.

It is also interesting to note how the discussion moved to the Moon and how the Moon ‘shines’ light at night. The teacher purposefully reviewed a concept that had been covered in class to check the children’s understanding on where the Moon gets its light. Thus, day time, night time, light, dark, the Moon and the Sun all became intertwined as the children develop a better understanding of the concepts of light and dark.

ConclusionThis article has shown that the use of an appropriate stimulus to elicit children’s ideas (such as the question, “Is the grass still green at night?”) followed by simple hands-on activities where the children themselves explore light and dark, establishes a learning environment conducive to challenging young children’s thinking. This challenge to their previous ideas becomes the initial step in allowing them to develop a more scientific understanding of the world.

referencesFleer, M. (1996). Early learning about light: Mapping preschool children’s thinking about light before, during and after involvement in a two week teaching program. International Journal of Science Education, 18(7), 819-836. Fleer, M. (2007). What do children know about their scientific world? In M. Fleer (Ed.). Young children: Thinking about the scientific world (pp. 5-9). Watson, ACT: Early Childhood Australia.Hubber, P. & Kirkwood, V. (2008). Energy. In K. Skamp (Ed.). Teaching primary science constructively (3rd ed.) (pp. 155-191). Victoria: Thomson.

Acknowledgements Thanks are extended to the teacher and children from Perth College Pre-primary class for trialling this activity. Permission has been obtained to use the photos of these children.

Figure 3: Looking at the ‘grass’ through the box, with additional light from a torch.

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Christmas Island is located 360kms Southwest of Java and 2400km Northwest of Perth. This small island has approximately 1100 residents and is serviced by one government high school, Christmas Island DHS. This school has approximately 300 students from K-12. This island has provided an

extremely unique and practical environment for the teaching of Science.

Jungle StudiesThe island is surrounded by thick tropical jungle, containing exceptional bird life, crab species and flora. Teachers have used this environment to create a number of hands on learning experiences for students. Quadrant sampling is a common excursion where students compare numbers of plant and animal species in areas with and without the introduced Crazy Ant, an insect that kills the Red Crab species. Students have also completed long term observational studies collecting samples of soil and water to try and determine changes in the environment over time. Younger children have discovered the differences in the canopy cover and insect species. Senior students in the Integrated Sciences complete a unit called ‘The Christmas Island Jungle’.

Crab migrationOne of the most unique animal events is the annual Red Crab migration where approximately 30 million crabs migrate from their jungle hiding places to the ocean. Students learn about the crab life-cycle including the ‘crab dance’, which is a movement the crabs make when they drop their eggs into the sea. One of the main migratory paths is across the road from the school making it an easy and practical method for teachers to teach this concept.

marine StudiesBeing an island it is surrounded by ocean, making marine studies an obvious option for teachers. Lower school Sciences look at beach combing and basic marine creatures. Students also

complete basic maths activities, by counting the coral washed up on the beach. Additionally, students complete a variety of fish and coral naming activities. Integrated Science students complete their Scuba Certificate which is a huge success with students. Using a secchi disk, students completed a research task on water visibility and tried to link this to the fish species present.

Environmental StudiesChristmas Island is host to a phosphate mine which has allowed students to study a real mine. But more interestingly the mine works with Parks Australia on an environment rehabilitation of past mined areas. Students have studied how Parks Australia goes about rehabilitating an area and they are able to view the full complement of the stages. This is done through an excursion when students visit the nursery and then numerous sites showing the rehabilitation 1-10 years after being mined. This gives students a practical example of the rehabilitation process.

Green turtles are a much loved species of Islanders. But like many of our species the Green Turtle is under threat due to rubbish from Indonesia. This rubbish lands on Greta beach, which the turtles use as their main breeding ground. Students have looked at the ways sea rubbish travel and have completed numerous clean ups of this beach to protect the turtle.

rocksThe rock cycle is not always the easiest topic to make exciting. However, through using the numerous Caves on Christmas Island teachers have introduced students to the rock world in a practical and often very dirty method. By studying the underground caves students have seen stalagmites, stalactites and how the rock cycle is in action on our island. The island is sometimes called ‘The Rock’.

ForcesAn eagerly anticipated event that occurs on the island is the arrival of our supply ship, which brings fresh food and other necessities. The ship unloads multiple containers using numerous cranes and levers making it an obvious choice for excursions on forces and levers. Students love being around the big machinery and can easily identify with how this Science influences their lives.

internationalSince 2008 students from Asian schools have been visiting our school to study our unique environment. Such studies have included Bats, Birds, Red Crabs, Reef Fishes and Springs.

By utilizing the environment, teachers at Christmas Island DHS have created localised practical Science programs that emphasise to students how Science is everywhere in their lives. Making this remote and isolated island a teaching paradise.

Teaching Science on Christmas IslandBianca Moss, Christmas Island DHS


For the staff at Borden primary School the chance to work on a real life Science project arose in Term 1, 2009, when unannounced, the monarch butterflies arrived in significant numbers to begin their stay at the School. This provided the opportunity for the ECE class to produce an integrated presentation of their observations and research on what was to unfold over the next four months culminating in a booklet and dVd.

The monarchs were larger and in greater numbers than anyone could recall. By the middle of the term the gardener, mrs murray, was showing students the white, black and yellow striped caterpillars (‘tiger caterpillars’ to many of the Early Childhood class) that had magically appeared on the ‘milk plants’ (swamp milkweed??). The plants grew mint-like leaves and produced brilliant yellow and orange flowers. EA mrs milne took some great photos that captured the children’s observations and allowed them to reflect on what they had seen. mrs milne also produced a dVd (approximately 57 minutes) detailing the whole life cycle. in the junior room students did some sketches and paintings of the butterflies to allow students to demonstrate their interpretations of the monarch.

day after day the students maintained their interest and went searching for the caterpillars. One student suddenly realised there were small white spots (eggs) on the leaves where once there had been a butterfly. On following up the spots a few days later they noted that some of the eggs had turned a brown-black colour and that soon after a small caterpillar appeared. Through remaining vigilant the

students observed that the caterpillars stayed on the ‘milk plants’ for about two weeks eating and steadily getting larger.

Then they noticed that the bigger caterpillars (almost as long as their little fingers) began appearing in other nearby bushes or on veranda posts or ramp railings where they hung by a web nodule that they had spun with their mouth. They used their last four little feet to attach themselves to the nodule and before long the caterpillar’s head curled upwards. it hung for a few more hours quivering and wriggling until it finally began to push itself out of it skin starting with a spilt opening up at the top of it’s head. A green pupa slowly but surely emerged and two gold spots became visible towards the bottom of the pupa (chrysalis) and a row of gold dots around the middle.

The next stage noted was when the chrysalis firstly began to turn black and then became transparent. The students could see the new butterfly taking shape. They began to observe more closely, taking branches of plants into their room so that they would not miss the final stages of its life cycle and could witness the butterfly’s arrival into the big wide world. About an hour after its emergence the butterfly’s wings dried sufficiently to enable it to fly away and begin another breeding cycle.

during the time that all these observations were being undertaken the ECE students under mr Bruce and mrs milne’s guidance researched the monarch butterfly finding out that:

The incredible life and times of

Homer the Caterpillar/Monarch butterflyRichard Walker, Principal, Walpole Primary School

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the monarch butterfly is sometimes called the “milkweed butterfly” because its larvae eat the plant. in fact, milkweed is the only thing the larvae can eat! if you’d like to attract monarchs to your garden, you can try planting milkweed (if you live in the right area). You can purchase milkweed seed online from Butterfly Encounters.

the monarch butterfly makes a poisonous snack. The toxins from the monarch’s milkweed diet have given the butterfly this defence. in either the caterpillar or butterfly stage the monarch needs no camouflage because it takes in toxins from the milkweed and is poisonous to predators. many animals advertise their poisonous nature with bright colours... just like the monarch!

the Viceroy Butterfly has evolved to look like the poisonous monarch so that predators will avoid him too! The main difference between the monarch and the Viceroy is the black stripe that runs almost parallel to the edge of the Viceroy’s wing.

the monarch arrived in Australia from South America via new Zealand in 1871 where it is sometimes referred to as the Wanderer

in America the monarch is famous for its southward migration and northward return in summer which spans the life of three to four generations of the butterfly.

the normal lifespan of most monarchs is less than two months for butterflies born in early summer. The last generation of the summer enters into a non-reproductive phase. This generation that over-winters generally does not reproduce until it leaves the over-wintering site sometime in march/April surviving for about six months.

monarchs have 4 generations within a cycle; the first three usually live a life of two to eight weeks in a garden having their host plants and sufficient flowers for nectar. The fourth generation is the migratory generation which lives for up to six months.

One of the remaining mysteries for the Borden students is to find out where the monarchs came from prior to their visit to the School and whether they will return for the 2009-10 spring/summer or where they have migrated to. Thank you to mrs Judi milne, who took the photographs, and mr Bruce who inspired his class.

if anyone has any information please forward it to mr Bruce at Borden pS, (email [email protected] or mrs milne [email protected].

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Several years ago I observed what appeared to be a large ‘floater’

in my left eye. However, unlike the normal floaters, this one did

not drift across my vision but instead remained in a fixed position

almost directly in my line of vision. A trip to the ophthalmologist

revealed that the cause was due to a tear causing the vitreous

humor and the retina to part over a small area. The retina itself

is not damaged; it is simply the vitreous humor parting from the

retina. The condition is known as posterior vitreous detachment

(PVD) and 50% of 60 year olds will have a PVD in one or both eyes.

In fact, a person developing a PVD in one eye will develop one in

the other eye within 18 months.

The effect on the vision from the PVD is almost negligible since,

just like normal floaters, one is only aware of them when the eye

is focussed on a flat featureless wall or the sky. The similarity

between the appearance of the PVD and normal floaters was so

striking that I was reminded of an article in Scientific American of

some years ago – one that I only recently rediscovered.

The science of floaters is particularly interesting since it involves

both biology and physics. The remainder of this article draws

heavily on the Scientific American article together with some

personal observations.

Floaters are caused by at least two events in the eye. The small

circular floaters are caused by red blood cells leaking from the

blood vessels of the retina. Here they expand and drift around in

the liquefied regions of the vitreous humor. (Apparently the red

haemoglobin leaks out of the cell and they lose their colouring.)

The linear wormlike floaters seem to be due to the depolarisation

of the network of collagen and hyaluronic acid. This releases

trapped water and the collagen breaks down into fibrils. Under

normal circumstances, eye floaters are nothing to worry about.

Everyone experiences them at some time time and they cause

no ill effects. In some cases laser surgery is suggested but this is

very rare.

Floaters are best viewed while staring at a blank, light coloured wall or a cloudless sky. I find it better to gaze at the wall under subdued lighting but apparently this is not true for others. Such visual appearances are classified as entoptic phenomena as they arise within our visual system rather than from outside the eye. My pseudo-floaters (or PVD’s) are also classified as being entopic.

There are several interesting aspects involved in the study of floaters. Firstly, when we observe them, we are not really seeing the cells that cause their appearance. We are actually looking at a diffraction pattern caused by the light passing around a very small particle – the cell. Many sources will state that the appearance of floaters is simply their shadow and in one sense this is true but it is not a simple shadow such as we observe when standing outside in the sunlight, nor is it refraction as quoted by Wikipedia. Close examination will show the effect is caused by diffraction.

Diffraction patterns are caused whenever light, acting as a wave, passes a particle (or an aperture) with a dimension approaching the wavelength of the light. The result is the light ‘spreads’ into what would have been the shadow of the object. Furthermore, the diffraction will often show destructive interference patterns represented by dark bands. Close examination of your floaters will reveal some with a bright patch roughly in the centre with one or more dark rings around the bright central spot. The bright patch is where light from both sides of the cell has arrived at the retina in phase causing constructive interference. The dark band(s) being due to destructive interference caused by light from one side of the cell being out of phase with light from the other side.

It is often difficult to observe the detail of floaters since, as we move our eye, the floaters drift past our field of vision as the region of liquefied humor in which they float slops about. This also causes them to shift their proximity to the retina causing changes in the diffraction pattern. (Remember, you can’t focus on the floaters because they are inside your eye on the ‘wrong side’ of the lens system!) However, unlike normal floaters, it is relatively easy for me to examine the detail of my pseudo floaters – I now have one in each eye – since they don’t drift and the diffraction pattern remains constant.

To see the real floaters more clearly, paradoxically we need to reduce the amount of light entering the eye. This is because the light striking the cell and causing the diffraction pattern is not all coherent (in phase) when it arrives since the iris is fairly large. Rays from different directions are able to reach the same point on

The Appearance of Floaters (Myodesopsia1)

Frank Dymond


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the cell and, because they have travelled slightly different path lengths, will be not be coherent.

However, by observing our floaters against a featureless wall through a pinhole we can create a much better situation by ensuring the impinging light waves are nearly all in phase. In effect, all of the rays have travelled the same distance when they arrive at the cell. (Do not use a laser for this experiment. The laser waves are in phase but even small lasers directed at the retina in this way can permanently damage the retina.)

To see the effect, cut a strip of aluminium foil approximately 15cm by 30cm and carefully make a clean small pinhole in the centre of the strip. (I used a fine dressmakers pin but a fine sewing needle tip will do.) Wrap the foil lengthwise across your face with the pinhole in front of one eye. The foil stops ambient light from entering your eye and the pinhole provides a whole new dimension to your observations.

When I first look through the pinhole I see a dark miniature tree-like structure. This briefly appears and then quickly disappears until I blink again and the brief appearance reoccurs. I believe that this is what Jearl Walker claims is part of the photoreceptor structure of our eye (Walker, 1982). Our photoreceptors are actually underneath the network of blood vessels that supply the retina. That is, the light we see by has to pass through this network before it strikes the photoreceptors. (Unlike the octopus who got it right with the receptors above the blood vessels.) So, why don’t these vessels cast a shadow onto the retina? The theory is that, because it is a constant pattern, our brain learns to ignore it. (Just as I ignore my pseudo floaters.)

Under certain conditions, Walker claims we can see the outline of

these vessels on our retina. His description of the pattern, which

was first discovered by Johannes Purkinje in 1823, matches what

I have observed using the above technique. Perhaps others can

confirm this.

Once the treelike structure has disappeared you will observe the

floaters in far more detail and clarity than when viewed without

a pinhole. It is likely that you will also see a number of other

features. One of the more obvious will be the increase in the

number of floaters and grainy like patches that may well be the

fovea. Walker also claims he can sometimes see tiny specks that

repeatedly dart across his field of view along a fixed path. He

discovered that the movement of the specks correlated with his

pulse and he hypothesised that he was observing the white blood

cells moving through the retinal blood vessels. I have been unable

to observe these although they are reported in other sources –

perhaps some of our readers can see them.

One other effect that is easy to see is caused by fluid drifting down

the cornea. When we blink, we leave a smear of fluid from the

tear ducts over the surface of the eye. The fluid drifts downward

under the influence of gravity in bands. The bands refract the light

entering the eye and, through the pinhole, appear to be a series of

faint light and dark bands – looking rather like waves approaching

the seashore. These phenomena are not classified as entopic since

they do arise from an effect outside the eye.

All of the above effects and more are enhanced if the pinhole is

used to look at a patch of cloudless blue sky. If I have interpreted

Walker correctly, this is because the blue light is absorbed by the

haemoglobin in the red blood cells but not by the white blood

cells. This enhances the contrast between the two. If you do

choose to investigate this last effect it might be best not to do it

in public. Rather, it would be wise to choose a private corner in

the back yard where your unusual behaviour, with an aluminium

mask clutched to your face, will go unobserved. On the other

hand, it might make for a great afternoon activity with your Year

9 class!

1 This is variously spelt as myodesopsia, myiodeopsia, myiodesopsia, or

myodeopsia.

references

Walker, Jearl. (1982). Scientific American, in The Amateur Scientist:

“Floaters” in the eye”, April, pg 150

Floaters (2010, January 19). In MedicineNet.com. Retrieved 12.55, January

19, 2010, from http://www.medicinenet.com/eye_floaters/article.htm

Floater. (2010, January 18). In Wikipedia, The Free Encyclopedia. Retrieved

13:25, January 19, 2010, from http://en.wikipedia.org/w/index.php?title=

Floater&oldid=338584623

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AbstractIt is essential that students have the opportunity to engage in science activities that are engaging, stimulating and promote a positive attitude to science. This paper describes an evaluation of an online science competition called SCIENCEiQ that is aimed at students in years 5 to 10. It was found that participation in the competition provides opportunities for students to practice co-operative group work skills, problem solving and research skills. Participation also increases some students confidence, motivation, enthusiasm and sense of achievement about science.

introductionIn recent years, concerns have been expressed about the quality of science teaching in Australian schools (e.g., Goodrum, Hackling & Rennie, 2001; Tytler, 2007). Of particular concern is the paucity of science teaching in some primary schools (Angus, Olney & Ainley, 2007). Exposure to a science education that is motivating, relevant and engaging is especially important in the upper primary and lower secondary years (i.e. years 5 to 10). These upper primary and lower secondary years are particularly important, as this is when students decide whether they do or do not like science as a school subject. During these years children develop attitudes and beliefs about the importance of science, its relevance to them and their ability to be successful (Ramsay, Logan & Skamp, 2005). The PISA results (Thomson & De Bortoli, 2008) indicate that Australian 15 years olds have a relatively low interest in science when compared to students in other OECD countries. Disengagement with science during the compulsory years of schooling makes it less likely that students will continue with science at a tertiary level.

This paper describes an evaluation of an online science competition called SCIENCEiQ (http://www.scienceiq.net) that is aimed at students in years 5 to 10. It was designed and is conducted by the Science Teachers’ Association of Western Australia (STAWA). The competition comprises 15 (predominantly) multiple choice questions, which are completed online by teams of four students in a 60-minute period. Students compete against students from the same year group. Teams of students participate in two rounds of questions which are a week apart and their scores are added together to give a final result. The winning teams are those that achieve the most correct answers in the shortest amount of time.

The aim of the SCIENCE iQ competition is to promote science by providing an opportunity for students to work collaboratively to solve science-based problems. In answering the questions, students are required to seek out information from textbooks, the Internet and other resources. It is hoped that students who participate in the SCIENCE iQ competition will recognise the value of working collaboratively and develop a positive attitude to science. Since its inception in Term 4 2007, there have been five rounds of SCIENCE iQ with over 1300 teams (from 86 different schools) participating. Table 1 provides a breakdown of the number of schools and number of teams from each year level competing in the SCIENCE iQ competition from Term 4 2007 to Term 4 2008. The shaded areas indicate that there was no SCIENCE iQ competition for students to participate in from that year level during that term.

Evaluation of the online science competition, SCIENCEiq

Vaille Dawson, Curtin University of Technology

Page 4

Since its inception in Term 4 2007, there have been five rounds of SCIENCE iQ with over

1300 teams (from 86 different schools) participating. Table 1 provides a breakdown of the

number of schools and number of teams from each year level competing in the SCIENCE iQ

competition from Term 4 2007 to Term 4 2008. The shaded areas indicate that there was no

SCIENCE iQ competition for students to participate in from that year level during that term.

Table 1. Number of schools and teams competing in the SCIENCE iQ quiz

each term

Term/

year

No. of

schools

No. of teams

Year 5 Year 6 Year 7 Year 8 Year 9 Year

10

Total

4/07 12 34 36 31 101

1/08 9 19 9 12 40

2/08 36 74 48 49 33 31 235

3/08 68 83 69 134 200 63 549

4/08 61 84 78 78 152 392

This evaluation was informed by the following research questions.

1 What approaches or strategies are used by teams who have participated in the

SCIENCE iQ competition?

2 Does participation in the SCIENCE iQ competition have any impact on

students’ approaches to assessment in science?

3 Does participation in the SCIENCE iQ competition have any impact on

students’ attitude to science?

METHOD

Sample

In consultation with STAWA, a sample of ten Western Australian schools were identified that

had a non-placing team and a team of students that achieved a place of first, second or third in

the SCIENCE iQ competition. The types of schools selected were representative of the

schools that entered the competition. There were five secondary schools and five primary

schools from the government (seven schools) and non government (three schools) sector. A

regional high school and a regional primary school were selected. Two of the metropolitan

government secondary schools were unable to participate due to heavy school commitments

during term 4, 2008 when the study was conducted. In a third metropolitan government

secondary school, only the teacher and one student agreed to participate.

Thus, the eight schools from whom data was collected consisted of five primary and three

secondary schools from regional and metropolitan Western Australia. Three of the schools

(two primary and one secondary) were from the non government school sector, while the

other five (three primary and two secondary) were from the government school sector. Four

Table 1. Number of schools and teams competing in the SCIENCE iQ quiz each term

This evaluation was informed by the following research questions.

What approaches or strategies are used by teams who have participated in the SCIENCE iQ competition?

Does participation in the SCIENCE iQ competition have any impact on students’ approaches to assessment in science?

Does participation in the SCIENCE iQ competition have any impact on students’ attitude to science?

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methodSample

In consultation with STAWA, a sample of ten Western Australian schools were identified that had a non-placing team and a team of students that achieved a place of first, second or third in the SCIENCE iQ competition. The types of schools selected were representative of the schools that entered the competition. There were five secondary schools and five primary schools from the government (seven schools) and non government (three schools) sector. A regional high school and a regional primary school were selected. Two of the metropolitan government secondary schools were unable to participate due to heavy school commitments during term 4, 2008 when the study was conducted. In a third metropolitan government secondary school, only the teacher and one student agreed to participate.

Thus, the eight schools from whom data was collected consisted of five primary and three secondary schools from regional and metropolitan Western Australia. Three of the schools (two primary and one secondary) were from the non government school sector, while the other five (three primary and two secondary) were from the government school sector. Four schools (one primary and three secondary) entered students in the SCIENCE iQ competition as part of their academic extension program and two schools (both primary) selected students who enjoyed science to participate in the competition. The remaining two schools (both primary) elected for whole classes to participate in the competition.

Place and non-place teams were selected to determine if there were any differences in the approaches and strategies used by the teams. It should be noted that the difference in the final scores between the place and non-place teams may have been minimal. Overall, a sample of 51 students, 34 from Years 5 to 7 (primary school in WA) and 17 from Years 8 to 10 (lower secondary school), were interviewed. Table 2 summarises the number of place and non-place students from each year level in this sample.

The teachers who organised their students’ participation in the SCIENCE iQ competition were also invited to participate in this study. One primary school teacher, one primary science specialist, one primary school principal, one coordinator of the gifted and talented program and five secondary science teachers were interviewed (n=9). Two of the secondary science teachers taught primary school science in their schools. At one secondary school, the head of science and the participating science teacher were interviewed.

data Sources and AnalysisThe research questions were addressed through face to face audiotaped focus group interviews with the place and non-place student teams. Fifteen focus group interviews were conducted. Interviews were conducted during the school day at the school (usually in a parent interview room). The students were interviewed in their team groups. Each interview was approximately 15 minutes duration. The nine teachers were interviewed individually at their school during the school day. Each interview was of 15-20 minutes duration. All interviews were audiotaped.

The interview questions were designed to determine the types of strategies used by teams in the SCIENCE iQ, the impact of participation in the quiz on students’ approaches to other science assessments and students’ attitudes to science. See the Appendix for a list of the student interview questions and the teacher interview questions. At the conclusion of data collection from each school, the interviewer wrote field notes about her impression of the extent to which the SCIENCE iQ competition impacted on students. The audiotaped interviews were fully transcribed. Guided by the research questions, the transcripts were read in full by two researchers. Each researcher wrote comprehensive notes on the themes and categories of responses that arose. After an initial analysis it was recognised that the themes arising in the transcripts from primary schools differed from those in the secondary schools. Thus, the two groups were separated in subsequent analysis.

results

Approaches and Strategies used by TeamsTeam allocation and preparation

The secondary school teams (place and non-place) were formed through friendship groups. All students were in academic extension programs or top streamed science classes. None of the students did any preparation prior to participating in the competition. In between the two rounds one place team discussed the answers they got wrong and decided to allocate roles for the second round and to divide the questions up. The remaining teams made no changes.

The primary school teams were either whole classes (2 out of 5 schools) or were academic extension students (3 out of 5 schools). The teams were either allocated by the teacher or selected according to friendship groups. Five of the teams (two place and three non-place) prepared for the competition by completing the online practice quiz. In between the rounds, one place team changed their strategy from answering questions as they went

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schools (one primary and three secondary) entered students in the SCIENCE iQ competition

as part of their academic extension program and two schools (both primary) selected students

who enjoyed science to participate in the competition. The remaining two schools (both

primary) elected for whole classes to participate in the competition.

Place and non-place teams were selected to determine if there were any differences in the

approaches and strategies used by the teams. It should be noted that the difference in the final

scores between the place and non-place teams may have been minimal. Overall, a sample of

51 students, 34 from Years 5 to 7 (primary school in WA) and 17 from Years 8 to 10 (lower

secondary school), were interviewed. Table 2 summarises the number of place and non-place

students from each year level in this sample.

Table 2 Number of place and non-place students interviewed in each year group

Year Group Year 5 Year 6 Year 7 Year 8 Year 9 Year

10

Total

(n)

Place Students 4 5 8 0 8 4 29

Non-place Students 0 12 5 1 4 0 22

Total (n) 4 17 13 1 12 4 51

The teachers who organised their students’ participation in the SCIENCE iQ competition

were also invited to participate in this study. One primary school teacher, one primary science

specialist, one primary school principal, one coordinator of the gifted and talented program

and five secondary science teachers were interviewed (n=9). Two of the secondary science

teachers taught primary school science in their schools. At one secondary school, the head of

science and the participating science teacher were interviewed.

Data Sources and Analysis

The research questions were addressed through face to face audiotaped focus group

interviews with the place and non-place student teams. Fifteen focus group interviews were

conducted. Interviews were conducted during the school day at the school (usually in a parent

interview room). The students were interviewed in their team groups. Each interview was

approximately 15 minutes duration. The nine teachers were interviewed individually at their

school during the school day. Each interview was of 15-20 minutes duration. All interviews

were audiotaped.

The interview questions were designed to determine the types of strategies used by teams in

the SCIENCE iQ, the impact of participation in the quiz on students’ approaches to other

science assessments and students’ attitudes to science. See the Appendix for a list of the

student interview questions and the teacher interview questions. At the conclusion of data

collection from each school, the interviewer wrote field notes about her impression of the

extent to which the SCIENCE iQ competition impacted on students. The audiotaped

interviews were fully transcribed. Guided by the research questions, the transcripts were read

in full by two researchers. Each researcher wrote comprehensive notes on the themes and

categories of responses that arose. After an initial analysis it was recognised that the themes

Table 2. Number of place and non-place students interviewed in each year group

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to recording all the answers, checking and then submitting them. The majority of the non-place teams did not prepare between the rounds but did change their strategies by researching their answers rather than relying on memory, allocating roles, and having more than one computer available to ‘google’ answers.

The second time, we ended up writing the answers down and then putting them all in at once instead of putting them in as we went. (Non-place Year 7)

Strategies used during the quizprimary and secondary student responses

All secondary and primary school teams (place and non-place) allocated roles. However, the tasks for each role and the type of role varied between place and non-place teams. The two most important roles found consistently in place teams were ‘organiser’ and ‘researcher’.

We had four computers and each person had a computer and did one question or worked together. And then if they weren’t sure another person would help out. (Non-place Year 9)

[The three people on the computer] were answering questions and if they were hard, they would work it out together and if they were like really hard, they would tell the researcher and they would look up on the Internet. (Place Year 6)

The primary place teams and the secondary teams (place and non-place) were more likely to split the task up so that different students worked on different questions.

We worked in groups of two and they did the odds and we did the evens. (Place Year 7)

Well, we all worked together. While someone else was say looking something up in the dictionary, we would scroll down and do the next question while they were researching that one. (Place Year 5)

Non-place primary teams often worked on different aspects of the same question. The allocated roles tended to be very specific (eg, question reader, clicking on question, typing answers) or by dividing the group into smaller groups to work on the same question. For difficult questions, students broke into sub-teams of two to research the same questions and compare results.

We had one person reading out the question and the other person would be clicking them, one person would be typing in the other computer and the other person would be telling the person what to write. (Non-place Year 6)

Two people would do one question and the other two would do the other. And then at the end, we’d all check together. (Non-place Year 6)

All secondary teams (place and non-place) used the Internet exclusively to research their answers. Google and Wikipedia were the most common sites for information. It was felt that there was not enough time to use textbooks or encyclopedias.

No, we didn’t use books because we didn’t have time. (Place Year 10)

Primary schools teams (place and non-place) used the Internet, dictionaries and encyclopedias. Non-place teams were more likely to rely on guessing and only researched questions if there was disagreement or the question was “hard”.

The harder [questions] we used the Internet and the books as well. (Place Year 7)

We answered them and then if someone wasn’t sure we looked it up. (Non-place Year 5)

A difference between place primary and secondary and non-place primary and secondary teams was the manner in which a dispute over an answer was resolved. The majority of secondary and primary place teams conducted more research or relied on the individual to come up with evidence that their answer was correct or incorrect.

If someone got an answer and someone disagreed, we’d make the person who disagreed go research it to find out if they could get a different answer. To see if they could prove us wrong. (Place Year 9)

Non-place primary teams often solved disagreements or disputes using strategies such as ‘majority rules’ or compromise.

Whoever knew it, knew it and if no one knew it, guess it. (Non-place Year 7)

Whoever had the most will power. (Non-place Year 7)

Teacher responsesThe primary teachers observed that students used strategies to save time such as splitting into two smaller groups and dividing the questions amongst the group and allocation of roles. They observed that there was a lot of talking and debating about the questions.

I think most of them realised that they perhaps worked better rather than have four people deciding on each single question, that they would tend to say OK you take question one, you take question two and work in pairs. (Primary)

What one of the groups tended to do was allocate certain questions for each individual to answer and they would go off and do the research and come back. They all saw the importance of having someone actually lead and direct. (Primary)

Similarly, secondary science teachers observed students using strategies such as multiple computers, division of questions between each person or splitting the group into two smaller groups and having specific roles within the team, in particular a leader or organiser.

What I tend to get them to do is they have three computers. The centre one is on SCIENCE iQ with one person reading out the questions and entering answers. The two on either side are working as search engines with the fourth [person] wherever help is needed, like a runner or a gopher for this and that and generally helping out. (Secondary)

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The teams that were more successful were very clear from the outset about what jobs each of them had. So one was going to read the questions and enter the results, another was to check and delegate that way. It was definitely the ones who could delegate who were more successful. (Secondary )

impact of the SCiEnCE iQ Competition on Students’ Approaches to AssessmentThe student teams and teachers were asked whether their experiences in the SCIENCE iQ competition had any effect on their approach to assessment in science. This question proved difficult to answer as students enjoyed their participation in the quiz and did not always relate it to their usual school assessment.

primary student responsesMost of the place and non-place primary teams stated that they had little experience with assessments in science, especially multiple choice type assessments. Some teams stated that they had learned science from participating in the quiz and they felt more confident which would help them in future assessments or in high school. Other teams described how the experience of the quiz taught them how to do better in non-science assessments (e.g., take your time, read the questions carefully, check your work).

Yeah, I feel more confident I think. (Place Year 5)

I think it’s taught us to look back at what you’ve done and check it, double check it and check it again. (Place Year 7)

Kind of. It’s taught me to take my time more. I used to just finish as quickly as possible. At first I was doing really well, but the last few terms … I have been dropping off. So it has taught me to be slower and focus. (Non-place Year 6)

The primary teachers stated that participation in the quiz had brought about some changes in the students’ approach to, and experiences of assessment such as better research skills, increased motivation to perform well and exposure to multiple choice questions.

I think Year 6s have very little exposure to multiple-choice tests or leading up to Year 6 anyway. So, it’s probably adding to that practice in doing that sort of thing and I think that’s probably a good thing, not [being] so strung out by being asked multiple choice questions. (Primary)

Well, just in terms of research skills that they have developed, it would obviously help them in how they go about doing assignments. (Primary)

Secondary student responsesThe secondary place and non-place teams did not change their approach to assessment as a result of participation in the quiz. This was possibly because the competition is quite different to their usual assessments in science which are individual and test-based. Indeed the competition was perceived to be an extra-curricular activity rather than a science assessment. One student stated that it improved his research skills.

The problem with other assessments is they are individual. Here we worked in a group, but when it is a test you are by yourself … you don’t get any help. (Place Year 9)

Science iQ wasn’t like an assessment, it was a competition. It has affected how I look at other online competitions that I’ve done for English and those Maths ones and stuff. It hasn’t really affected what I’ve done with my science. (Place Year 9)

Teacher responses

The secondary school teachers agreed that participation in the SCIENCE iQ was unlikely to change a student’s approach to assessment in science.

impact of the SCiEnCE iQ Competition on Students’ Attitudes to ScienceIn relation to whether the SCIENCE iQ competition impacted on students’ attitudes to science it should be noted that apart from the two primary schools who entered whole classes the remaining schools entered teams of students from academic extension programs and top streamed science classes.

primary students’ attitudes to scienceStudents in place and non-place teams were asked to score (out of ten) their enjoyment of science and their enjoyment of the SCIENCE iQ competition. The average score for enjoyment of science from place primary school teams was 9/10. These teams also scored their enjoyment of the competition high at 9/10. Most students did not believe that the quiz affected their attitude to science although they enjoyed winning a place. The students felt that the competition was fun, although some students found some of the answers frustrating and too difficult. They enjoyed spending time out of their classrooms.

Not really. I’ve always been interested in science. (Place Year 6)

It made me feel smarter because we came 3rd. (Place Year 7)

I reckon it made us enjoy [science] because [the competition] was enjoyable. (Place Year 7)

The average score for enjoyment of science from students in the non-place primary teams was 8 and enjoyment of the competition was 7. Both scores are slightly lower than the primary place teams. Nevertheless, students enjoyed participating in the competition although they felt that some of the questions were too difficult. Most students stated that the competition made them feel more positive about science. These students also enjoyed a break from their regular classes and spending time with their friends. They believed that the science competition increased their knowledge about science.

Because some of the questions are quite hard, but they are really fun to find because there are different ways of researching and it improves your skills for when you get older, so you know how to like research things. (Non-place Year 6)

It’s fun working in a group where you’re with friends. (Non-place Year 6)

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It made me think about science. It made me think about what I am supposed to be doing. (Non-place Year 6)

Teacher responsesThe majority of the primary teachers felt that there was a positive change in students’ attitudes towards science because students experienced a sense of achievement. They felt that students were more motivated and enthusiastic about science.

It’s been good for their motivation. And I also think, probably getting the results table and seeing that it was achievable to score well and that type of thing was probably motivating for them as well. (Primary)

We thought it would be a fantastic opportunity to give these kids an opportunity to be involved in a science competition which complements their science program. It’s also a great opportunity for them to work collaboratively together and to participate in a fun sort of quiz which would give them some good feedback and keep promoting science. (Primary)

I think [participation in the quiz] did [change student attitudes towards science] just simply because it gave them an opportunity to explore and demonstrate their own knowledge and understanding. (Primary)

Secondary students’ attitudes to scienceGenerally the students in the secondary place teams enjoyed science giving an average score of 8/10 for enjoyment of science and a score of 7/10 for enjoyment of the competition. This is slightly lower that the score for the primary place teams. The students thought that the competition was fun although some of the questions were difficult and even irrelevant. They did not believe that the quiz changed their attitude to science although achieving a place increased their confidence as it made them feel that they were good at science.

I just enjoy science anyway, so for me no. I guess for someone who doesn’t like science perhaps it would benefit them and make it more relevant, but for me I enjoyed the concept. It didn’t make much difference. (place Year 9)

I like the SCIENCE iQ stuff because it’s all different and it’s not just focusing on what you do in class. It’s everything about science and it’s really, really fun. (Place Year 9)

The non-place secondary teams also enjoyed science with an average score of 9/10 and enjoyed participation in the competition with a score of 8/10. These scores are similar to the secondary place teams. Overall, they thought that the competition was fun although one student did not enjoy researching the answers. They enjoyed working with their friends and researching the answers. They did not believe that the competition affected their attitude to science but they did feel that the competition increased their science knowledge.

It was really fun to do, especially because we got to do it in groups as well and it was a really social test. It wasn’t like what you do in class – you sit down, you’ve got to be quiet. It was really fun

researching on the Internet [and] trying to find out answers. (Non-place Year 8)

Teacher responsesThe secondary teachers felt that there might be some changes in student attitude towards science, especially through increased confidence.

I think they enjoyed [the quiz], so they felt good about themselves, they felt good about doing the quiz, they felt good about being asked to do the quiz. Whether they learnt any more science, I’m not sure. (Secondary)

Well, they got some confidence in themselves. And whether one or two quiz things on a computer can change them, I actually reckon that a lot of them got a bit of a confidence lift. I just reckon that they got a bit of confidence in their abilities and they suddenly saw some stuff that wasn’t on the board coming from some boring, old teacher. (Secondary)

Other Outcomes of the Science iQ competitionThere were two other outcomes of the SCIENCE iQ quiz that arose frequently as a theme during data analysis. It became evident that teachers and students believed that participation in the SCIENCE iQ quiz increased students’ co-operative learning or team work skills. Participation also increased students’ science knowledge and broadened their views of what science is.

Co-operative group work skillsSeveral primary teachers believed that the quiz assisted in the development of collaborative/co-operative learning skills through research and working to a time limit.

The main thing, I think, they learnt from their experience was in terms of how a team needs to operate. (Primary)

The secondary teachers believed that students were able to practice working in teams under a time pressure and that this improved their team work skills.

I quite liked the teamwork aspect and getting them to use their online research skills. Students don’t necessarily know how to use the Internet well and I find it’s always useful to use something that requires, under timed conditions, them to use it well. (Secondary)

I know they learnt a lot about team work between the first round and the second round, in particular. (Secondary)

Students also identified group work skills as a useful outcome.

I reckon getting to work in a group and because we did get to work in a group, we got to work it out together. (Place Year 7)

Awareness of breadth of scienceBoth primary and secondary teachers felt that students’ participation in the quiz extended their science knowledge and broadened their views of what science is. Indeed, it was one of the main reasons that teachers entered their students in the quiz.

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I thought that for them, it might be a good way to express their background knowledge of science. So, when they are doing a topic that may take a term, we are pretty focused on that particular topic and sometimes it’s good to remind them that there is more to science than just the topic we are choosing to do. (Primary)

It gave them an opportunity to look at things that they may not have covered during the year, so it was to give them an extension of the science we covered and just to give them a little bit more. (Secondary)

Students agreed that the quiz broadened their science understanding and views of what science is.

It sort of makes you think about all the different sciences. (Place Year 6)

You seem to realise how much science has to do with everything. (Non-place Year 6)

It certainly has made me find out a lot more new things about science – so many different areas. (Non-place Year 8)

ConclusionSuccessful Strategies and Approaches to the SCiEnCE iQ Competition

Several strategies and approaches practised by teams as they participated in the quiz. They were:

1. Co-operative group work skills

For example, students allocated roles within the team, especially those of organiser and researcher(s). Students also delegated questions to members of the team or sub groups of two.

2. Problem solving skills

For example, when disagreements about answers arose, students would search for more evidence.

3. Research skills

For example, students would research a question even if they were sure of the answer. The internet was used more often than books as a research tool, because it was faster.

4. Computer skills

Whilst completing the quiz, groups of students used more than one computer.

impact of SCiEnCE iQ Quiz on Students’ Approaches to AssessmentThe SCIENCE iQ quiz did not change secondary school students’ approaches to assessment in science because their assessments are predominantly individual and test based in contrast to the competition which requires a co-operative approach and is research based. In contrast, primary school teams and their teachers perceived that participation in the SCIENCE iQ competition improved thei students’ motivation, confidence and research skills. It also reinforced the importance of reading questions carefully and checking answers. The quiz also provided

an opportunity to practise answering multiple choice questions. In summary, for secondary students, the quiz had minimal impact on students’ approaches to assessment in science. For primary school students, the quiz improved students’ motivation, confidence, problem solving skills and research skills

impact of SCiEnCE iQ Quiz on Students’ Attitudes to ScienceIn summary, all primary and secondary students displayed a positive attitude to science and the competition. Overall, the average score out of 10 for attitude towards science was 8.5 for place students and 8.2 for non-place students suggesting that all students enjoyed science regardless of whether they were in place or non-place teams. The competition did not seem to impact positively or negatively on these students’ already positive attitudes. However, participation in the quiz did increase some students’ science knowledge, confidence, motivation, enthusiasm and sense of achievement.

AcknowledgementsI would like to thank Mr John Clarke and the Science Teachers Association of Western Australia for funding the evaluation of the SCIENCE iQ competition. I would also like to thank Mrs Katherine Carson and Ms Angela Fitzgerald for assistance with data collection and analysis. Finally, I would like to thank the teachers and students who agreed to be interviewed and contributed to the outcomes of this study.

referencesAngus, M., Olney, H., & Ainley, J. (2007). In the balance: The future of

Australia’s primary schools. Kaleen, ACT: Australian Primary Principals

Association.

Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality

of teaching and learning of science in Australian schools. Canberra:

Australian Government.

Ramsay, K., Logan, M., & Skamp, K. (2005). Primary students’ perceptions

of science and scientists: Affecting senior secondary enrolments. Teaching

Science, 51(4), 20-25.

Thompson, S., & De Bortoli, L. (2008). Exploring scientific literacy: How

Australia measures up. The PISA 2006 survey of students’ scientific,

reading and mathematical skills. Camberwell, Vic: Australian Council for

Educational Research. Retrieved 26/6/09 from http://acer.edu.au

Tytler, R. (2007). Re-imagining science education: Engaging students

in science for Australia’s future. Melbourne, Vic: Australian Council for

Educational Research

Appendix

Focus Group interview Questions – Students1. On a scale of 1 to 10 where 10 is best how would you rate

your enjoyment of the subject science?

2. On a scale of 1-10 where 10 is best, how would you rate your enjoyment of the science iQ quiz?

3. How did you pick your team members?

Feature Article


4. Did you or your teams do any preparation before the first round? If so ,what?

5. Did you or your teams do any preparation after the first round and before the second round of quiz questions? if so, what?

6. Tell me how your team went about answering the quiz questions? E.g., did you split up, work as a team?

7. Has being in the science quiz affected how you feel about the subject of science? If so, how?

8. Has being in the science quiz affected how you approach other assessments in science? If so, how?

interview Questions – Teachers

1. Why did you decide to enter your students in the science iQ?

2. Did the whole class participate?

3. How were teams allocated? E.g., by friendship

4. What potential benefits did you anticipate for the students?

5. What do you think the students achieved as a result of

participating in the quiz?

6. How did you prepare your students prior to the first round of

questions?

7. After the first round and before the second round how did you

prepare your students?

8. From your observations what approaches or strategies were

used by different teams during the quiz?

9. Do you consider that students’ participation has affected their

attitude, interest or enthusiasm for science? If so, how?

10. Do you consider that students’ participation has affected their

approach to assessment in science?


Heads up on Science with Sciencenetwork WA

Welcome to Heads Up on Science with ScienceNetwork WA! While bringing you the latest research and development stories out of Western Australian Universities, ScienceNetwork WA would also like to invite you to www.sciencewa.net.au to stay up to date with what’s happening in Western Australian science!

With the International Year of Biodiversity in full swing, WA is chock-full of great science activities that are sure to be of interest to teachers, both professionally and personally. Check out the events section on www.sciencewa.net.au for what’s going on around the state and read on below to catch up with Scitech’s latest exhibitions.

If you have any feedback on the site, questions to ask, or stories to suggest, please feel free to email [email protected] at any time and let us know.

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

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

Scitech’s Technology programScitech’s award winning Outreach division, offering innovative programs for students across the state in the areas of Science, Maths, Careers, DIY, Early Childhood and Aboriginal Education, now has a new program in this comprehensive suite of services.

Catering to students in Years 8-10, Scitech’s Technology program motivates, encourages and inspires them in new technology and new media. Using state-of-the-art learning tools to develop and complete tasks, students gain an insight about the importance of techno-literacy in their future careers.

The program is delivered using a specially-equipped ‘Techno Truck’ that visits schools throughout Western Australia to get students buzzing with all the latest gadgets on the market.

On arrival at a school a mobile computer lab complete with iPhones and MacBook Pros for student use is unloaded from the truck, and set up in any ground-floor classroom.

Using the iPhone and MacBook Pro, students video document each step they take as they build their robots and investigate new media. The videos enhance their interactive learning experience by encouraging them to track their progress and then edit and publish online.

Later this year, Scitech is unveiling two pioneer modules; Robotics and New Media. These programs complement Scitech’s annual RoboCup and Animation Film Festivals and are particularly useful for students wishing to advance their technology experiences. Pre and post-visit resources are also available.

Bookings for this exciting new program open in Term 2. If you have any queries or would like to register your interest in the program please contact the Outreach Office on 9215 0741 or email [email protected] This e-mail address is being protected from spam bots, you need JavaScript enabled to view it.

Salvaged Sculptures Competition

Here at Scitech, our very talented in-house designers have developed an incredible sea sculpture made completely out of recycled

materials, and now, we would like to invite your class to do the same!

Create a ‘salvaged sculpture’ made out of recycled materials. The sculpture can represent anything related to climate change. The finalist’s artwork will be displayed in the Climate Change: our future, our choice exhibition at Scitech during the 2010 July school holidays. Competition closes Tuesday 1 June, 2010 so get collecting and start creating your recycled masterpiece! Visit www.scitech.org.au for registration and competition details, terms and conditions.



Scholarship broadens learning optionsManjimup Senior High School graduate Andrew Simms has been awarded a special engineering scholarship to attend Curtin University of Technology’s Western Australian School of Mines.

The 17-year-old is the recipient of the BHP Billiton Worsley Alumina Engineering Scholarship and will move to Kalgoorlie to study mining engineering this year.

“I could never have imagined when I was young and playing with models and Lego that I would be going to Curtin to study engineering,” he said.

A science and maths enthusiast, Andrew credits a passionate high school chemistry teacher for his career choice.

“It is amazing the influence a good teacher can have on your life,” he said.

“I chose the Western Australian School of Mines in Kalgoorlie because it will provide me with the educational experience that I want, and real opportunities for hands-on learning.

“This means that I will receive the support and help I need to excel at university and, ultimately, find a good job.”

Not that this means that the Manjimup local has concrete plans for life after graduation.

“All I know is that I want to travel which is a real possibility within the mining industry,” Andrew said.

BHP Billiton Worsley Alumina’s Manager of Human Resources and Public Relations, Toni Oliva, said the company’s mining and refinery operations required a high level of engineering skills.

“We believe that by supporting local students we increase our chances of attracting graduates back to the region,” Mr Oliva said.

“Worsley is a very attractive option for graduate professionals because the South West offers a great lifestyle as well as the opportunity to pursue a professional career.”

Curtin researcher honoured for helping to feed the worldA Curtin University of Technology researcher has received a prestigious award for building food production capacity in the developing world.

Associate Professor Ravi Fotedar, of Curtin’s Department of Environment and Agriculture, has been named a Fellow of the Indian Academy of Science, Engineering and Technology.

He was recognised for his work assisting fish farmers improve aquaculture productivity in a sustainable and environmentally friendly way.

Associate Professor Fotedar said he would like to build stronger links with the Indian aquaculture sector.

“In a world of increasing population and limited food supplies, it is important that we share the sustainable food production techniques used in developed economies,” he said.

“India has the second largest aquaculture industry in the world, but its production is based on just a few species.

“With our help, it can be greatly improved and diversified to cater for a global market.”

Working with rural coastal communities in the country’s south-east region, Associate Professor Fotedar aims to make aquaculture more environmentally sustainable, socially responsible and productive.

“These are generally economically poor regions in a developing country,” he said.

“What is produced from these aquaculture businesses is generally not consumed locally, but sold to businesses based elsewhere; as the locals can not afford the luxury of the seafood they farm.

“With improved efficiency, aquaculture can become a major income earner for many Indian coastal communities, benefiting the lives of millions of people.”

Associate Professor Fotedar said he had lived and travelled extensively in the south of India and was keen to help the local communities.

“It would be very rewarding if my work could make the lives of the people that live there just a little better,” he said.

He hopes to build a lasting relationship between Curtin’s Department of Environment and Agriculture and the Central Institute of Fisheries Education, Mumbai.



Scientists, teachers and industry deliver free high tech teaching resources

Responding to demand from science teachers, the Primary Industry Centre for Science Education (PICSE) has developed a new 3D online and CD resource for biology and chemistry students.

The Organic Chemistry Teaching Resource and MoleculeVisualiser provide classroom-ready activities that will engage students and teachers – and the focus is on Australian science.

“Students will be amazed at the science and technology, and industry are excited we are promoting new, relevant science” said National PICSE Director, Associate Professor David Russell.

“The resources allows users to investigate derivative chemicals in poppies and their implications for human health, alkaloid chemicals in almonds, cheese making, fermentation in beer, and pesticides used in the cotton sector,” said Associate Professor David Russell.

But it’s not just the research topics that make The Organic Chemistry Teaching Resource and MoleculeVisualiser unique. MoleculeVisualiser uses new 3D rotational technology that allows students to see molecules in a whole new light – making chemistry fun!

With this program students simply enter the name of a molecule

and hit submit... The program will bring up the molecules physical properties, its 2D and 3D image which is fully rotational plus practical information on how this molecule is relevant and used in the primary industries sector.

PICSE New Resource Coordinator Samantha Greene said “Until now, the technology used in MoleculeVisualiser has only been used by working research scientists and PhD students. We are proud to now have the transformed technology in a suitable format (and free!) for secondary school students and teachers”.

The PICSE team worked with scientists and industry representatives to ensure the resource included the latest research and information. They also worked with teachers to ensure the activities link with the curriculum and provides practical, easy to understand teaching activities.

PICSE is a national program delivered in regional and metropolitan centres and universities throughout Australia. The program is working to attract talented students to study science, an area which is suffering from major skills shortages.

PICSE is supported by: Department of Education Employment and Workplace Relations, Grains Research and Development Corporation, University of Tasmania, University of Western Australia, Flinders University, University of New England, University of the Sunshine Coast, University of Southern Queensland, GrowSmart Training, Horticulture Australia Limited, Fisheries Research and Development Corporation, Dairy Australia, Cotton RDC and the Cotton CRC.

The Primary Industry Centre for Science Education (PICSE) launched a new online teaching resource at www.picse.net at 10:00 am on 12 March 2010.

Tuesday, march 2, 2010

mEdiA STATEmEnT

Study Finds Female dung Beetles Use Horns As WeaponsResearchers at The University of Western Australia have found that not only do some female dung beetles have bigger horns than males but they also use their horns as weapons in competition with other females for access to dung, which they then use in breeding.

The research by postgraduate student Nicola Watson and Professor Leigh Simmons, Director of UWA’s Centre for Evolutionary Biology, is published today in the prestigious international biological research journal Proceedings of the Royal Society B.

The Royal Society is the world’s oldest scientific academy in continuous existence, and has been at the forefront of enquiry and discovery since its foundation in 1660.

Ms Watson said traits such as antlers or horns that function as weapons or to attract mates typically occurred in male animals.

“However, there are some rare examples from nature of females possessing such structures,” she said. “Our study found that in

a certain species of dung beetle, in which females have much larger horns than males, females use their horns as weapons in competition with other females for access to dung, which they use for offspring production.

“Our findings indicate that even though females may not compete to attract males, female competition for breeding resources can favour the evolution of female weaponry.”

Ms Watson’s PhD thesis investigates the evolution of female ornamentation, using the dung beetle, Onthophagus sagittarius, as a model species.

Most researchers have focused on sexual selection in male animals and Ms Watson said it was time to redress the imbalance.

Her paper “Reproductive competition promotes the evolution of female weaponry” is available at: http://rspb.royalsocietypublishing.org/

media referenceNicola Watson (UWA School of Animal Biology) (+61 8) 6488 3425 / (+61 4) 20 542 034Leigh Simmons (Centre for evolutionary Biology) (+61 8) 6488 2221 Sally-Ann Jones (UWA Public Affairs) (+61 8) 6488 7975 /(+61 4) 20 790 098



Summer fun for young scientistsSixty high school students from across WA discovered more about science and engineering at a residential Summer School at Murdoch University in January.

The students were selected from over 200 applicants to take part in the 2010 WA Science and Engineering Summer School (WASESS).

One of this year’s tutors, Amy Hughes, was interested in studying Marine Science at James Cook University before attending the University’s 2008 summer school, after which she decided to study at Murdoch and is starting this year.

“This was a fantastic opportunity for students to experience science, mathematics and engineering in action, as well as gaining an insight into life at university” said Jen Bradley, the WASESS Coordinator.

Mrs Bradley, also Murdoch University Senior Lecturer in Mathematics and Statistics, said the students explored the world of science and engineering through a series of interactive workshops, lectures, demonstrations and excursions including programming robots, wetland ecology, forensic facial reconstruction, process engineering, extractive metallurgy and nanoscience.

The year 11 and 12 students, coming from as far away as Manjimup and Karratha, stayed at the Student Village on Murdoch University’s South Street Campus.

Fossil bird eggshell provides source of ancient dnAIn a world first an international team of researchers, led by

Dr Michael Bunce of Murdoch University, have successfully isolated ancient DNA from fossil eggshell remains of extinct birds. “We were really surprised to discover that ancient DNA is well-preserved in fossil eggshells, particularly the heaviest bird to have existed, the elephant bird

called Aepyornis, which is now extinct,” said Murdoch doctoral student Charlotte Oskam, who undertook the research.

“Researchers have tried unsuccessfully to isolate DNA from fossil eggshell for years – it just turned out that they were using a method designed for bone that was not suitable for fossil eggshell.”

The new study published this week in the leading scientific journal Proceedings of the Royal Society B describes how DNA up to 19,000 years old is an excellent source of ancient DNA especially in warmer climates such as Australia.

Fossil eggshells are frequently recovered from deposits across the globe and have been extensively used as a tool for radiocarbon dating and as a proxy to study past environments. Now, thanks to this new study, a DNA profile will be added to these datasets.

The ancient DNA research team now plans to study eggshell from a number of archaeological sites in New Zealand to investigate how humans interacted with another giant bird, the moa, which went extinct nearly 600 years ago due to hunting pressures.

landmark agreement to benefit Whale Sharks

A new agreement to halt global decline of shark populations may help save majestic creatures like the Whale Shark.

Murdoch Adjunct Senior Lecturer and founder of conservation group ECOCEAN, Brad Norman, was invited to take part in an international meeting with other delegates to help shape a Memorandum of Understanding (MoU) under the Convention on the Conservation of Migratory Species of Wild Animals.

“The iconic whale shark, currently protected within Ningaloo Marine Park (NMP), Western Australia, is a species that will benefit from better international protection by fishing nations through reduction of threats, in particular illegal fishing and trade, through enforcement of existing laws,” Mr Norman said.

“Countries who have signed the agreement have expressed their willingness to conserve Whale Shark, Great Whites, Basking, Porbeagle, Spiny Dogfish, Shortfin and Longfin Mako Sharks.” Read the full story on ScienceNetwork WA.

ECOCEAN is a not-for-profit, non-government organisation with offices in Australia and the United States, committed to the protection and restoration of the world’s oceans through the development of research software, applied research, advocacy, education and direct conservation activities for the protection of sharks.

Guidelines for Authors


Guidelines for Authorsintroduction

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

Feature articles

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

Send the following to the Editor:

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

For refereed articles only

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

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

For all contributions

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

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

3 Photographs often increase the clarity and interest level of your work. Send your photographs as TIFF or highest quality JPEG files, with a resolution of at least 225-pixels per inch. We can also use high quality black and white or colour prints, 35-mm colour slides, colour negatives, black and white negatives, or black and white slides. If you want us to use only part of a photo please indicate on a photocopy how you want us to crop your image.

4 Copyright clearance for any part of your contribution that is the copyright of a third party.

note to teachers: parent permission slip must be obtained for any photograhs to be included in SCiOS.

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

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

in-text referencingIn your text indicate references by author and date. For example: ‘Smith and Jones (1992) investigated … resulting in increased enrolments (Moriaty, Jacobs, & Murphy, 1989; Robinson, 1995), especially of girls (Andrews, 1994b).’

End-referencingThe reference list at the end of your article should provide the details of all the references you cited in the text of your article and no other references. For example: Smith, J. (1992). Physical Chemistry, (3rd ed.). Melborne: Longman Cheshire.

Chase, A., & Smith, P. (1981). Hunter gatherers in a rich environment. Aboriginal coastal exploitation in Cape York Peninsula. In A. Keast (Ed.), Ecological biogeography of Australia. The Hague: W. Jung Publishers.

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

Posner, G.J., Strike, K.A., Hewson, R.W., & Gertzog, D. (1982). Accommodation of a scientific conception: Towards a theory of conceptual change. Science Education, 66, 211–217.

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

CopyrightNo other publisher should have already published our manuscript, nor should you submit it for publication elsewhere. If SCIOS publishes your manuscript then your text and graphics will become the copyright of STAWA. STAWA will, however, allow you to use the contents of your paper for most reasonable non-commercial purposes.

Contact detailsJohn Clarke, STAWA [email protected]


STAWA Council

STAWA Council 2010Chief Executive Officer

John Clarke

[email protected]

president

Sue Doncon

immediate past president

Julie Weber

[email protected]

president Elect

Geoffrey Quinton

Vice president

Vaille Dawson

Secretary

Bernadine Hunneybun

Treasurer

Colleen Bakker

[email protected]

Chair Science Talent Search

Julie Weber

SCiOS Editors

Rachel Sheffield & Frank Dymond

[email protected]

[email protected]

Chair publications

Glenda Leslie

[email protected]

Chair of Curriculum

George Przywolnik

Chair Student activities

Mark Merritt

[email protected]

Chair primary Committee

Geoff Lummis

[email protected]

COnSTAWA Convenor

Jodie Rybicki

[email protected]

Chair eCommunications

Mark Lehmann

[email protected]

Chair professional development

Ross Fuhrmann

[email protected]

membership & marketing

Geoff Lewis

publications and professional

development

Glenda Leslie

Student Activities

Mark Merritt

The Science Teachers’ Association of Western Australia PO Box 7310 Karawara WA 6152

Head Office Resources and Chemistry Precinct Curtin University of Technology Building 500 Manning Road entrance Bentley WA 6102

Warehouse Address Unit 6, 10 Mallard Way Cannington WA 6107 Tel +61 (0) 8 9258 5426 Email [email protected] Web www.stawa.net

Chief Executive Officer John Clarke E-mail: [email protected]

Biozone Learning Media AustraliaP.O. Box 2841, Burleigh BC, QLD 4220Phone: 07 5535 4896Fax: 07 5508 2432Email: [email protected]

www.biozone.com.au

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