Copyright 2012-2013 Science Teachers’ Association of Queensland (STAQ). This journal may be downloaded for personal use by STAQ Members only. Any other use requires prior permis- sion of STAQ. The Queensland Science Teacher
Astronomy Lights Up the Tropics in 2012 Adam Hooper
On the Nature of Science Peter Ellerton
Careers in Science - With an Agricultural Flavour Neal Menzies
I’d tapp that: iPad biology app reviews Harry Kanasa
Discovering Density Charlotte Pezaro
Volume 38 Issue 3 - Term 3, 2012 Student Workbooks for QLD Biology new content to support Key Concepts and Key ideas includes: • Cell signaling and its role in homeostatic processes • Gene regulation and the control of protein synthesis • Application of DNA technology to our understanding of evolutionary relationships Supporting Resources • Paper interactives to model molecular processes • Experimental scenarios involving the analysis and interpretation of second hand data
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biozone Learning Media Australia pHone (07) 5535 4896 P.O. Box 2841 FAX (07) 5508 2432 Burleigh BC, QLD 4220, Australia eMAiL [email protected] www.biozone.com.au The Queensland Science Teacher Volume 38, Edition 3 - Term 3, 2012
President’s Report 2 Professional Associations Meet With 23 Peta Jackson Filipino Outstanding Teachers Louise Hoey From the Editor’s Desk 3 Charlotte Pezaro My Experience at Science at the 25 Shine Dome 2012 Astronomy Lights Up the Tropics in 4 Meg Saunderson 2012 Adam Hooper I’d tapp that: iPad biology app reviews 27 Harry Kanasa On the Nature of Science 10 Peter Ellerton NASA’s Curiosity is on Mars safely - 29 so now what? Discovering Density: Nine Activities 13 Kevin Orrman-Rossiter Charlotte Pezaro CONASTA: Reflections 30 BHP Billiton Awards 2012 18 Mary Rowland and Grant Darnell Louise Hoey Letter to the Editor 31 Careers in Science - With an 20 Peter Eastwell Agricultural Flavour Neal Menzies
The Queensland Science Teacher is published by Science Teachers’ Association of Queensland Postal address PO Box 46, Burpengary, Queensland 4505 | Ph/Fax 07 3886 7606 Email [email protected] | Twitter @staqtweets | Find us on Facebook! Disclaimer: All reasonable attempts have been made to trace copyright holders of materials published. No material may be reproduced wholly or in part without written consent from the copyright holders or otherwise stated in the article. Articles published are the personal expressions of the authors and do not necessarily represent those of the Editor ot the Science Teachers’ Association of Queensland. The Editor reserves the right to edit, abridge or otherwise alter articles for publication. All photographs have been published on the understanding that appropriate compliance with privacy legislation has been obtained by the author of the article. Articles may be reprinted with permission and due credit to The Queensland Science Teacher.
Editorial submission deadline for the next issue: 15 October 2012.
Cover image: Pre-service teachers investigate density Credit: Charlotte Pezaro The Queensland Science Teacher Volume 38 Issue 3 1 STAQ President’s Report Peta Jackson STAQ President “Learn from yesterday, live for today, hope for tomorrow. The important thing is to not stop questioning.” - Albert Einstein, Relativity: The Special and the General Theory
National Science Week National Science Week was from the August 11-19, 2012. The schools theme for 2012 is “energy evolution”, based on the UN’s International Year of Sustainable Energy For All. I would like to congratulate all of the Queensland schools that were successful in Peta Jackson applying for funding. During National Science STAQ President Week there were multiple science activities school science community in Queensland to taking place that had been registered by showcase the creative and innovative work schools and organisations. Information about that students are doing. Please go to the STAQ events and registering your event can be website for more information. found at: http://www.scienceweek.gov.au/. If you are looking for ideas for next year’s events, please visit the schools section of Australian curriculum the National Science Week website — http:// In the last couple of months STAQ council and www.scienceweek.net.au/schools/ — where members have been involved in providing you will find a resource booklet, ideas for consultation on the current draft of the Senior school events and some useful templates. I Curriculum documents for Science. STAQ would encourage you all to send in articles submitted a response which was developed and photos of your involvement in the 2012 based on feedback from STAQ members. We National Science Week that can be shared in appreciate the feedback we have received the next journal. from our members.
Sony Science Teachers’ Association of Japan CONASTA 61 During National Science Week we will In July, CONASTA 61 was held in Canberra. have the pleasure of hosting members of From feedback received it was a fantastic the Sony Science Teachers’ Association of array of local, national and international Japan (SSTA) in Brisbane. During their time keynote speakers and workshop presenters in Brisbane they will be visiting some local and there were many opportunities to expand schools and attractions. STAQ will be hosting knowledge and skills in Science and Science a BBQ at a local school for STAQ members Education. I am looking forward to attending to have a chance to meet and interact with CONASTA 62 in Melbourne in 2013. the visitors from SSTA. Please look out for an email inviting you to register for this event. I hope you enjoy this issue of the journal and please keep November 30 2012 free for the STAQ Science Contest STAQ Senior Science Conference. The STAQ Science Contest is still open and Have a great Term 3! registrations close on the 22 August 2012. Peta Jackson The contest provides an opportunity for the
2 The Queensland Science Teacher Volume 38 Issue 3 From the Editor’s Desk Charlotte Pezaro emails for more information from STAQ about STAQ Journal Editor this new system. The Science Teachers’ Association of Finally, we also have Facebook and Twitter Queensland is proud to represent its members accounts to broadcast more time-relevant and provide services that assist you to do your news and details of events. This appeals to job better. experienced teachers who are digitally-savvy, as well as to establishing and pre-service To this end, we provide are regularly in teachers looking to join STAQ and participate communication with you. We publish this in STAQ professional development. journal, The Queensland Science Teacher, which publishes relevant and interesting In the coming weeks, a survey will appear articles about the latest in science and science on our website, seeking information about education. how you use our services and how we can provide a better service to you. A second We also host a website (http://www.staq.qld. survey will ask for your opinions on recent edu.au) to broadcast information regarding changes in education and science education events, workshops, resources and news. in Queensland. We thank you in advance for Our website has been redesigned and has completing these surveys. many great new features for you to take advantage of. One of these features is the capacity for members to comment on posts, This third edition of the Queensland Science leading (hopefully) to the sharing of valuable Teacher in 2012 has many interesting articles insight and resources for science teaching. from a variety of sources that we hope To comment, you will need to log in using the you will find useful for developing learning username and password that will be sent to experiences, enacting meaningful lessons, you in the near future. If you haven’t heard accessing learning opportunities, and from STAQ yet but you’re keen to contribute, reflecting on science teaching practices. please email us at [email protected] to Many thanks to Louise Hoey, who undertook request your username and password. some very careful editing for several of the At the beginning of each month (February to articles in this edition. Any remaining errors November, inclusive) we also send you an are my own. e-Newsletter with updates about our website, The fourth edition, due in late October, will be STAQ conferences and workshops, events a special feature edition, focusing on using and science education news. We have just technology in science education. Articles are commissioned the design of a new, HTML- always welcome, short or long; please send based newsletter system that will be easier to them to me via the STAQ email address. digest for you. Please keep an eye out on your Happy reading! Advertising in the STAQ Journal The Queensland Science Teacher, STAQ’s Journal, is released quarterly. If you wish to advertise, please contact the STAQ Office by calling 07 3886 7606 or emailing the STAQ Office at [email protected]. Outside back cover: $400.00 Inside front or back cover: $330.00 Full-page advert: $121.00 Half-page advert: $60.50 Quarter-page advert: $30.25 Insert: $165.00
The Queensland Science Teacher Volume 38 Issue 3 3 Astronomy Lights Up the Tropics in 2012 Adam Hooper Hill’s successful entry. In addition to the prize, Education Queensland a local surveying group (RPS) donated a scope and the HOC prevailed on the principal to purchase a further seven. These versatile instruments would play a pivotal role come the sixth of June. Back at Edge Hill it was decided by the HOC that the term three Curriculum to the Classroom (C2C) science units for years three, five and seven (all of which pertained to astronomy) would be best delivered in term two. This judgment provided teachers with two excellent chances to link the classroom studies of solar system with the real world through direct observation. These were the The photograph says it all. So how does a school Partial Lunar Eclipse on June 4th and the ToV community prepare for such an event? on June 6th. This article will explore the steps being taken The decision also enabled staff at Edge by Edge Hill State School to make the most of Hill to take full advantage of professional an extraordinary year in astronomy. development workshops held on the 27th and Through the work of the Science Spark 28th of April. These were organised by the Initiative, Education Queensland schools in regional Science Spark team who anticipated the Far Northern region had been informed the knowledge and understanding of of the opportunities available to their students astronomy that would be required by teachers to observe not one but two significant during 2012. Education Queensland engaged astronomical phenomena in 2012. With the international education leader in astronomy support of the Regional Science Managers and space science, Robert Hollow from the and the Principal and Head of Curriculum CSIRO, to present his first ever workshop in (HOC) teachers at Edge Hill State School in Cairns. Cairns have sought to maximise the scientific From Friday afternoon to Saturday evening, learning provided by the Transit of Venus (ToV) six Edge Hill teachers from years three and and the Total Solar Eclipse. seven joined a dozen other educators from around the region at the PD hosted by the Trinity Bay SHS science department. They Preparation participated in the internationally recognised The first step in the journey was attendance Galileo Teacher Training program which by one staff member at the Queensland covered topics such as; the origin of stars, Astronomy Education Conference. This was using astronomy software, hosting a viewing held at the University of Queensland’s St Lucia night and techniques for safe viewing of the campus on Saturday the 25th of February. The ToV and eclipse. highlight of this event was the presentation by The whole experience left the teachers buzzing Terry Cuttle from the Astronomical Association with enthusiasm for astronomy. In a follow-up of Queensland. His knowledge and enthusiasm visit to Edge Hill on the Monday morning, Mr for the ToV and eclipses had a catalytic effect Hollow outlined the coming year in astronomy on preparations. to the year five, six and seven students. This In particular, his promotion of the Transit of presentation was to prove a useful touchstone Venus Schools Competition which provided for the staff and students during the ToV. entrants with a chance to win a ‘Solar Scope’ The broader Cairns community was also to conduct safe observations, led to Edge 4 The Queensland Science Teacher Volume 38 Issue 3 Adam Hooper Astronomy Lights Up the Tropics in 2012 Association of Queensland • production of posters warning students not to look at the Sun directly • reproduction of material containing transit facts for use on the day • frequent, nervous consultation of the weather forecast One of the key logistical challenges in observing the Transit of Venus was providing safe and equitable access to a staff and student population of over 1100. Even with nine ‘Solar Scopes’ and a six hour duration Figure 2: Solar Scopes set up on the cricket pitch this was still a considerable undertaking. kept informed of the Transit through James The solution was to release a teacher to Cook University’s public lecture series. Three coordinate the viewing for the whole school. A staff members viewed the opening lecture team of staff volunteers assisted in the set-up on the evening of June first. Associate of the temporary ‘observatory’ on the cricket Professor Wayne Orchiston spoke about the pitch (Figure 2). This was manned from 8:00 history of transit observation, the scientific am to 3:00 pm. A class roster for visits was significance of the event and naturally implemented with preference given to years enough, the involvement of Lieutenant Cook three, five and seven. In all twenty-one and the subsequent discovery of Australia. classes (approximately 560 students) visited A particularly interesting subtopic was his during class time (Figure 3). Outside of this discussion of the French astronomer Guillaume period (before school and lunch breaks) an Le Gentil, whose attempts to observe the 1761 estimated 100 students and an equal number and 1769 transits are surely one of the finest of staff members, parents and visitors also examples of sacrificing all in the pursuit of participated in the viewing (Figure 4). scientific discovery. Upon arrival each class was given safety briefing, asked about their prior knowledge of the transit and then allocated a table (about The Transit of Venus three students per scope). The main role of As the day approached final preparations the teacher was then to adjust the scopes to were underway. These included: keep the Sun’s image centred. Although this • assembly and trialling of the ‘Solar Scopes’ by staff (approximately fifteen minutes per instrument) • distribution of a staff email with explanatory material for teachers to brief their students and placement of resources on the school Intranet • inclusion in the school newsletter of an article from students about the transit and tips for safe viewing • sharing with students stories in the media (e.g. ‘Catalyst’) which focused on the transit along with the PowerPoint presentation on the transit provided by Surveying and Spatial Science Industry, and Astronomical Figure 3: Students visit the pitch to view the Transit of Venus The Queensland Science Teacher Volume 38 Issue 3 5 Astronomy Lights Up the Tropics in 2012 Adam Hooper significant moment as participants realised they were witnessing an event which would not be repeated in their lifetime. Students participated in reflection activities the next day. At a year seven level these included the production of posters for classroom display and an article for the local paper. The following is an excerpt from the latter: “The Transit of Venus (ToV) is a special event that happens only once in a life time. Only this generation will remember it as they had a chance to see it with their own eyes… We were lucky enough to have nine ‘Solar Scopes’ Figure 4: Staff and parents also observed the ToV to watch Venus crossing the Sun. It was an was simple to do it was also repetitive. astonishing event that we could see from our As C1 approached the mixed crowd of own school oval. The Transit of Venus was children and adults became quite excited special to us because it has a lot to do with (Figure 5). Ingress was met with cries of our study of history and science this term.” amazement which became amplified once C2 was achieved at approximately 8:34 am local ‘When you’re on a good thing…’ time. Indeed this excitement quickly spread throughout the school and resulted in a steady The momentum created by the successful ToV stream of visitors for the rest of the day. observation and the continuing implementation of the science curriculum was maximised The staff manning the observatory had access through a star gazing night. On the 15th of to eclipse watching glasses which were June all of the year seven teachers along with shared with adults upon arrival. This different invited parents, students and local amateur perspective was certainly appreciated and the astronomer and educator, Mr Steve Schenck, satisfaction of enabling such a transformational experienced a breathtaking view of Saturn moment is a treasured memory for all of those and Mars through telescopes. This ‘Saturn involved. moment’ (see http://bit.ly/LLWna1 for a great The uniqueness of the occasion was further explanation of this term) was expressed in the evidenced by some interesting trends. These words of one student, “It was so clear it looked included: like a sticker. Saturn looks too real to be real.” • the widespread and relatively skilled use The group also enjoyed star spotting with of mobile phones by students to record the event using photos or video • the power of the collective wonderment to draw in even the most reluctant of participants • the willingness of students P-7 to engage in observation and manipulate the instruments with good effect • the common misconception that the Sun is yellow (many found it surprising that the projected image was white) • the potential to use the ‘Solar Scopes’ for sunspot observation The finality of the C4 egress was also a Figure 5: Students were excited to see the Transit The Queensland Science Teacher Volume 38 Issue 3 6 Adam Hooper Astronomy Lights Up the Tropics in 2012 06:38:33, Cairns will experience a Total Solar Eclipse. The duration of totality will be one minute and fifty-eight seconds. This will be a spectacular event and the region is expected to host around 40 000 visitors with accommodation and car rental services booked out months ago. Naturally, the ongoing astronomy activities mentioned above and the previous curriculum based studies will leave the school community well-prepared and enthused. However, at this stage specific plans for Edge Hill State School staff to coordinate observations have not been Figure 6: Adam Hooper assists some students finalised. This is due to several challenging to make their observations factors including: the ‘Sky Scout Personal Planetariums’ (on • an inadequate view of the eastern horizon loan from Trinity Bay SHS). Other highlights from the school (NB the Sun will only be included a sky tour of the major constellations fourteen degrees above the horizon during and satellite spotting thanks to observations totality) available on the website www.heavens-above. com. • the early hour of the eclipse period (approximately 5:40 am to 7:40 am) This event stimulated such a level of interest that a special ‘staff only’ viewing night has been • predicted traffic congestion pre- and post- organised for August. All staff and their families eclipse will be invited with the aim of enhancing their Despite this some activities have been confidence in and knowledge of astronomy. organised including: It will also be a good opportunity for staff to • contribution of an article explaining the familiarise themselves with operation of the eclipse to the local paper’s education school telescopes thus expanding the pool of supplement skilled observers. • construction of eclipse viewing devices Edge Hill staff will be sharing their astronomy (such as viewing boxes) expertise with a wider audience on the 18th of • a collaborative visit from an interstate high August at the Regional Early Years conference school to be hosted by the school. A session designed As mentioned by Terry Cuttle in the previous to inform teachers from P-2 of the Total Solar issue of ‘The Queensland Science Teacher’ Eclipse is part of the program. more information about the eclipse can be The grade six camp in September will be found on the AAQ website at www.eclipse. the final opportunity this year for students to aaq.org.au. experience astronomy in the field. A viewing program for all participants will form a central part of the nocturnal activities. This annual Mission accomplished? event on the Atherton Tablelands usually Anecdotal evidence suggests that as result provides excellent viewing conditions and is of these proactive steps taken by the school, essential for familiarising all students with the a significant number of teachers have key features of the night sky. greatly increased their skills, knowledge and understanding of astronomy. This is due to their active participation in the events Total Solar Eclipse described and delivery of the curriculum. On Wednesday, November the 14th at Most importantly their confidence to effectively
7 The Queensland Science Teacher Volume 38 Issue 3 Astronomy Lights Up the Tropics in 2012 Adam Hooper teach astronomy has also developed. In a • maintenance of existing astronomy few cases this professional interest has also instruments such as telescopes sparked a personal passion. • contacts forged with local high schools The student body has experienced a variety and amateur astronomers of engaging learning opportunities related • involvement of parents in school activities to astronomy. In practical terms, this year • an increase in the capacity of staff to provides students with an appreciation and conduct viewing nights knowledge of eclipses and astronomy more broadly. This is particularly relevant with The events of 2012 are clearly providing short- northern Australia due to experience a Partial term benefits in relation to increased scientific Annular Eclipse on the morning of May 10th, literacy within the school community. It is also 2013. In fact Australia will experience six worth considering that more staff and students separate eclipses over the next twenty-six than ever before have a shared in the ‘wow’ years. factor of science. Perhaps this will prove to be the most enduring consequence of viewing Other outcomes which have the potential for the natural phenomena. longer-term impact include: • incorporation of astronomy into the ‘culture’ of the school community i.e. “It’s what we do here” • purchase of additional teaching resources
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Order your ready-to-hang posters from STAQ now; order form included online or in your journal supplements. For more information, please contact: Science Teachers’ Association of Queensland Postal address PO Box 46, Burpengary, Queensland 4505 | Ph/Fax 07 3886 7606 Email [email protected] | Twitter @staqtweets | Find us on Facebook! On the Nature of Science Peter Ellerton but could be seen as unifying themes or ways The University of Queensland of thinking that particular sections of the curriculum could instantiate and illustrate. A recent article of mine on The Conversation This is terribly brief, but does serve to illustrate (http://theconversation.edu.au/teaching-the- the point. These areas are nature-of-science-and-keeping-students- engaged-7278) talked about the importance • the nature and role of scepticism in science of teaching the nature of science, even • the scope and applicability of science above traditional scientific content, in • scientific thinking standard science classes as a means to • the nature of scientific ideas improve scientific literacy and to increase student engagement. In this piece I made the observation that many science teachers Scepticism in Science are not comfortable with what this entails as Scepticism is a poorly understood and poorly it is not generally a formal part of science used word. Equating it with refusal or denial education within schools or universities. of information, as happens, say, in the climate My past STAQ article explaining about theories, ‘debate’, confounds the public understanding laws and hypotheses in science is a case in of science as an essential sceptical activity. It point. Indeed, around this time Dr Paul Willis, is as much the job of the sceptical inquirer to Catalyst presenter and fellow of the Australian listen to the answer, as it is to ask the question, Academy of Science, contacted me and he but this nuance seems to often vanish with made it clear that, even for a scientist and the force of the question. Those who do not science communicator of his standing, some engage with results as readily as they engage of these terms remain ambiguous at best and with doubt should be challenged, and the wrongly understood at worst. distinction between this and sound scientific thinking should be articulated whenever So what’s gone wrong in science education possible. that words absolutely fundamental to understanding how science works, words like It is unfortunate this misunderstanding exists, inference, induction, generalisation, analogy, as it is impossible to consider science as model, deduction (and the terms proof, law, anything but a development of scepticism. theory and hypothesis from the article), seem That the term has come to be owned by not to be part of the science curriculum? some who actively oppose scientific inquiry is tragic, and classrooms should be where the While I have a few ideas about how this relationship between scepticism and science happened, most of which involve curricula should be made clear in a lasting fashion. driven almost exclusively by content, what is more important is how practicing teachers can move the focus back into these areas. This The Scope of Science is worthwhile doing for two reasons. First, this There are, broadly, two alternate assumptions type of thinking produces much more in the behind what science has to say about the way of scientifically literate students than could world, and they go by the names philosophical any amount of content. Second, it is exactly naturalism and methodological naturalism. this type of knowledge that best provides a In philosophical naturalism, it is assumed that narrative for how science is understood as a the material world is all there is. In that regard, human endeavour – particularly in the context science is both a necessary and a sufficient of other human activity and ‘ways of knowing’. tool of inquiry to understand what exists. All I’d like to talk about four main areas of inquiry is (or will be) ultimately reduced to investigation that could go some way to scientific inquiry, even down to choice in addressing this imbalance. These are not music. necessarily distinct sections of the curriculum,
10 The Queensland Science Teacher Volume 38 Issue 3 Peter Ellerton On the Nature of Science In methodological naturalism, on the other hand, the existence of the supernatural is a possibility, but, as this is not subject to the assumptions and tools of science, we must restrict scientific inquiry to the material world and remain silent about anything else. Science, in this view, is necessary but not sufficient. This is sometimes crudely and tritely put as science telling us how but religion/ spiritualism/transcendentalism telling us why. Methodical naturalism is frequently cited (though seldom by that name) as a reason If all ravens are black.... to minimise or even dismiss the epistemic Basically, deduction works by teasing out credibility of science, but here’s the rub. I have information given in whatever we take as being never met a proponent of the supernatural axiomatic for the purposes of our argument. who claims that it does not affect the natural For example, if all ravens are black, and this world. Imagine a psychic who says she is in bird on my head is a raven, then this bird must contact with another ‘plane of existence’ but be black. In deductive logic the truth of the says there is nothing she can tell you about it premises (ravens are black and this bird is a because it doesn’t impact on the real world. raven) guarantees the truth of the conclusion Imagine a faith healer who says he knows the (this bird is black). Mathematics is (at least spirits are there and would heal you if they at the high school level), pretty much all could but they can’t influence reality so they deduction. won’t. It’s hard to charge 50 bucks an hour Deduction also allows us to talk about such under those circumstances. terms as necessary and sufficient, valid The fact is that any supernatural influence on and invalid arguments, and tautologies and the real world should be detectable by the tools contradictions, all very useful in understanding of science; hence, it is entirely appropriate science and scientific arguments. that supernatural claims are investigated But what about the statement ‘all ravens scientifically. This is not to say that science are black’? How do we know? We know has all the answers, it clearly does not, but from generalisation, one of the two major that many dismissals of science are spurious tools of induction. The other is the use of and ill considered. analogy. For example, if I unearth a jawbone (The philosopher and neuroscientist Sam containing large flat molars, I will make an Harris has recently generated intense debate analogy to animals I currently know that over how much science has to offer morality, have large, flat molars and induce that this and this is another fascinating topic for animal is a herbivore. In induction, whether consideration under this section, but that’s by generalisation or analogy, the truth of the something I encourage you to research for premises (the information I have) does not yourself when time permits.) guarantee the truth of the conclusion. The periodic table is a magnificent example Scientific Thinking of analogy and generalisation, showing the There is a common mantra that deduction goes predictive power of organised knowledge, from the general to the specific and induction but I have seldom heard the words used in goes from the specific to the general. But conjunction with it. what does that mean? Where does one use The thing is, what makes a good or poor analogy these things in science and what examples or generalisation can be easily articulated, could we give? and hence the nature of the reasoning behind
The Queensland Science Teacher Volume 38 Issue 3 11 On the Nature of Science Peter Ellerton and stands apart as qualitatively different from non-scientific concepts of the world. Another example, perhaps more amenable to those without a background in relativistic physics, is evolution. The theory of evolution by natural selection, on a Spartan base of assumptions, delivers an understanding of life on earth that delivers insights on a breathtaking scope across space and time, incorporating all the phenomena of the living world and allowing us to place ourselves within it in a narrative that is deep and satisfying. Indeed, many feel the same about relativity and the physical world. The periodic table, an example of inductive reason Deutsch contrasts this with the ancient any instance can be evaluated. This is an Greek explanation of the seasons, involving important, transferable and ubiquitous skill the personal and family dramas of Gods that too frequently remains undeveloped. (Demeter, Persephone and Hades as the main players). Any change in the story is possible, such as changing gender, hair colour, The Nature of Scientific Ideas temperament, location, etc., and this will not What makes an idea scientific? Specifically, affect the ‘explanation’. A rabbit skeleton in the what makes an idea worth considering Precambrian, however, blows evolution out of in science? The physicist David Deutsch the water as fast as faster than light neutrinos outlines his idea in a TED video (http://www. would for relativity. ted.com/talks/david_deutsch_a_new_way_ The Greek drama also only explains the to_explain_explanation.html), and identifies seasons, whereas a good scientific idea will it as the single greatest reason why humans go beyond its target and lead to explanations progressed so suddenly after hundreds of of other, perhaps seemingly unrelated, thousands of years of stasis. His idea reduces phenomena. to a few basic concepts that make up what might be considered the characteristics of a All of the above are useful tools in not only good hypothesis, or indeed of a good model understanding what science is, but also in the (understanding that a theory is a model of how the world works). Most significantly, scientific ideas are those that nail down as many parameters as possible. In other words, their structure allows an enormous number of claims to be made about the world; claims that are susceptible to scientific inquiry. This in effect means two things, that the model is highly sensitive to falsification and that it has large explanatory and predictive power. Add to this an ability to integrate previous ideas and tried and tested models into its structure, and you have a set of very robust criteria against which the quality of an idea can be measured. A creature of this sort, and Einstein’s relativity is a wonderful example of such, is quite beautiful Persephone and Hades 12 The Queensland Science Teacher Volume 38 Issue 3 Peter Ellerton Discovering Density: identification of pseudoscience. Nine Activities Pedagogical Content Knowledge Charlotte Pezaro in the Nature of Science The University of Queensland Teachers understand that general pedagogical There are many wonderful challenges to being knowledge is important, however teaching a primary school teacher - not least of which is science is not the same thing as teaching simply finding the time to develop and enact history or music or philosophy. To assume meaningful science inquiry experiences that the only difference between these areas for our students. Additional challenges is content is to be in woeful ignorance of include finding appropriate equipment for the critical value of pedagogical content investigations, and making investigations into knowledge. This is about knowing where in a familiar phenomena exciting experiences for particular discipline students need particular students. kinds of help, what conceptual boundaries can be overcome with what teaching strategies, and what assumptions and beliefs students Density bring to a topic or concept that will hinder or Density is a complex concept not explicitly assist in understanding it well. addressed in the curriculum, and not well The problem is if the ‘content’ regarding the understood by students. It is also a concept nature of science is not well known and the that must be understood by students in all skills not well understood, then there is a traditional areas of science: biology, chemistry logical dearth in the pedagogical content and physics, so it’s important that students knowledge of this as well. How, after all, do develop a deep understanding of density. you most effectively teach this stuff? Where in ‘Density’ is a term used in many different the curriculum can you identify outstanding contexts, but in this case I’m speaking examples of all this and can you draw a specifically of mass density. unifying thread through the whole syllabus In the early years, the concept of density is using these ideas? implicitly developed through exploration of the How you do this (or at least examples of it) will properties of materials and investigations of be the substance of the next article. buoyancy (an even more complex concept). In later years, explorations of force, filtration, air pressure and heat energy (convection, for example) rely on some prior understanding of density. Observing ice float and rocks sink (and even seeing pumice float) is nothing new for most students. So how can we develop students’ understandings of density without returning back to these old tricks? Here I present six activities for investigating density, aimed at years 5 - 7. Inquiry science teaching strategies and other pedagogical strategies that align with these inquiry activities include: 5 E’s, KWLH, P-O-E, Word Wall, group roles including Speaker, Manager and Director. For detailed information about how these strategies Oranges float with their peels on, work, I recommend you consult the Primary and sink without - why? The Queensland Science Teacher Volume 38 Issue 3 13 Discovering Density Charlotte Pezaro Connections resources. peel is very light. This increases the density of These activities may be used to teach the orange, causing it to sink. Australian curriculum content including If you cut the orange in half, you halve the ACSSU077, ACSHE081 and ACSIS231 in orange’s mass and also halve its volume, but Year 5. General capabilities addressed you do not change its density at all. So the include Critical and creative thinking orange half with its peel will still float, and the (developing predictions and explanations), half without will still sink. Literacy (recording observations, questions and explanations), Numeracy (making and 2. Amazing Ice Cubes (investigation) recording measurements and calculating density) and Personal and social capacity In this scaffolded inquiry, students are asked (working in groups with others in a particular ‘What will happen as ice melts in oil and role to achieve goals). Cross-curriculum links water?’ Ask students to predict: where the ice can be found in Mathematics and English. will float in the cup, and also what will happen as the ice melts. It is assumed that students know that ice floats in water and other drinks, and that they have Students float sunflower oil on top of water in experienced liquid spills of different kinds. plastic cups (you could prepare this before hand to save mess!). The cup should be about These activities are presented in no particular half full of water and half full of sunflower oil. order. Many thanks to those who contributed Carefully drop an ice cube, dyed blue or green, ideas in response to my call out on Twitter, into the cup, and observe what happens. including @Bio_Joe, @nicolehinton, @susanburchill and @mikayla_agius. I’m Have students record their observations. @cpezaro. Encourage them to keep a time record as this will help them stay focused on the task and also record their observations in a chronological 1. Floating Oranges (demonstration) order. Show students an orange. Talk about some Where does the ice float? Why? of the properties of an orange: it is round, What happens as the ice melts? coloured orange, etc. Ask them to predict whether the orange will float or sink, and to Why do ‘bubbles’ of ice water float at the give reasons for their prediction. Carefully drop interface of the water and oil? the orange into the bowl of water. What do Why, when the ‘bubbles’ burst, does the ice students observe? What can they conclude? water sink to the bottom of the cup? Let them know that objects that float on water Extension: why does ice float but cold water are less dense than objects that sink. sink? Now use the knife to peel the orange. When The ice floats on the oil and the water because the entire peel has been removed, discuss ice is less dense than these two substances. the properties of the orange (round, etc) and There is a common misconception that ice is a ask students to predict whether the peeled combination of water molecules with trapped orange will float or sink, and give reasons for gas between them. This is not true. Although their prediction. Carefully drop the orange into ice is a solid, and solids are generally more the bowl of water. What do students observe? dense than liquids of the same substance, What can they conclude? How do they explain water is an exception. When water freezes, what they can see? the water molecules are arranged in such a The orange with its peel on floats because way that they take up more space than they its ratio of mass to volume is less than that do in liquid state. This is why ice is less dense of the water. Removing the peel reduces the than water. volume of the orange significantly, while only As the ice melts, the cold water drops are marginally reducing its mass, because the surrounded by oil and sit at the interface
14 The Queensland Science Teacher Volume 38 Issue 3 Charlotte Pezaro Discovering Density soaked gummi bear. In their investigative teams, students should generate an explanation for why this is the case. In their science journals, students can record any elaboration questions they now have, such as ‘does the temperature of the water make a difference?’
4. Mystery Canisters (challenge) In this activity, students are given three empty film canisters, a variety of common objects (i.e. paper clips, small erasers, coins, etc) and Watching ice melt can be exciting! are challenged to make one canister float, between the oil and water. Eventually the one sink, and one submerged halfway down oil coating is split and the cold water drop a bucket of water! “bursts”, sinking to the bottom of the cup. This For an extra challenge, have them calculate is because cold water is more dense than the the density of each of the canisters when they warm or room temperature water. As the water have achieved the challenge. temperature stabilises, the blue water and clear water homogenise. 5. Cartesian Diver (demonstration) Also see: To make a Cartesian Diver, fill a plastic bottle http://www.nuffieldfoundation.org/practical- (ie a Coca-Cola bottle) with water. Keep the lid. chemistry/density-ice Cut a drinking straw down to about 7 cm. Use http://www.csiro.au/Portals/Education/ some plasticine to seal one end of the straw, Programs/Do-it-yourself-science/Chemistry- then a bigger piece of plasticine to seal the experiments/dancing-ice-activity.aspx other. Carefully place the straw in the bottle so that the straw is vertical with the bigger piece 3. Greedy Gummi Bears (investigation) of plasticine at the bottom. The straw should In this scaffolded inquiry, students are asked float close to the top. Put the lid back on the to find the density of gummi bears before bottle. Carefully squeeze the bottle and watch and after they have been soaked in water the ‘diver’ sink to the bottom. overnight. I usually pre-soak some bears so When you squeeze the bottle, you increase that students can complete the investigation the pressure on the diver, slightly decreasing in one session. its volume and thus increasing its density - just After making their reasoned predictions about enough to cause it to sink below the water! which bear will be more dense, students will Note that this is also an activity you can use record the gummi bear’s colour, and measure the gummi bear’s length, width, thickness, and mass before calculating the gummi bear’s volume (length by width by thickness) and then density (mass divided by volume, in grams/cm³). Alternatively, the volume of the gummi bear can be found by measuring the volume of water displaced when the gummi bear is placed in a small measuring glass of water (1 mL = 1 cm³). The data produced will demonstrate which gummi bear is more dense: the dry or the Gummi bears before and after soaking The Queensland Science Teacher Volume 38 Issue 3 15 Discovering Density Charlotte Pezaro to teach students to be sceptical and not to you have left the water to cool overnight. Add completely trust visual observations. See some blue food colouring to it. Peter Ellerton’s article from The Queensland Carefully place the two bottles - one hot, one Science Teacher, Volume 2, 2012 for more cold - in the fish tank, and watch the hot (red) information. water rise and the cool (blue) water sink. See also: Changes in temperature change the density of http://www.abc.net.au/science/experimentals/ a material. Warm materials have more energy experiments/episode7_1.htm than cooler materials, and thus have a slightly greater volume, and less density. This is why 6. Rainbow in a Glass (demonstration) hot air rises, just like the hot water in the tank. Some teachers like to make fancy density columns, using a variety of liquids layered 8. Coke vs Diet Coke (demonstration) on top of each other. This activity uses sugar In a fish tank or large clear bowl, place an solutions of different densities for each layer, unopened can of Coke and an unopened can so it is really easy to set up. of Diet Coke. Both have the same volume. The Use five glasses. In the first glass, add 100 mL can of Coke, with sugar in the cola (quite a lot of warm water, one tablespoon of white sugar, of sugar, actually), is denser than water and and 5-10 drops of red food colouring. In the sinks to the bottom. But the can of Diet Coke, second glass, add 100 mL of warm water, two with no sugar but artificial sweeteners, is less tablespoons of white sugar, and 5-10 drops dense than water and floats at the top of the of yellow food colouring. In the third glass, water. add 100 mL of warm water, three tablespoons I use this at the end of a series of lessons to test of white sugar, and 5-10 drops of green food students’ application of their understanding of colouring. In the fourth glass, add 100 mL of density. warm water, four tablespoons of white sugar, and 5-10 drops of blue food colouring. Stir all 9. Dancing Sultanas (investigation) of them. In a plastic cup of soda water, drop 6 to 7 Fill the last glass about one-fourth full of the sultanas. Do they float or sink? Ask students blue solution. Carefully float about the same to produce drawings to document their amount of the green solution on top (use a observations, and support them to develop spoon held just above the blue layer; slowly an explanation. pour the green solution onto the back of the spoon). Carefully float the yellow solution on As the sultanas are denser than the soda, top of the green and the red on top of the they initially sink to the bottom of the cup. yellow. Voila! Over time bubbles of carbon dioxide form on the sides of the sultana. The collective Eventually the colours will bleed together and density of the sultana with the bubbles on it mix, but until they do you have a lovely density is decreased, and with enough bubbles the gradient display. density of the sultana drops below that of the soda, and the sultana rises. At the top of the 7. Hot and Cold (demonstration) cup, the bubbles burst, and the collective Fill a fish tank with room temperature water, density increases so that the sultana sinks to about two-thirds full. Put a shelf of some kind the bottom of the cup again. in the centre of the tank - a glass jar or beaker will do. You might also like to explore ‘Mr Archimede’s Fill a clear water bottle with hot water from the Bath’, by Pamela Allen, to discuss volume and tap and add quite a bit of red food colouring. displacement with your students, and relate Take a clear water bottle from the fridge, where these to the concept of density.
16 The Queensland Science Teacher Volume 38 Issue 3 eDuCation www.csiro.au Features for Teachers www.csiro.au/education
Our regional network means that we provide support in your location, while our national focus links you to the top science, maths and education from right around Australia. Check out Our programs and resources are free or low-cost, so you our website for the latest news on hands-on school programs can benefit no matter what your budget. available to QLD schools We can support your school with: ◆ incursions and excursions Science and maths from the source ◆ direct links to the worlds of science and maths Break down the walls between the science and maths worlds and your world: ◆ hands-on activities and classroom ideas ◆ scaffolded support for open-ended investigations ◆ Form a professional partnership with a scientist or mathematician to inspire teachers and students: a national science competition ◆ www.ScientistsInSchools.edu.au and www. ◆ professional partnerships and learning opportunities. MathematiciansInSchools.edu.au See over for a list of all the ways we can support your ◆ Fast, funny and factual TV science straight from the school. For more information visit experts with SCOPE on Network Ten or online at www.csiro.au/education www.scopetv.com email [email protected] ◆ Science and maths news, events and links in your inbox: or call 02 6276 6643. www.csiro.au/ScienceMail and Hands-on, minds-on www.csiro.au/MathsByEmail ◆ Professional development opportunities for individuals Boost the engagement in your classroom with these and schools: resources that are ready to go: www.csiro.au/regionaleducation ◆ Incursions and excursions available for all year levels ◆ Snappy snippets and fascinating feature articles in and throughout Australia, featuring curriculum-linked two eye-catching youth science magazines, including activities and demonstrations on a huge range of topics: teacher’s guides for literacy and classroom links – www.csiro.au/regionaleducation purchase class sets or your own copies: www.csiro.au/ ◆ Inspiring open-ended investigations, with support TheHelix and www.csiro.au/Scientriffic for students and teachers and links to national and ◆ Books, CDs, journals and more for just about every international competitions: www.csiro.au/CREST or science topic: 1800 626 646 www.publish.csiro.au ◆ A national competition for student open-ended science ◆ Answers to all your CSIRO questions by phone or email: investigations and science teacher excellence: www.csiro.au/contact www.scienceawards.org.au ◆ Take control of the Parkes Radio Telescope for real ◆ Hands-on activities using low-cost, easy-access materials science research: www.outreach.atnf.csiro.au at www.csiro.au/DIY, www.csiro.au/ScienceMail and www.csiro.au/MathsByEmail New maths resources! ◆ An engaging curriculum program with environment and Support numeracy, higher maths or links between climate change themes: www.csiro.au/CarbonKids maths and science with new FREE support for the maths ◆ Science kits, books, toys and more via our online shop: curriculum: www.csiroshop.com ◆ Partner with a professional to bring real-world maths ◆ Curriculum-linked school visits to our interactive science applications and personalities into the classroom: exhibition in Canberra (ask about travel subsidies): www.MathematiciansInSchools.edu.au www.csiro.au/discovery ◆ Maths in the news, hands-on maths activities ◆ Astronomy resources and guided school visits from and brainteasers from CSIRO and the Australian CSIRO’s astronomy and space science area: Mathematical Sciences Institute straight to your inbox: www.outreach.atnf.csiro.au www.csiro.au/MathsByEmail
CSIRO is the most trusted source for For Further inFormation science and technology information! Contact [email protected]; phone (07) 3833 5555 or Swinburne National Technology and Society Monitor, 2009 visit www.csiro.au/educationsqld for more details.
EDU_Features4Teachers_advert_2012-SouthQLD.indd 1 10/05/2012 12:55:50 PM BHP Billiton Awards 2012 Louise Hoey award and for all his efforts in advancing St Stephen’s School, Algester science learning in the primary sector. Good luck to Michael as he accompanies the BHP The BHP Billiton Science Awards are an Billiton Science Student first and second annual celebration of science learning and place winners to the International Science teaching. BHP Billiton, in partnership with Fair, Pennsylvania, USA. For more information CSIRO Education, has been celebrating and photos visit, http://www.scienceawards. achievements in science education for a org.au/teacher_awards/teacher_winners/. number of years now. There are two categories in the annual science awards, the Science Within the student category award, three Teacher Award and the Science Student prizes are given. Prizes include $ 3 000, Award. $ 2 000, $ 1 000 and a trip, for the first and second place holders, to Pennsylvania, USA In early February, the 2012 State and Territory to attend the 2012 International Science and teacher and student finalists gathered in Engineering Fair. Melbourne. On Monday 6 February the teacher finalists meet for a best practice The first prize went to Ethan Butson, of The seminar. Student finalists took part in a four day Illawarra Grammar School, NSW for his science camp and both groups came together investigation into a UV radiation and UV for the awards presentations at a luncheon exposure, a UView Protector badge. The at the Old Pumping Station, Scienceworks badge accurately measures ultra violet Museum, Spotswood, Melbourne on Tuesday radiation. Ethan used the UView Protector 7 February. badge to improve primary school children’s The presentation luncheon was a semi-formal affair with many dignitaries and invited guests present as well as the award finalists. It was a privilege to hear the high calibre keynote speakers who included: Dr Megan Clark, Chief Executive CSIRO; Mr Zac Nasser Chairman, BHP Billiton; Professor Brian Schmidt, Nobel Laureate, Distinguished Professor, Australian National University; and Dr Steve Zander, President ASTA. The winner of the BHP Billiton Science Teacher Award was Michael van der Ploeg, from Table Cape Primary School, Tasmania. Congratulations to Michael for winning the BHP Billiton Awards at the Scienceworks Museum
The teacher finalists were: Louise Hoey STAQ St Stephen’s School, Algester, Brisbane Laetitia Mainey STANSW Nowra High School, Nowra Jane Dove CREST Wycliffe Christian School, Warrimoo Janette Soper SEA*ACT Canberra Grammar School, Canberra Duncan Sadler STAV Aitken College, Greenvale Michael van der Ploeg STAT Table Cape Primary School, Wynyard Malcolm Johnson STAWA Mazenod College, Lesmurdie Bronwyn Mart SASTA Magill School, Magill Robyn Tidswell STANT Girraween Primary School, Girraween
The Queensland Science Teacher Volume 38 Issue 3 18 BHP Billiton Awards 2012 Louise Hoey knowledge of the amount of exposure they student_awards/prizes.asp. receive to UV radiation. I wish to thank BHP Billiton for their considerable The second prize went to Jessica Garrett generosity in sponsoring its annual national of Telopea Park School, ACT. Jessica’s Science Awards. As a primary teacher it was investigated the effects of deeply patterned or my privilege and delight to attend the 2012 multi-coloured carpets upon very server stroke national Science Teacher Award Ceremony. It victim’s rehabilitation. Jessica was helping her was one of the best professional opportunities father recover from a very severe stroke and I have had as a primary teacher. The unique noticed that colour and pattern seemed to opportunity to meet, and talk to, like-minded affect his walking speed and confidence levels science teachers was a highlight of the two when walking over patterned or coloured days in Melbourne. types of carpets. I can not thank BHP Billiton enough for The third prize went to I-Ji Jung, Queensland providing the air fares, accommodations Academy of Health Sciences, QLD for her and meals, and not to mention, providing the project on better wastewater treatment opportunity to focus upon, and celebrate, methods. I-Ji investigated the use of sodium science education in Australian schools. polyacrylate as an economical alternative to conventional methods to extract metals such as copper, zinc and lead from water solutions. Congratulations I-Ji and well done. You have done yourself and Queensland proud! For more facts and photos on the 2012 student finalists visit, http://www.scienceawards.org. au/student_awards/student_winners/finalists. asp. For comprehensive information about the 2012 BHP Billiton Science Student Awards see visit http://www.scienceawards.org.au/ Louise is presented as a Finalist
The student finalists were: Jeff Barrett, QLD - Keebra Park State High School Ethan Butson, NSW - The Illawarra Grammar School Jacki Chi, QLD - The Queensland Academy of Health Sciences Aki Flame, NSW - Newington College Jessica Garrett, ACT - Telopea Park School Sally Graham, QLD - Trinity Anglican School Henry Harding, QLD - Trinity Anglican School Tobias Hingston, QLD - The Queensland Academy of Health Sciences Louise Hettner, NT - Darwin High School I-Ji Jung, QLD - The Queensland Academy of Health Sciences Madison Kelly, QLD - The Queensland Academy of Health Sciences Isobel Leece, VIC - Methodist Ladies’ College Antony McNamee, QLD - The Queensland Academy of Health Sciences Sarah Thomas, QLD - Somerset College Patricia Varela Diaz, NSW - Redeemer Baptist School Kyle Willimott, NSW - Barker College
19 The Queensland Science Teacher Volume 38 Issue 3 Careers in Science - With an Agricultural Flavour Neal Menzies force generally (22%). The University of Queensland However, they also reported that the strongest The state of play employment growth from the mid eighties to 2004 was in services to agriculture, with grad- Agricultural enrolments in secondary and uates employed in agriculture tripling during tertiary institutions in Australia have been in this period. decline for many years, and this decline has been more pronounced during the last dec- So while demand for agricultural education ade. The decrease in tertiary agricultural en- places has diminished, the demand for grad- rolments has been reported to be 30% over uates remains strong in our agricultural indus- the five years to 2008 (Australian Financial Re- tries, with 3 jobs now available for every agri- view, 2010). See appendix 1. cultural science graduate annually. In their report to the Senate Committee, The Australian Council of Agricultural Deans A (personal) view of the future (ACAD) stated that the number of campuses It is useful to reflect on the factors driving en- providing agriculture / agricultural science de- rolment in agricultural education in the past to grees had decreased from 23 in the 1980s to help us to see into the future. When I first en- 9 in 2011. See appendix 2. rolled in agricultural science in 1981, my per- Just this year (2012) we saw the University of ception was that this was an area where my in- Western Sydney, Hawkesbury campus, aban- terest in, and aptitude for, science (chemistry) don its agriculture program because demand could actually achieve something important. was too weak to justify its continuation. This perception was driven by a world view Despite this decrease in student interest, ag- formed from what the mass media was telling riculture remains a key facet of the Australian me. For years the television had been feed- economy; on-farm production is about 3% of ing me images of the staving millions, children GDP, the broader farm dependent economy with distended stomachs, rake thin adults, 12% of GDP, and agricultural exports are 15 widespread famine – but this was coming to to 20% of our national export income. an end, the Green Revolution was a success. The competitiveness of our agricultural indus- Agricultural Science had achieved what had tries relies on a sustained research effort and seemed impossible! As a young person leav- the translation of research findings to practi- ing school to start university study, the clear cal on-farm applications and the employment message that the media had delivered to me of science trained professionals. was that agriculture was a sector where a sci- entist could really contribute to the good of This requires a pipeline of the ‘best and humanity. brightest’ students undertaking undergradu- ate studies in agricultural science and moving For the last couple of decades the mass me- through to postgraduate research training and dia has provided us with quite a different view filling positions in Government departments, of agriculture. We most commonly hear sto- BSES Limited, CSIRO and the universities, in ries presenting agriculture as a sector with order to deliver the outcomes on which the profound problems; low prices, oversupply of progress of our agricultural industries rely. commodities, mistreatment of animals, farm- ers going bankrupt / leaving the land / com- This problem is more pronounced for gradu- mitting suicide, devastation from flood or ates, with the Productivity Commission (2005) drought. research paper reporting that the proportion of tertiary education graduates in agriculture The agricultural industries themselves have (7%) was significantly lower than in the work- been important contributors to the public
20 The Queensland Science Teacher Volume 38 Issue 3 Neal Menzies Careers in Science - With an Agricultural Flavour perception of the agriculture sector as one of economics, mathematics and manage- beset by problems. In an effort to tell poli- ment. This higher degree of specialization ticians that agricultural industries need help, reflects the demand for specialist knowledge industry spokesmen have been very effective within industry both in Australia and around at telling the general public that this is not a the world. good place to work. It is hardly a surprise that With 51 % of jobs in agriculture in metropolitan school leavers do not perceive agriculture as areas and 3 jobs for each university graduate a good place to seek employment. We are annually, careers in agriculture offer students quite certain that the negative image of agri- interested in science unprecedented employ- culture portrayed in the press has contributed ment rates with competitive starting salaries, to weak enrolments in secondary and tertiary global opportunities and rewarding positions. agriculture programs. Pathways into these careers require the study Fortunately, we are seeing a profound change of biology, chemistry and mathematics at the in the media portrayal of agriculture. There is secondary level followed by degrees in agri- now a clear recognition that the rate of pop- cultural science, science or applied science ulation growth, and the projected size of the specializing in areas such as animal produc- world population, is very likely to result in food tion and animal science, crop and plant sci- shortages. In 2008 we saw widespread riots ences combined with skills in the use of tech- in developing counties sparked by sudden in- nology, data interpretation and research. creases in food prices. Your students may have never thought of ag- We are also seeing mounting concern about riculture as offering some of the best science- the fate of our agricultural lands, and an in- based career outcomes available but this is creasing public pushback against their alien- certainly the case. ation through urban and industrial develop- To find out more about these careers for your- ment, and through mining. self or your students, visit the following sites: Agriculture is also being perceived as offering Open the Gate - http://www.agforceqld.org. a solution to some of our global environmental au/index.php?tgtPage=&page_id=344 problems – perhaps agricultural land can se- quester carbon, and it can certainly produce Careers that Started in Science - http://www. biofuel, reducing fossil fuel demand. uq.edu.au/agriculture/ourgraduates AGcareers.com http://www.agcareers. com/ The way forward It may be one of the best scientific choices There is a clear message for agriculture; if you your students ever make. want to attract the best people, then you need to make the job look attractive. At the curriculum level, we recognize that ‘ag- References riculture’ has a poor image with school leav- 1. The Australian Financial Review (2010) ers. In part resulting from the type of media 12 April 2010, p 27. coverage it receives, but also because at 2. Department of Education, Science and secondary level the ‘agriculture’ subject area Training (2006) Industry Skills Report: Agri- is often seen as an applied area, and one to Food Industries, June 2006. which students who are weak academically may be directed. “New Agriculture” graduates now require strong science skills in areas such as microbi- ology, biotechnology, genetics, animal, plant and soil science as well as an understanding
The Queensland Science Teacher Volume 38 Issue 3 21
Science Teachers Association of Queensland Senior Science Conference 2012
Brisbane, Queensland
30 November 2012
CALL FOR PRESENTATIONS Any person with an interest in science education at the senior secondary level is invited to submit session proposals for presentation during the 2012 conference. This is an opportunity to share effective teaching models, units of work, research and information and provide your colleagues with insights and best practices Please consider contributing a session! Entry deadline is September 14, 2012. FOR A SUBMISSION FORM, PLEASE CONTACT ANGELA HARPER EMAIL [email protected]
Notification of acceptance will be sent out in early October. Sessions are 60 minutes in duration. Presenters may not use a conference presentation to market products or services; exhibit space is available for that purpose. If accepted, presenters must register for the conference. As a small gesture of our appreciation for all the hard work in preparing your presentation, we will offer free registration.
The Queensland Science Teacher Volume 38 Issue 3 22 Professional Associations Meet With Filipino Outstanding Teachers Louise Hoey St Stephen’s School, Algester Queensland University of Technology (QUT) in partnership with Education Queensland (EQ) hosted a group of Filipino teachers who were recently awarded the Ten Most Outstanding Teachers in the Philippines. As part of their award, a study and benchmarking tour in Aus- tralia was organised. The teachers requested that they meet with professional association teachers as a means to network with Aus- tralian teachers. This was facilitated through Louise and some of the Filipino outstanding teachers a dinner function where the Filipino teachers teachers are really doing most things at the shared their story of selection for the prestig- school. A number of the teachers are working ious Philippines teaching award. with very poor communities and they realise Beginning the selection process, the teachers that education is the way forward for a better were nominated for the well respected and life for the children and their nation. A number admired award. After the nomination, teach- of them work unpaid with indigenous com- ers submit a lengthy application including munities instructing students and mentoring their teaching vision, work planning and sam- para-teachers. ples, as well as being interviewed (sometimes Some of what the teachers shared illustrated more than once). their personal motivation and how they in- As the teachers shared their work context and spire others and students. Following are a few practice I could not help but think how very quotes from the teachers: fortunate Queensland teachers are in com- • “I have a mind that knows no boundary to parison to teachers in the Philippines. There becoming better.” was a mix of primary and secondary teach- • “I don’t see limits.” ers, from both State and Catholic schools, and common to all of them is they teach large • “I see the need to always challenge thing.” class sizes, some containing up to fifty to sixty • “I maximise the gifts God has given me.” students, with very little ancillary staff. These Teachers in the Philippines are very highly re- spected and the Outstanding Teacher Award is a great honour. This is evident as some of the awarded teachers meet the President, congressman, a mayor or governor and the media. Teachers also recounted that with the award came great responsibility and a lot of pressure. For a group of individuals, who are not paid well, it was very apparent that they are moti- vated by a strong Christian belief in serving (God and others), a love of children, a high work ethic and a strong commitment to ad- vancing education and the improvement of their country. Sharing insights contributes to the professional development of all. The Queensland Science Teacher Volume 38 Issue 3 23 Challenge your students to become the UQ Young Scientist of the Year in 2012 or win cash prizes for their work.
Start them thinking about their entries now.
Judging is on Saturday 8th September in the 6 categories –
• Scientific Research Investigations
• Classified Collections
• Technological Models and Inventions
• Communicating Science
• Environmental Action Projects
• Mathematical Investigations Winning entries in the Scientific Research Investigations, Environmental Action Projects and Technological Models and Inventions categories may be eligible for entry in the BHP Billiton national Science Awards.
All entries must be accompanied by a reflective journal to demonstrate their scientific process.
Age Divisions: Entries from Division 1 Years P–1 The Gold Coast Science Competition Division 2 Years 2-3 The UQ Sunflower Competition Division 3 Years 4-5 The DEEDI Plant Science Competition Division 4 Years 6-7 Science for Growth Awards and many other science competitions may Division 5 Years 8-9 be eligible – check the STAQ website for entry guidelines. Division 6 Years 10 Encourage your students to enter and be rewarded for their efforts. Division 7 Years 11-12
To download the contest handbook with guidelines, rules and deadlines, visit the STAQ website - http://www.staq.qld.edu.au
24 The Queensland Science Teacher Volume 38 Issue 3 My Experiences at Science at the Shine Dome 2012 Meg Saunderson Education Queensland Wednesday, our first day, started with the intro- duction of the new fellows. What an amazing array of career opportunities science offers. Engineering, Crop Protection, Astronomy, Im- munity development, stem cell studies...the list went on. Each new fellow then spoke for 15 minutes on their current work. It was incred- ibly interesting listening to the fields of study being undertaken all over Australia. A feast of science. Professor De Deckker was a new fellow who presented on the very interesting topic of Pal- Meg presents at Science at the Shine Dome 2012 aeo-oceanography (a window into the past the reader because the reader needs to enjoy to predict the future). His research on board the experience. He suggested scientists learn the RV Southern Surveyor takes him into the how to communicate their research with the Llewelyn current off the coast of WA. They general public to be able to increase the pro- take core samples from the ocean floor. A 32 file and resources for science. metre core sample represents 150 000 years We enjoyed a very informal dinner that night of ocean life. Fascinating. He is using his re- in the Shine Dome with the early researchers search to predict ocean temperatures. and the fellows. It was a fabulous opportu- Making some very pertinent comments was nity to have casual conversations with some new fellow Professor Timothy Flannery, Aus- amazing scientists and also my fellow award tralia’s Chief Climate Commissioner. He spoke recipients. about the communication of science by scien- Thursday began with Professor Suzanne Cory, tists and of the need for scientists to be able the Academy president, who spoke of the vi- to write for everyone, using words to seduce tal challenges that science undertakes. Our history of scientific achievements is re- nowned world wide and our scientific potential as a nation is huge she said. We heard about the importance of in- ternational investment and how scien- tists need to be well connected with the global network. The global scien- tific landscape is constantly changing. Australia needs to maintain and build upon the global networks as science and innovation networks are critical to our continual growth. Professor Cory remarked that there was currently no nationally supported science programs in existence in Aus- tralia. That science needs to be hands on, engaging and exciting. It is vitally State Award Recipients met with Professor Tim Flannery at the Shine Dome. important to shift the way science is The Queensland Science Teacher Volume 38 Issue 3 25 My Experience at Science at the Shine Dome Meg Saunderson 2012 taught in our schools. Inspiring stu- dents to be curious using an inquiry approach. With only 50% of the nations students taking science in senior years, teachers need to reit- erate the importance of science by showing them that they can use the spirit of inquiry in whatever trade/ career they undertake. Following her address the teachers workshops started with Professor Jenny Graves the secretary of edu- cation at the Academy. She talked about the academies commitment to science eduction in Australia. We heard from Shelley Peers, director of Primary Connections, who gave an overview of Primary Connections State award recipients enjoy learning some practical activities at and the uptake nation wide. She un- Questacon packed the continuum for teaching ton award recipient) — Protons neutrons and science. The movement from activity based, electrons investigation based, evidence based and to After lunch it was off to Questacon where we argument based engagement. all engaged in some pre-prepared activities Several presenters gave us some fabulous and a tour of the facility. I was most happy with links to resources including: a new addition to my ‘Giant Microbe’ collec- Nova science in the news tion... a maggot... just what I was looking for. www.science.org.au/nova Friday, our last day, was dedicated to the ex- Interviews with Australian Scientists ploration of Antarctica. The symposium was science.org.au/scientists fascinating. Aspects covered included under- standing of the magnetic poles and explorers I’m a scientist get me out of here drive to reach them, plant and sea life, geo- imascientist.org.au logical comparisons between Australia and Each State Award Recipient presented a Antarctica, subglacial topography, meteorol- “wow” moment for the teachers present at the ogy, ice sheets and ice cores and paleoenvi- conference. ronmental change. This was my favourite day. Tika Varnu (TAS) — Surface tension I got to sit on the lower level of the Shine Dome Liam Kirwan (ACT) — Physics of breaking a in a seat that so many amazing people had board sat in before me. It was an auspicious occa- sion that I loved every minute of. Jacquie Cleary (NSW) — Change detectives Thank you Professor David Craig who spon- Lisa Minden (WA) — All Mixed Up sors the award recipients’ attendance at Sci- Stuart Slugartt (SA) — Change of air pressure ence at the Shine Dome. Helen Silvester (VIC) — Enzymes Andrea Collins (NT) — Remembering Infor- mation: Acronyms, stories, fun engaging for information and context for science. Jen Trewren (NT) (National BHP 2011 billi-
26 The Queensland Science Teacher Volume 38 Issue 3 I’d tapp that: iPad biology app reviews Harry Kanasa Griffith University Now we move into more familiar territory con- tent wise as we look at biology apps. On the whole, I must say I’m fairly disappointed with the offering of biology apps. I mean, they’re pretty and everything, but they don’t really al- low the free exploration of a concept or idea like the chemistry and physics apps reviewed in earlier editions of this journal. Having said that, they’re still okay and still have their place within the biology classroom.
Rat dissection, punflay, $4.49 If you know froguts.com (an online frog dis- section) then you know rat dissection. Beauti- ful illustrated with a high amount of detail, this app leads students through the steps of a rat dissection. From pinning the rat down to ex- amination of the internal organs. I’m not sure if it was the fact that I’m using the iPad 1 but some of steps were unresponsive (i.e., open- ing the incised flaps) and required multiple frustrating swipes. This part of the app is good for classrooms where ethics approval has not Rat dissection, punflay, $4.49 be sought or granted, or for having students Cell defender, GAMeS Lab at RU, Free review the procedure before actually perform- ing the dissection. As a teacher you’ll still This app was created as a result of the folks need to teach how to safely attach a scalpel, at Radford University obtaining some funding how to angle the pins when securing the legs to create an app to teach students about a and so on. From the home screen, tapping on science concept. After completing a pre-as- the internal organs button takes you to an area sessment where students review the functions where you can review the structure and func- of the cell membrane, nucleus, mitochonchri- tion of the main internal organs. The organs on and lysosome students are lead through here are nicely rendered and a swipe allows comic book panels explaining the back story students to turn the organs to see them from of the game. Unfortunately, this is pretty much various angles. Tapping on the wet lab pro- where the learning ends. You’ve returned cess button takes students to an illustrated list home from school and your mad scientist fa- of steps of the whole process of the dissection ther, complete with white hair and lab coat, has they can use as a reminder whilst performing created nanobots, some of which have gone the dissection. To get some higher order think- bad, and now you need to be shrunk down ing going, I’d require students to work in pairs to destroy the ‘negbots’ by navigating around with one student performing the frog dissec- a cell in your ship. I’m assuming there was tion using Frog dissection (Emantras, $4.49) some ‘Honey I Shrunk the Kids’ style science so they can do some comparative anatomy wizardry intended here. Now I’m not against and relate the differences in structures to the the gamification of learning (yes, it’s a thing) diets of the animals. but the learning seems secondary. Having said that, it does review the functions of the
The Queensland Science Teacher Volume 38 Issue 3 27 I’d tapp that: iPad biology app reviews Harry Kanasa stated organelles and would be most appropriate for upper primary and lower secondary students. I shouldn’t be such a wowser.
Field Guide to Victoria Fauna, Museum Victoria, Free Why am I reviewing a Victorian fauna field guide? Because unfortunately the equivalent does not exist for Queens- land, and besides it’s free. When an organisation such as a museum throws its intel- lectual weight behind an app you know it’s going to good. Tapping on the animal type menu in the top left corner takes students to a Cell defender, GAMeS Lab at RU, Free list of twelve animal types which contain pho- formation only), split (information and images) tos, maps and descriptions of over 700 spe- and image (image only) views by tapping cies commonly found in South East Australia. on the appropriate button at the top of the Students can explore the content in detail (in- screen. Swiping to the left or right allows stu- dents to view the various images and there’s also the ability to pinch to zoom. It even has recordings of some of the animals to help with identification. The app is well constructed with no lagginess (yes, it’s a thing) and the perfect field guide for the aspiring junior naturalist. What would be more useful at the high school level is a flora field guide, or a field guide for the rocky foreshore. Though, I’m not so sure iDevices, rocky foreshores and students really mix. Anyway, if there are any budding app de- velopers out there I can see an unexploited niche in the app ecosystem. Anyone, anyone?
From the Editor: What innovations in science and technology education are occuring in your school? Share them with other STAQ members; contact us via our Facebook page or through Twitter, or you could also use our good old fash- Field Guide to Victoria Fauna, Museum Victoria, Free ioned email address: [email protected]. 28 The Queensland Science Teacher Volume 38 Issue 3 NASA’s Curiosity is on Mars safely - so now what? Kevin Orrman-Rossiter by Spirit, Opportunity, and Viking 1 and 2. Faculty of Science at University of Melbourne What comes next? At 3.31pm today (AEST) the NASA control Curiosity started taking pictures before it land- room in Pasadena, California erupted af- ed. As it descended toward the Martian sur- ter people heard these three simple words: face it acquired low-resolution colour pictures “touchdown signal detected”. This diminutive from its Mars Descent Imager (MARDI). sentence signalled that the Curiosity rover Those initial colour images will help pinpoint had safely landed on Mars. the rover’s location. They, as well as one full- After a “picture perfect launch” on November resolution image, are expected to be released 26 last year and a 254 day voyage to the red tomorrow. planet, Curiosity (officially the Mars Science Within minutes of landing, Curiosity started Laboratory) was primed to descend to the taking its first, low-resolution, black and white Gale Crater on the Martian equator. images. Those very first pictures from the sur- And you didn’t need to be in the NASA control face were scheduled to arrive more than two room to watch the landing – you could (and hours after landing, due to the timing of NA- should) have headed over to NASA TV or Us- SA’s signal-relaying Odyssey orbiter. tream to experience this wonderful moment. Those first views, when they arrive, will give A safe landing on Mars engineers a good idea of what surrounds Cu- Landing an 899kg specialised roving science riosity, as well as the craft’s location and tilt. laboratory on Mars has been an audacious Once engineers have determined it is safe, mission. The mass of the rover presented new they will deploy the rover’s Remote Sensing technological challenges to NASA engineers. Mast and its high-tech cameras, a process that may take several days. And then Curios- The airbag landing method used successfully ity will start surveying its exotic surroundings. on three previous rover missions was not a vi- able option for Curiosity. Additional colour images of Mars’s surface are expected another 12 hours after land- That gave NASA engineers the opportunity to ing courtesy of the Mars Hand Lens Imager trial technology that could be used for later (MAHLI). This camera, located on Curiosity’s human exploration missions. arm, is designed to take close-up pictures of As Curiosity entered the Martian atmosphere, rocks and soil. 125km above the planet’s surface, it was trav- When Curiosity lands and its arm is still stowed, elling at roughly 21,960km/h. Then began the the instrument will be pointed to the side, al- much-publicised “Seven Minutes of Terror” – a lowing it to capture an initial colour view of the self-guided descent to the surface. Gale Crater area. Although NASA initially used this description As for past missions, the NASA control room for the May 25, 2008 landing of the Martian was a sea of crisply ironed blue NASA/Jet polar lander, Phoenix, it was still apt for the Propulsion Lab shirts and the landing was ac- current challenge. companied by gleeful shouts, smiles, plenty Of the 38 Mars space missions (fly-by, landers fist-pumping and manly hugs as well. and rovers) since 1960 only seven have been Read more at The Conversation: http://theconversa- successful. Curiosity’s guided descent is still tion.edu.au/nasas-curiosity-is-on-mars-safely-so-now- considered less risky than that experienced what-8618. The Conversation provides independent analysis and commentary from academics and researchers. We are funded by CSIRO, Melbourne, Monash, RMIT, UTS, UWA, Deakin, Flinders, Griffith, La Trobe, Murdoch, QUT, Swinburne, UniSA, UTAS, UWS and VU. The Queensland Science Teacher Volume 38 Issue 3 29 CONASTA: Reflections Mary Rowland Department of Environmental Resource Management For me, CONASTAs represent an annual get- together of my playgroup—committed and enthusiastic science education professionals from across Australia and overseas. I found keynote speaker, Stephanie Slater’s approach to addressing student misconcep- tions really useful. She explained that we cur- rently lump all student misconceptions about science together. Alternatively, she suggested that misconceptions can be divided into mis- conceptions about: CONASTA Dinner at the Australian War Memorial 1. facts (these are usually easy to fix) Queensland. The new government indicated 2. inbuilt thinking algorithms such as ‘motion that science and technology will be key plank requires force’ (these are really challeng- in their plans to grow a four pillar economy. ing — her advice: Be aware and walk in However, in the current fiscal environment, humility! Our brains don’t like changing there has been no indication about how state these ‘primitive’ ideas) teachers will receive the professional devel- opment support they need. Thankfully there 3. cognitive structures such as spatial rea- are still good things happening in the other soning e.g. planetary motion—my own jurisdictions. personal problem. Kinaesthetic activities seem to work well for us. In the interim, how do we support each other? More than ever, we need a strong and vibrant Given the current debate about the teaching STAQ to fill the hopefully temporary gap. Eve- of climate change, it was interesting to hear Dr ryone in our association is hopelessly over- Peter Stone’s presentation about the scientific committed. However, we can’t continue to realities of coal seam gas extraction in Aus- burn out the few who are actively contributing tralia. He suggested that the role of scientists to STAQ activities. working with policy-makers on controversial issues should be to clearly articulate their sci- If you feel that you would like to make a small entific assessments and evidence and not to difference to STAQ — for the common good of be drawn into providing their personal opin- science education in Queensland — I would ions. His opinion was quite controversial with encourage you to contact the STAQ office. We the audience. really need to support each other. One of my highlights was the discussion we had with the primary teacher group dur- ing the ASTA Forum session — not tradition- ally regarded as the most exciting session of the conference. It was good to hear how the Australian Curriculum: Science is being im- plemented across Australia and the common concerns about fitting everything in and cater- ing for multi-age classes. This year, my appreciation of the confer- ence was tempered by concerns about the short-term state of state science education in CONASTA Forum - sharing ideas and innovations 30 The Queensland Science Teacher Volume 38 Issue 3 CONASTA: Reflections Letter to the Editor Peter Eastwell Science Time Education [In the first edition of the Queensland Science Teacher for 2012,] Mary Rowland (2012) men- tions how Jadrich and Bruxvoort (2011) “high- Grant Darnell light the shortcomings of using... the scientific Ipswich State High School method... to teach science inquiry in the pri- mary and secondary years” (p. 10). I sense The 2012 national conference for the Aus- it presently being fashionable in science ed- tralian Science Teachers Association held its ucation circles around the globe to dismiss annual conference at the Australian National the notion of the scientific method, a fashion University, Canberra 8 – 11 July. against which I am protesting at every avail- There were many positive remarks regard- able opportunity; and hence this letter. ing the conference as people participated in There is no doubt that scientists do not use the many interesting and diverse workshops the scientific method in all pieces of work, but that allowed delegates to tailor their own CO- this is not a reason for dismissing it in an ef- NASTA experience. Particular highlights were fort to clarify the confusion that appears to the offsite workshops that allowed delegates exist as to how science is done and how the to immerse themselves in some of the most field of science progresses. A better solution interesting Science centers in Canberra such to overcoming this confusion is to recognize as the Mt Stromolo Observatory, CSIRO, John that scientists can ask two very different types Curtin School of Medicine and or course of questions, causal and non-causal, and Questacon. that each needs to be investigated in a dif- Perhaps the highlight was the National and ferent way. A causal question typically asks international key note speakers. The topics (particularly in the school context) about the covered were diverse and interesting ranging cause of a puzzling observation (e.g., “why do from Forensic Science and the influence of the plants grow much better here than over CSI television programs, the workings and fu- there?”). It is answered using the scientific ture incarnations of solar panels, to coal seam method (or hypothetico-deductive [HD] ap- gas and the economic and environmental im- proach), which requires the generation and pacts it may have. However the highlight of testing of a hypothesis, where a hypothesis is the key notes was from Dr Charles Lineweaver a proposed explanation to answer the causal who delivered the Stanhope Oration. He took question (and typically, a proposed explana- the audience on a journey in quantum physics tion for a puzzling observation). lasting billions of years starting with the big In contrast, the investigation of a non-causal bang and then through a universe that may question (e.g., “how does the solubility of this contain an infinite number of Julia Gillards. chemical vary with changing temperature?”) He then left the audience perplexed and mas- does not require the scientific method and saging slightly sore heads from contemplating hence does not require a hypothesis, because faster than light travel, the existence of extra- there is nothing to explain. For an elaboration terrestrial life literally next door and that our of the scientific method, the different ways in universe as we know it may in fact be the bot- which causal and non-causal questions need tom of a black hole, or perhaps a white hole? to be investigated, and misconceptions in this For me personally CONASTA planted a seed area, please see Eastwell (2010b), which is for me to try and “flip my classroom” in the freely available online. Eastwell (2010a) takes near future as well as explain to the year 12 this reasoning further to explain why the re- physics class what an infinite grapefruit has to ports of investigations of causal and non- do with space. causal questions need to
31 The Queensland Science Teacher Volume 38 Issue 3 have different section headings. entific reasoning, argumentation, and discov- We can now appreciate the importance of the ery. Science Education, 94, 336-364. scientific method to the field of science. At its Rowland, M. (2012). What is science inquiry core, science is about seeking explanations and how do we teach it? The Queensland Sci- for natural phenomena and it is the scientif- ence Teacher, 38(1), 10. ic method that provides the mechanism for Editor’s Response doing so. The scientific method is therefore central to the way science is done and to the Dear Peter, way the field of science progresses, and an Thank you for your letter. understanding of the scientific method is fun- It is harsh to say that Jadrich and Bruxvoort damental to an understanding of the nature of (2011) ‘dismiss the notion of the scientific science. The scientific method needs to be method’. In fact they carefully state that ‘the honoured! At the same time, though, it is also strength of the scientific method is in how it a reasoning pattern that is not specific to sci- provides a summation of scientific inquiry in ence (Lawson, 2010). Indeed, HD reasoning relatively few steps, and these steps indeed really just reflects the common-sense reason- represent some of what scientists actually do ing that humans use in their everyday lives; (page 8).’ our brains appear to be hard-wired for it. It is also inaccurate to say that examining the Last, a recommendation for school science shortcomings of the scientific method is a re- curricula can be made. What I think presently cent phenomenon. The more strongly worded confuses the landscape is that science text- comment below is taken from the 1993 Ameri- books generally outline the scientific method can Association for the Advancement of Sci- (HD approach) at the beginning, stress how ence (AAAS) publication, Benchmarks for Sci- important it is, but then never--or very rarely, ence Literacy: at least--provide opportunities for students ‘Scientific inquiry is more complex than popu- to use it after that because the investigative lar conceptions would have it. It is, for instance, questions posed throughout the text are non- a more subtle and demanding process than causal ones. This is surely no way to effective- the naive idea of “making a great many care- ly communicate the centrality of the scientific ful observations and then organizing them.” It method to how science progresses. So, as is far more flexible than the rigid sequence of Lawson (2010) argued, the more explicit and steps commonly depicted in textbooks as “the frequent use of causal questions in science scientific method.” It is much more than just classrooms would be highly desirable for the “doing experiments,” and it is not confined better development of scientific literacy. to laboratories. More imagination and inven- References: tiveness are involved in scientific inquiry than Eastwell, P. H. (2010a). Headings in scientific many people realize, yet sooner or later strict reports [Readers’ Forum]. The Science Edu- logic and empirical evidence must have their cation Review, 9, 89-90. day.’ Eastwell, P. H. (2010b). The scientific method: Ironically, it was empirical research into the Critical yet misunderstood [Readers’ Forum]. way scientists actually work that informed The Science Education Review, 9, 8-12. Avail- these ideas. able from http://www.scienceeducationreview. References: com/open_access/index.html. American Association for the Advancement Jadrich, J., & Bruxvoort, C. (2011). Learn- of Science (2009). Chapter 1: The Nature of ing and teaching scientific inquiry: Research Science. Benchmarks for Science Literacy. and applications. Arlington, VA: National Retrieved from: www.project2061.org/publi- Science Teachers Journal. Available from cations/bsl/online/index.php?chapter=1. http://learningcenter.nsta.org/product_detail. Jadrich, J., & Bruxvoort, C. (2011). See left- aspx?id=10.2505/9781936959952. hand column. Lawson, A. E. (2010). Basic inferences of sci- The Queensland Science Teacher Volume 38 Issue 3 32
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Serrata Pty Ltd One Stop Science Shop Ph: +61 2 9651 3033 Queensland Contact : 236A New Line Road Fax: +61 2 9651 2031 Bill & Karen Fowles cnr Sebastian Drive, www.serrata.com.au Ph: 0421 401 458 Dural. NSW 2158 ABN: 84 300 358 154 [email protected]
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