CELEBRATINGAERPRIZE WINNERS 10 YEARS ANNOUNCED OF SCIFEST
Contents
ISTA Council Executive and Branch Representatives ISTA 2 Diary Dates ISTA 3 New Chairman’s Report John Loughlin 4-5 Institute of Physics - Frontiers of Physics IOP 6 News and Views Mary Mullaghy 7-9 12th Chemical Demonstration Workshop Aimee Stapleton 10-11 Science, Technology and Society Ryan Gallagher 12-13 AerPrize Winners Seán Fogarty 14-15 SEAI Online Activities Mary Gorey 16-17 BPCI Science Educator of the Year Mary Mullaghy 18 Chem-Ed Conference 2018 Dr. John O'Donoghue 19 ICI Second Level Award Mary Mullaghy 19 Rates of Reaction Dr. John O'Donoghue 20-21 Pioneers of Science Education Dr. Peter Childs 22-26 Musings Ian McCulloch 27 Unravelling STEM Dr. Maeve Liston 28-29 Physics behind boats and canal locks David Keenahan 30-31 Heath Robinson Contraptions Sean Kelleher 32-34 Poem Paul Holland 34 STE(A)M in Junior Cycle JCT Science Team 35-37 A fuel cell in your home John Daly 38-39 Introducing Chemical Change: 'Instant Colour' Randal Henly 39 SMEC CASTeL 40 SciFest Janet Williams Oshun 41 Robert Boyle Summer School Eoin Gill 42 School of Chemistry "Brigding the gaps" TCD 42 Self Help Africa and Irish Aid Clemence Duron 43 Crossword - WIN ¤20 Randal Henly 44
May Edition Featured Article
Turn to pages 14-15 to find out the long awaited winners of the AerPrize competition
Competitors and members of the audience at the AerPrize 2018
SCIENCE | Vol. 53 | Number 3 | May 2018 1 IRISH SCIENCE TEACHERS' ASSOCIATION ISTA Council Executive Association President Gerard Fleming Chairperson John Loughlin. St. Joseph's Patrician College, Nuns' Island, Galway...... [email protected] Vice-chairperson Aodhagán Ó Súilleabháin. Heywood Community School, Ballinakill, Co.Laois...... [email protected] Honorary Secretary Dr. Maria Sheehan. St Caimin’s Community School, Shannon, Co. Clare...... [email protected] Past-chairperson Seán Fogarty. Rocklands, Hempfeld, Enniscorthy, Co. Wexford...... [email protected] Treasurer Brian Clarke. Coláiste Iósaef, Kilmallock, Co.Limerick ...... [email protected] Assistant Treasurer Joe Griffn. Intermediate School, Killorglin, Co. Kerry...... [email protected] Membership Secretary Dr. Declan Kennedy. Department of Education, UCC...... [email protected] Website Administrator Mary Mullaghy. 26 Bailis Manor, Athlumney, Navan, Co. Meath...... [email protected] Editor of SCIENCE Niall O'Connor. Ardgillan College, Balbriggan, Co.Dublin...... [email protected]
ISTA Branch Representatives Cork Seán Finn. 32 Old Avenue, Glanmire, Co. Cork...... [email protected] Donegal Dr. David Doherty. Gortlosky, Donegal Town, Co Donegal...... [email protected] Dublin Dr. Bryan Smith. 53 Weirview Drive, Stillorgan, Co. Dublin...... [email protected] Lynn Anderson. 65 Donnybrook Manor, Donnybrook, Dublin 4...... [email protected] Mary Sheridan. 83 Lambourn Park, Clonsilla, Dublin 15...... [email protected] Galway James Stephens. Holy Rosary College, Mountbellew, Co. Galway...... [email protected] Kerry Úna Moroney. Intermediate College, Killorglin, Co.Kerry...... [email protected] Kildare Dorothy Fox. Scoil Conglais, Baltinglass, Co Wicklow...... [email protected] Kilkenny Aodhagán Ó Súilleabháin. Heywood Community School, Ballinakill, Co.Laois...... [email protected] Limerick/Clare Maria Sheehan. St.Caimin’s Community School, Shannon, Co.Clare...... [email protected] Monaghan/Cavan Catherine Murphy. Carnbane, Smithboro, Co Monaghan...... [email protected] John Galligan. Royal School Cavan...... [email protected] North Midlands Irene O’Sullivan. Moate Community School, Moate, Co.Westmeath...... [email protected] Sligo Lorna Davey. Na Caisil, Drumiskabole, Ballisodare, Co Sligo...... [email protected] Tipperary Paddy Daly. 9 The Spa, Clonmel, Co. Tipperary...... [email protected] Waterford Mary McDonagh. De La Salle College, Waterford...... [email protected]
Wexford Seán Fogarty. Rocklands, Hempfeld, Enniscorthy, Co. Wexford...... [email protected]
Editorial Team Editor Niall O'Connor. Ardgillan College, Balbriggan, Co.Dublin ...... [email protected] Assistant Editor for Biology Siobhán Sweeney. 35 Coliemore Road, Dalkey, Co Dublin...... [email protected] Assistant Editor for Chemistry Mary Mullaghy. Eureka Secondary School, Kells. Co.Meath...... [email protected] Assistant Editors for Physics Richard Fox. Wesley College, Ballinteer, Dublin 16...... [email protected] Seosamh Ó Braonáin. Wesley College, Ballinteer, Dublin 16...... [email protected] Assistant Editor for Primary Science Dr. Maeve Liston. Mary Immaculate College, Limerick...... [email protected] 2 www.ista.ie DIARY DATES
SciFest Regional Finals - A list of dates and venues can be found at www.scifest.ie
2nd June: Physics Busking - Bloom Phoenix Park www.physicsbusking.ie
5th - 6th June: Open Schools for Open Societies DCU Register for the summer school at: https://goo.gl/forms/VuqbRjQsgloyRZo13
6th - 7th June: RDS Primary Science Fair Belfast Waterfront www.rds.ie
8th - 10th June: ICASE World STEM Conference 2018 Istanbul, Turkey www.worldstemed.org www.icaseonline.net
21st - 24th June: Robert Boyle Summer School www.robertboyle.ie
26th - 27th June: BASF Summer School Eureka Centre, University College Cork. www.ista.ie
26th June: Science and Maths Education Conference Institute of Education, St Patrick’s Campus, DCU www.castel.ie/news
4th - 6th July: Chemistry Demonstration Workshop SSPC, UL To book contact: [email protected]
7th July: Physics Busking - City Spectacular Merrion Square Park www.physicsbusking.ie
10th - 13th July: ESA Teacher Training Workshop www.esa.int
21st July: Physics Busking - Dublin Maker
5th - 6th September: Schrödinger 75 - What is Life? National Concert Hall www.tcd.ie/biosciences/whatislife
29th September: Frontiers of Physics O'Brien Centre for Science, UCD www.iopireland.ie
21st October: ChemEd Ireland (Bridging the Gaps) Trinity College Dublin - Tickets on sale on Eventbrite
9th November: SciFest National Final 2018
11th - 18th November: Science Week www.sfi.ie
15th November: ISTA Senior Science Quiz Regional Finals
24th November: ISTA Senior Science Quiz National Final
SCIENCE | Vol. 53 | Number 3 | May 2018 3 NEW CHAIRMAN'S REPORT
chomhghleacaithe, a chairde, in this my frst report I would like to express how honoured and privileged I am to take on the role of Chairperson of the ISTA. I hope I A can live up to the high standards set by our outgoing Chairperson, Seán Fogarty and indeed all the great names and people that have been before me. In paying tribute to Seán’s work I would like to say that he has been an excellent Chair over his two years in the role. He has overseen a signifcant increase in membership of the ISTA. He has facilitated the John Loughlin introduction of the excellent Aerprize competition and has also lead the ISTA through much of the implementation phase of Junior Cycle reform. So I have much to live up to in the role. Chairman I hope I can follow Seán’s lead and continue his good work in the many areas of science education. Mary Mullaghy (Website Administrator) and Joe Griffin (Assistant Treasurer). National conference, Athlone, 23rd-25th March 2018 Comhghairdeas must go to the ISTA conference organising committee from the Midlands branch: Stephen Digby, Mairéad Cusack, Elaine Howlin, Irene O’Sullivan and Séamus O’Donghaile. The Tribute must also go to our outgoing annual conference held in Athlone IT and Honorary President, Dr. Conor O’Brien the Sheraton hotel this year was a great (above). Conor has been a great success. I was fortunate enough to be in attendance for all three days starting on the ambassador for the ISTA at many functions rd around the country and indeed abroad – in evening of Friday 23 March in the Sheraton his trips to the American NSTA conference Hotel with a talk by Professor Niall Moyna and the TEMI conference in Leiden. The from DCU. Niall, in his charismatic style, after dinner chemistry jokes will certainly be gave a very informative and eye-opening a fond memory. Maith thú! talk on the importance of exercise in our daily lives. It was insightful to see and hear the cold, hard facts and data leaving us all in no doubt of the importance of exercise. The one thing I took from it was that ‘exercise really is the best medicine’. And when Niall mentioned he had already walked 18,000 steps that day, I felt instantly inferior – as I sat there thinking I was good having done a mere 10,000 steps that day! On Saturday, all the talks and workshops were in Athlone IT, a rapidly expanding campus, with many new buildings housing I would also like to pay a huge tribute to research centres and an extensive sports John Lucey (Cork Branch) who has been facility. I attended the Chemistry lecture on Honorary Treasurer for the past number of Using "Dry Ice" demonstration experiments years. John was Chairperson from 2008- to help us teach science by Dr Declan 2010 and has been a long and loyal servant Kennedy & Seán Finn. Some amazing of the ISTA contributing enormously to demonstrations and experiments can be science education in Ireland. Go raibh mile carried out with dry ice and many of the maith agat! teachers in attendance commented on how It has been a pleasure working with you all. useful they will be in teaching the new Junior I hope you will all stay involved in various Cycle Science course with more confidence. capacities in the years ahead. I would also I then attended the JCT Science workshop like to welcome three new additions to the on either side of the coffee break. Dr. David Council: former Met Éireann meteorologist King and his very helpful and friendly JCT and RTE ‘weatherman’, Gerald Fleming science team: Áine Woods, Dónal O’Laoire, – who will be our new ISTA President; Margaret Cooney, Elizabeth Smith, Eadaoin Aodhagan Ó Suilleabhain (Kilkenny/ Norris and Niall Kelly were all in attendance Carlow branch) who is taking up the role to run the workshop. It was all about helping of Vice Chair and Brian Clarke (Limerick/ science teachers to understand the thinking Clare branch) who is taking up the role behind the classroom based assessment of Treasurer. I also thank those who are and how it should be pitched towards the continuing in their roles on the Council: Dr. students. We also explored the ways in Maria Sheehan (Honorary Secretary); Dr. which we can help ensure it can be as Declan Kennedy (Membership Secretary); successful as possible in realising the aims
4 www.ista.ie MAY 2018 and objectives of the assessment Later in the afternoon I attended students, Carmel Byrne, from Eureka component of the Junior Cycle the final Biology talk of the day – by Secondary School in Kells and Conor framework. Teachers also had the Professor Luke O’Neill – another very Kennedy, from Castleknock College opportunity to ask questions about the charismatic speaker from TCD. He in Dublin. They will be spending six process and come up with ideas for was discussing the very philosophical weeks in California this summer, overcoming the teething issues that are question of “What Life is: 75 years training at Angel City Flyers to receive arising with its implementation. Very after Schrödinger, are we any closer their private pilot certificate. The useful discussions were had about to answering the biggest riddle of Aerprize competition was organised the classroom based assessments. them all?”. It was amazing to hear the by Seosamh Somers, President It was the ideal time of year to have history and Luke’s amazing knowledge of Angel City Fliers and the ISTA, these discussions just before science of the subject – an area of philosophy and was open to secondary school students around the country were due that he is obviously very passionate students throughout Ireland. Working to carry out the CBA-1. Teachers who about. He also took the opportunity to in teams or as individuals, entrants attended found it to be very useful and promote a special conference being submitted an original five-minute helpful in clearing up concerns and held in the National Concert Hall later video explaining a scientific concept of questions. A huge thank you must go this year – Schrödinger at 75: The their choosing. The best videos were to David and his JCT science team for future of Biology. There are a number selected and those students went to giving up their time to run this workshop of Nobel Prize winners scheduled Cork for aptitude testing and have a at our annual conference. We look to speak at the special conference face-to-face interview with Seosamh forward to continuing to work with the including Linda Buck, Thomas Südhof in March. Congratulations must also JCT science team going forward to and John O’Keefe. Luke has said that go to ISTA members Craig Lynch of ensure a high quality science education he is hoping to have it live streamed Eureka Secondary School, Kells, Co. continues to be experienced by so that science teachers and students Meath who mentored Carmel and Junior Cycle students. I would be very can watch it live – as it will be on Tom Tierney of Castleknock College optimistic that the CBA-1 in science will during term. For any teachers that in Dublin who mentored his student, be a success this year. It is a positive are available to go to it, registration Conor. development to see a formalised is at https://www.tcd.ie/biosciences/ formative assessment component whatislife/ SciFest 2018 appear in Year 2 of the Junior Cycle – something previous students did And the final talk of the day was I was fortunate enough to attend not experience. This, along with the by Dr. Gerry Hyde. Gerry gave an the Galway edition of the SciFest science in society investigation in Year excellent talk, to a packed theatre, competition held in GMIT recently. 3, will hopefully give science students entitled “Perspectives of the Chief There were some excellent projects a very good basis upon which to learn Examiner”. He outlined the work of and work there. It was great to see so science and also give science teachers the State Examinations Commission much student-led science on show. the tools to continue in their excellent (SEC) in preparing assessments and A truly inspirational project started teaching of science. the principles and philosophy behind by Sheila Porter 10 years ago. I am their work and how it all fits in with the sure it will continue going strong in I then attended Professor Robin Millar’s other state education bodies: the DES, the years ahead and will continue talk on ‘Using diagnostic questions to NCCA and JCT. He also discussed to provide an essential learning access our students’ understanding aspects of the Junior Science learning opportunity for many students. I look of science’. This particular talk was outcomes from the new specification forward to attending again next year. of great interest to me. He showed and how they can be interpreted from Congratulations must go to all the some very good examples of how an assessment point of view. winners of the very many categories questions can be manipulated to and the science teachers who really understand what learners are A huge debt of gratitude must go supervised their students. SciFest experiencing when it comes to science to all the speakers and workshop continues for the rest of May and education. providers and, indeed the attendees. into June this year and the very best Our organisation thrives on many of luck to all the entrants around the After lunch I attended the Biology volunteers so giving of their time. Go country. lecture – on “Honeology” a term that raibh míle maith agaibh! the speaker, Dr. James Brennan, As a final word, I would like to ask admitted was a made-up word! Like BioPharmaChemical Ireland all ISTA members to encourage any many who attended, I had thought Science Educator of the Year science teachers in your schools/ that it might have been about making colleges/universities, who are not honey and bee-keeping. However, it At the Saturday conference dinner, members yet, to join us in the ISTA. was about the amazing anti-microbial the BioPharmaChemical Ireland The ISTA is a great community of properties of honey. James and his Science Educator of the Year 2018 science educators from many different team from Sligo IT have isolated a was announced by Dr. Oliver Ryan. backgrounds. The educational compound from the honey and are Congratulations to Chemistry teacher landscape in Ireland is changing using it to carry out clinical trials Brendan Duane (Kildare branch) on very quickly and together we can on treating some pretty stubborn receiving this award. Brendan has shape that change to ensure the human infections. Their research and done some truly inspirational work for best possible outcomes for all of our development sound very promising science education in Ireland over many students. If you have any questions when one takes into account the years including his work with the ISTA, related to our organisation or you potential issue and worries regarding PDST and Science on Stage. would like to get involved, please do the future efficacy of antibiotics. The not hesitate to contact me. very best of luck to them in their new Aerprize – Angel City Fliers Is mise le meas, John venture. Huge congratulations must go to
SCIENCE | Vol. 53 | Number 3 | May 2018 5 Institute of Physics Frontiers of Physics 2018 18th Annual Conference for ALL Teachers of Physics -including Junior Science
Saturday 29th September 2018 at The Department of Physics O’Brien Centre for Science, University College Dublin
#FrontiersofPhysics It will be a day of lectures, demonstrations, and workshops, resources and networking for all teachers of physics including Junior Science Teachers. To inform teachers of the exciting and innovative work at the Frontiers of Physics To provide teachers with examples of simple and inexpensive physics demonstrations To inform teachers of the latest developments and resources available in physics teaching To provide an opportunity for teachers to exchange ideas and network
See www.iopireland.ie for more details
6 www.ista.ie New Honorary President Welcome to Irish meteorologist and weatherman, Gerald Fleming, as our new Honorary President. Originally from County Wexford, he attended University College Dublin where he studied for four years and earned a Bachelor of Science in Experimental Physics. In 1980 he achieved a Master of Science following two years of research in the Atmospherics Group of the UCD Physics Department. When he left university, he moved straight to Irish Met Service and after sixteen months training, he was deployed to Dublin Airport as an aviation forecaster. He moved to the Glasnevin base two years later. He joined Met Éireann in 1980 and worked as co-ordinator of the RTÉ Television team and served as Head of Forecasting in Met Éireann until his recent retirement in 2017. We are delighted to have him on board Mary and wish him well in his tenure. We also say a huge THANK YOU and farewell to our former Honorary President Dr. Conor O’Brien. Mullaghy N E W
"It has been a great honour to be selected for the position as Honorary President for the Irish Science Teachers’ Association. S All of us who work in science have a story to tell about a teacher who inspired our interest in science subjects and excited our minds as to the possibilities of working in science. In my career as a Meteorologist, I have been fortunate enough to bring our science directly to the citizens of Ireland through the media. In doing this I, like all of my colleagues in Met Éireann, have been acutely aware that the weather forecaster is usually the best-known face and voice of science for many, and that this confers a significant responsibility on us to represent our discipline with authority and integrity. While the education of the future generation of scientists is clearly the first responsibility of science teachers, there is also a role in raising the understanding and appreciation of science, and the scientific A method, among the general community. So many of the challenges and issues that we face as a society are rooted in science – climate change of course, but also air quality, any number of medical matters, water quality and supply, food production, and so on. For Irish society to make clear and sensible choices on these issues, for policies informed by science to gain widespread acceptance, the citizens of this country need to be empowered in scientific thinking. N It is not a small challenge that science teachers face. I hope that, through my role in ISTA, I can play my part in supporting science teaching and science teachers, and help broaden the base of scientific understanding in our community." D Gerald Fleming May 2018
Science Educator of the Year 2018 V Congratulations to Brendan Duane from the Kildare Branch on receiving I the Science Educator of the Year 2018 which is sponsored BioPharmaChem Ireland. The awards were E originally set up by Dr. Oliver Ryan in 1983 and presented by Siobhan Dean from BPCI. W S
SCIENCE | Vol. 53 | Number 3 | May 2018 7 Angel City Flyers Competition Congratulations to Carmel Byrne from Eureka Secondary School and Conor Kennedy from Castleknock College for winning the scholarships to go to Angel City Flyers Inc, Los Angeles California, to attain their private pilot licence. Congratulations also to their physics teachers Mr. Craig Lynch and Mr. Tom N Tierney who are both members of the Dublin Branch of ISTA. It is hoped that this competition will be a biennial event thanks to the generosity of former Wexford man and owner of Angel City Flyers Inc, Seosamh Somers. E BASF Summer School W S
The seventh annual BASF Summer School will be held in the Eureka Centre UCC on Tuesday 26th June & Wednesday 27th June (day 2 is a repeat of day 1). The theme of the Summer School is Great ideas and Teaching Resources for teachers of Leaving Certificate chemistry. More details regarding booking A will be available soon on our website. All members will also receive an email.
ISTA Annual Conference N Well done to the Séamus Donnelly and his hardworking team on running a super conference in Athlone IT. Next year’s conference will be run by the Dublin Branch and will take place in St. Patrick's College, DCU Institute of D Education & All Hallows College on 12th – 14th April. The theme is “Embracing the Elements of Change”. Next year is the 150th anniversary the table’s creation by Mendeleev and the United Nations has designated 2019 as the international year of the periodic table of chemical elements.
Schrödinger 75 – What is Life V Thanks to the delightful Prof Luke O’Neill of Trinity Biological Sciences Institute it is hoped to have some tickets available free of charge for both teachers and students to attend the Schrödinger 75 – What is Life? I conference on the 5th & 6th September in the National Concert Hall. Erwin Schrödinger introduced some of the most important concepts in biology, including the idea of a 'code' of life which is the basis of modern biology. Tickets would normally cost ¤100! E W S
8 www.ista.ie Science Technology in Action The 13th edition of Science Technology in Action lessons were launched in the Department of Education & Skills Clock Tower. Speaking at the launch was the Secretary General of the Department of Education & Skills, Mr Seán Ó Foghlú. Addressing stakeholders present, he commended the programme referring to it as “a pathfinder that has helped pave the way for what we are trying to do with STEM education N today”. He emphasised how important it is that frameworks such as STA are developed that connect industry with education. Dr. Declan Kennedy delivered a vibrant talk at the Launch. He summed up STA as follows "STA is an outstanding resource available to all teachers and what is key is it puts the teacher in the driving seat of creating impactful learning". E Science and Technology in Action is proudly supported and partnered by some of Ireland’s leading organisations and is produced in close cooperation with the support services of the Department of Education and Skills and the Irish Science Teachers’ Association (ISTA). W S
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Ben Richardson, 1st year student from Fingal Community College with the Secretary E General of the Department of Education & Skills, Seán Ó Foghlú, Anna Gethings, AG Education and Dr Declan Kennedy, UCC Keep up-to-date: A comprehensive list of all competitions, news and events is available W on our website. www.ista.ie You can also keep up-to-date with our Facebook and Twitter @IrishSciTeach SFI have asked that we use #ibelieveinscience when tweeting this year. SEC Subject Reports S Junior Science: Yvonne Higgins [email protected] LC Biology: Úna Moroney [email protected] LC Chemistry: Mary Mullaghy [email protected] LC Physics: Seán Finn [email protected]
SCIENCE | Vol. 53 | Number 3 | May 2018 9
12th Chemical Demonstration Workshop
Department of Chemical and Environmental Sciences & Synthesis and Solid State Pharmaceutical Centre (SSPC) University of Limerick 4th 6th July 2018 The course helps teachers to become more confident in doing chemical demonstrations in school at JC and LC level, and will cover safety aspects and the use of ICT in demonstrations. Teachers will become proficient in developing their own demonstrations using the tips and tricks imparted by our expert lecturers and tutors. This course represents an opportunity to watch experienced demonstrators live and on video, to access printed and internet resources on demonstrations, and to leave with materials and tested demonstrations for use in schools. Details: Cost to teachers - €110 (non refundable booking fee) – including 2 nights B&B, meals and materials. Teachers must make their own way to the course. Cost includes course file and relevant documents.
Deadline for applications: May 31st 2018; Number of places: 10-20 To register or for more information please contact: [email protected]
10 www.ista.ie CHEMICAL DEMONSTRATION WORKSHOP
ow in its 12th year, the annual Chemistry Demonstration Workshop for teachers is going from strength-to-strength. Sponsored by the Synthesis and Solid State Pharmaceutical NCentre (SSPC), the Faculty of Science and Engineering and Department of Chemical Sciences, the workshop will take place again this year in the University of Limerick from July 4th to July 6th 2018.
The 3-day workshop will help teachers to become more confident in doing chemical demonstrations in school at junior cert and leaving cert level. Teachers will become proficient in developing their own demonstrations using the tips and tricks imparted by our expert lecturers and tutors. This course represents an opportunity to watch experienced demonstrators, to access printed and internet resources on demonstrations, and to leave with materials and tested demonstrations for use in schools. Working collaboratively with teachers, the course places an emphasis on peer learning with high levels of interactivity. Teachers are asked to bring their favourite or “go to” chemistry demonstration to the workshop to share with other teachers. The workshop will also examine safety aspects of chemistry teaching along with the role ICT can now play in laboratory or classroom teaching. Moreover, the course places an emphasis on tuition, design, questioning and inquiry-based learning. On the final day of the Chemistry Demonstration Workshop, teachers working in pairs will perform a short science show to display their skills and competence with demonstrations. When asked what the most successful part of the workshop was, last years’ participants had this to say – “the fact that we were able to try every experiment ourselves and encouraged to ask questions and try things out”. Reflecting on the skills learned throughout the week, another participant said she would be confident to “integrate it in to everyday science chapters”. One teacher remarked that the workshop provided “everyone with the confidence to complete any demonstration” and that “all teachers should do this course”. The 3-day workshop costs €110 (non-refundable) and includes workshop materials, all meals and two nights’ accommodation (July 4th and 5th). Teachers must make their own way to the course. Places will be limited to 20 participants. To register for this workshop or for more information, teachers should contact [email protected]. The deadline for applications is May 31st 2018.
James O Connor (above) from Skibbereen, Co Cork at the annual workshop for science teachers at the University of Limerick. Photo: Oisin McHugh True Media
Thomas McMahon (right), Dublin City University at the Chemistry Demonstration Workshop at the University of Limerick. Photo: Oisin McHugh True Media
SCIENCE | Vol. 53 | Number 3 | May 2018 11 SCIENCE, TECHNOLOGY and SOCIETY (STS) The rationale for implementing a STS teaching component in the classroom Ryan Gallagher St. Aloysius College, Carrigtwohill, Co.Cork.
cience, Technology of those students who will become science" (ePPI 2005). the next generation of scientists and Society (STS) and those who will live and work In fact this research shows is an approach to in a world increasingly shaped by another problem-area that can be S minimised for science teachers in scientists and their work (NCCA help students gain a better 2015). the classroom. One of the most understanding of science and challenging obstacles that a teacher There has been a considerable encounters when teaching science is technology in their everyday amount of research which has dealing with students of mixed-ability. lives. emphasized the advantages of If some students are too far behind using an STS approach to teaching the rest of the class group, this can science in our classrooms (ePPI cause friction in the classroom that STS topics are recognised 2005, Aikenhead 2009). Among the can often lead to misbehaviour. internationally by educational advantages of STS highlighted in the By using STS approaches in our bodies as being vital to students’ literature are: teaching of science, this research understanding of science education. has shown that the teacher can help In my previous article titled ‘The - Students are made more aware of bridge the gap between lower-ability role of STS in teaching science’ the use of science and technology and higher-ability students while still (SCIENCE, March 2017). I around them. catering for the needs of all students. discussed the background to the - A more rounded scientific education One of the major goals of STS is to development of STS in schools is achieved for students. and outlined how STS went on to improve science literacy in students. become one of the most important Yager describes STS "as a major - STS links very closely to science reform effort as correctives are strands in the teaching of science literacy. internationally. In this article I will sought around the globe to attain a scientific literacy for all" (Yager discuss the reasoning behind the - Students feel that science is advantages of STS in classrooms 1996). Since the 1980s "scientific more doable and there is a greater literacy has become the dominant and also examine Irish science enjoyment from it, thus there is teachers impressions of STS. driving factor in education which an increased uptake in science is why scientific literacy underpins subjects in the later years of science curriculum reforms around the world" education. (Dillon 2009). The Program for - It is important for people to make International Student Assessment educated decisions in relation to (PISA) Assessment Framework science and technology advances or (OECD 2003) integrates these debates. ideas and defines scientific literacy in terms of scientific knowledge or concepts, scientific processes and a context that takes the form of While STS is a familiar component A study carried out by Yager and science-based issues. In order to of the Leaving Certificate biology, Weld (2005) showed that "boys achieve such scientific literacy, the chemistry and physics syllabi, it and girls in classes using a context- teaching of science involves utilising was only in 2017 that STS became based/STS approach showed a balanced approach that should a formal part of science in the a significantly better conceptual include several domains including new Junior Cycle curriculum (JCT understanding of science than their key facts, interactions among 2017). An STS component will be gender peers in classes using a science, technology and society, one of two key areas that Junior traditional approach" (ePPI 2005). personal interests and attitudes Cycle students will undertake as With a greater understanding of towards scientific and technological a Classroom Based Assessment science and technology, there is a matters" (Hart, 1989; Aikenhead, (CBA). The CBA for STS is greater awareness of science and 1992; Chin, 2005). In the most classed as a ‘Science in Society technology and how it is used in recent PISA study that assessed their everyday lives. In addition, science, Ireland is currently ranked Investigation’ (SSI) where students th in third year must research an the report shows that lower-ability 13 out of 35 OECD countries area in science or technology students "showed significantly better (European Commission 2016). It (ibid). Students are expected to conceptual understanding of science should be noted that 2013 was the discuss how this area in science than their lower-ability peers in year in which science was the major has an effect on human health, the classes using a traditional approach" study for PISA. environment or society (ibid). The (ePPI 2005) and when compared to rationale for the inclusion of STS higher-ability classes "lower- ability into the new Science curriculum is pupils in classes using a context- so that “science education in the based/STS approach showed higher 21st century should meet the needs gain in conceptual understanding of
12 www.ista.ie SCIENCE, TECHNOLOGY and SOCIETY MAY 2018
In 2016, I surveyed over two in terms of syllabi or being too Institute of Education, University hundred science teachers on STS in exam-focused on the hard science of London. Ireland on the concept of STS. The content. teachers surveyed were randomly European Commission (2016) chosen. A brief summary of some of The final question asked on STS Ireland Makes Progress in PISA the results will now be given. was “In what year group do you Assessment [press release], 3 incorporate STS issues most Dec, available: http://ec.europa. One of the questions asked was frequently into your teaching?” eu/ireland/press_office/news_ “Do you think it is important to of_the_day/ ireland-makes- have STS issues as part of the What was most interesting from the progress- in-pisa-assessment_ science curriculum in secondary responses were the high numbers en.htm [accessed 18 Feb 2018]. schools?” of teachers teaching STS issues to Junior Certificate classes. This Gallagher, R. (2017) An result is especially noteworthy as investigation of the extent to STS is not specifically mentioned which science teachers in on the current syllabus being taught Ireland use Science, Technology to third years. Clearly Irish science and Society (STS) approaches teachers see the value of teaching in their everyday teaching STS topics to their Junior Certificate of science, MEd(Sc) thesis students. University College Cork. Hart, E. P. (1989). Toward All teachers who responded Renewal of Science Education: In conclusion, the survey shows A Case Study of Curriculum agreed that STS is important to the that STS is valued by all teachers science curriculum. Clearly there Policy Development Science to such an extent that most Education, 73 (5), 607 - 634. is strong support for the inclusion science teachers teach STS to all of STS among science teachers in classes on a daily or weekly basis JCT (2017) Assessment of the questionnaire as one hundred regardless if STS topics are on Science for the Junior Cycle percent of them agree that STS is the syllabus or not. It is not difficult Profile of Achievement (JCPA) important for their students. From to see why the Department of [online], available: https://www. the qualitative data, it was clear Education and Science has opted to jct.ie/perch/resources/science/ that science teachers view STS as not only put STS into the new Junior assessment-of-science-for- important for the following reasons: Cycle science curriculum but to also the-jcpa.pdf [accessed 18 Feb 1. STS makes science relevant to examine it by means of a CBA. The 2018]. students' lives. rationale for implementing STS into the curriculum is backed up strongly NCCA (2015) Junior 2. STS increases understanding by past research as previously Cycle Science Curriculum among students. mentioned. The advantages of Specification [online], available: teaching STS components to https:// www.juniorcycle.ie/ 3. STS helps bring the subject to life. Junior Cycle students are well NCCA_JuniorCycle/media/ documented in the literature. Most NCCA/Curriculum/Science/JC- Another question asked of the science teachers in Ireland know Science_BP.pdf [accessed 18 teachers was “How regularly this already and this may explain Feb 2018]. do you incorporate Science, why such a hight majority of them Technology and Society issues in reported that they incorporate STS OECD (2003) About PISA your teaching?” into their teaching of science so [online], available: http://www. frequently. oecd.org/pisa/aboutpisa/ [accessed 18 Feb 2018]. Science (2018) The role of STS References: in teaching science, Science 53 (1) 16 - 18. Aikenhead, G. S. (2009) ‘Research into STS Science Education’, Yager, R. (1996) Science/ Revista Brasileira de Pesquisa em Technology/Society as a Reform Educacao em Ciencias, 9(1), 1-21. in Science Education, New York: Suny Press. Dillon, J. (2009) ‘On Scientific Literacy and Curriculum With such a huge percentage in Reform’, International Journal favour of STS, it was not surprising of Environmental & Science to see that the majority of teachers Education, 4 (3), 201 - 213. incorporate STS into their teaching either on a daily or a weekly basis. ePPI (2005) The effects of context- However, there is a significant based and Science-Technology- number of teachers who only refer Society (STS) approaches in the to STS aspects of science education teaching of secondary science on either monthly or less frequently. boys and girls, and on lower- ability The ‘other' box was followed by a pupils: Review conducted by the comment. Most teachers responded TTA-supported Science Review with - 'where necessary'. This could Group, London: EPPI- Centre, be due to having too much to cover Social Science Research Unit,
SCIENCE | Vol. 53 | Number 3 | May 2018 13 AERPRIZE WINNERS Carmel Byrne and Conor Kennedy Win Aerprize Competition Seán Fogarty Past-chairperson ISTA
he long awaited fnal of the Aerprize competition Ttook place on the 16th March and the winners were announced a month later on Monday the 16th of April. The fnal itself, originally scheduled to be held on the 3rd of March, like so many other events fell victim to storm Emma and had Winner Carmel Byrne Winner Conor Kennedy to be rescheduled. The Aerprize competition was open to secondary school students throughout videos included a wide range of Chief sponsor, Mr Seosamh Ireland. The teams who attended the styles. Those that did succeed Somers, president of Angel City finals were selected from over 120 did so primarily because, the Flyers in Long Beach, California. team entries from around the country. judges felt, a viewer of their video Seosamh got proceedings Working in teams or as individuals, would come away with a clearer underway by welcoming everyone entrants submitted an original five- understanding of the chosen topic to the final. Seosamh went on to minute video explaining one of 16 after watching the video. Seosamh outline his reasons for deciding STEM principles, areas of scientific noted that the quality of the winning to invest in this competition along knowledge relating to aviation that a videos showed “The enthusiasm with the background to his career trainee pilot would need in the course for the competition and the talent in aviation. Also addressing the of their studies. Many excellent videos and energy that went into them truly audience was Chief Ground were received and it proved hard to signify the rigors of the students’ instructor for AFTA, Mr Kyle choose between them. education and the dedication of the Johnston, who outlined the path teachers who mentored them.” students at the academy take to The final selection of the finalists become commercial pilots. He also took place during a video conference Once the videos were chosen the outlined the employment prospects between ISTA and Aer City Flyers teachers involved with the teams for graduates at the moment which, in California a few days before the were informed and preparation was due to the fact that demand for planned final. The standard of the made for the final. A big thanks must pilots by airlines exceeds the rate at video production was amazing and it is go out to all the teams who took the which new pilots are graduating, is interesting to see how adept students time and made the effort to produce excellent. have become at creating content a video and enter the competition. in this format. While formal video Thanks is also due to their teachers Also at the opening, in my role production is not taught specifically who, I know, will have also given of as ISTA chairman, I thanked all in any subject, many schools run their time to help and support the involved and expressed the delight video modules as part of transition team they were mentoring. of the ISTA in being able to bring this competition to our members. year and this along with the wealth The final itself proved an exciting of information and resources on the Similar sentiments were expressed day for all involved. At this stage it in a letter from Mr Paul Nugent of internet allowed students creative was all candidates for themselves. talents to shine through in their videos. the Institute of Physics in Ireland, The team effort had got them to the partners with ISTA in this venture. The only area that some, otherwise final but now every team member excellent, videos failed was in the area had an equal chance of winning the During the day all competitors were of sound quality, so perhaps in the prize based only on their individual interviewed by Seosamh, undertook future more attention might be given to performance. various computer based aptitude this aspect of the production. tests. As part of their assessment The final was held in Cork at the competitors also had to take the To go on to the final a team video premises of Atlantic Flight Training had to present their chosen topic controls of a Boeing 737 simulator Academy (AFTA). AFTA kindly under the watchful eyes of Kyle in an interesting and engaging way provided us with access to their and of course had to be scientifically to see how they performed under 737 simulator for the competition the stress of landing a 737 in the accurate. Many creative approaches and also arranged the aptitude were chosen, including animations, very realistic setting of a simulator tests along with a visit to their flight used to train and check actual drama and comedy, each had their operations centre at Cork airport. own merits and indeed the chosen 737 pilots. “The scope of all the finalists’ discipline and skill was remarkable,” Somers said. 14 www.ista.ie AERPRIZE WINNERS MAY 2018
Along with the competition tasks the the practical applications of science and competitors were also treated to a engineering through aviation. This, the tour of the facilities and aircraft the first time the competition was run “was a AFTA has at its Cork airport Flight great day,” Somers said. “The finalists all Operations Centre. This tour was demonstrated truly impressive discipline, enjoyed by all competitors and their commitment, creativity, and grasp of accompanying teachers. STEM principles.” He intends to sponsor the competition every other year, with The day closed with an address by the next one slated for 2020. Along ISTA President, Dr Conor O’Brien with Angel City Flyers, Aerprize is a who wished the candidates well collaboration between the Irish Science and thanked all involved in the Teachers Association (ISTA), Atlantic competition especially Seosamh. Flight Training Academy (AFTA) in Cork, Also attending the competition was and the Institute of Physics in Ireland. Senator Jerry Buttimer, leader of the Senate. Senator Buttimer watched a number of the competitors as they were put through their paces in the simulator and addressed the audience at the end. In his speech Senator Buttimer emphasised the importance of the aviation industry and other such STEM related industries to the Irish economy and how, in a post Brexit era, these will be even more important to Ireland's future success. He went on to say how important it is to change attitudes among students to STEM subjects and that the strategy fo the Government is to promote more students to take part in STEM subjects and he said it was “events like Aerprize and Seosamh’s initiative and example that can help do that”. He went on to thank all involved in the event, including the ISTA for their role in organising this competition. Before the end Seosamh presented each competitor with a framed certificate recognising their achievement in reaching the final. Each also got a T-shirt and a rucksack with the Aerprize logo as a memento of the day. The announcement of the winners was not made till one month later on the 16th of April. On that day Seosamh contacted the teacher associated with the winner to inform them of the news. The winners of the competition were Carmel Byrne from Eureka Secondary School in Kells and Conor Kennedy from Castleknock College in Dublin. Both winners will spend six weeks in California this summer, training at Angel City Flyers to receive their private pilot certificate. Round-trip travel, accommodations, and flight training in the U.S. are included in the prize. Carmel Byrne was a member of an Aerprize team of four students guided by teacher Craig Lynch of Eureka Secondary School. Tom Tierney of Castleknock College was Conor Kennedy teacher. Seosamh Somers, originally from County Wexford, said he created Aerprize to help students understand SCIENCE | Vol. 53 | Number 3 | May 2018 15 SEAI ONLINE ACTIVITIES Ideas for the Junior Cycle Mary Gorey Science Teacher. St.Joseph's, Borrisoleigh, Co.Tipperary
ome of us maybe familiar with the SEAI – The Sustainable Energy Authority of SIreland through the various grants they provide for homes. However, they also have a very active education section where they provide training and resources for teachers and schools.
One suite of resources is their online collection of lessons – activities and discussions called Energy in Action which was developed by CASTeL in DCU. Energy and Sustainability are two of the themes that are The activity can be viewed or downloaded at https:// prominent in the new Junior Cycle specification. www.seai.ie/resources/schools/D1_Activity_1_ Comparing_Coffee_Cups.pdf Recently conversation in my science class took a tangent towards single use plastic and the movement Upon reading the activity and gathering various towards the phasing out of disposable coffee cups single use cups from Mr. Price as suggested in the around Ireland. Discussion soon turned to the pros activity lesson plan, I added a few mugs and my and cons of this move. As students debated the own KeepCup to the resources table. I displayed the disadvantages, an issue around having the beverage materials along with thermometers, stopwatches on stay too hot to drink immediately and for some doesn’t phones and kettles. stay hot long enough, it reminded me of the ‘Comparing Coffee Cups’ activity from the SEAI resources. The students then brainstormed what hypotheses they would like to test in their groups. They formulated the variables they would test and how they would ensure a fair test was maintained before they began their investigations. Inspired by the materials on show and the Coffee Cups activity the groups’ various investigations focused on determining temperature vs time for the following containers: a) Single use cup vs Keep Cup b) Single use cup vs mug c) 3 different disposable cups, containing coffee d) 3 different disposable cups containing tea e) Styrofoam cup insulated with different materials The students really enjoyed the activity. Some of the groups decided to make coffee and The following class I decided to complete the activity. compare it to hot water. I felt the activity would serve as a good reminder of PW 2 outcome for measurement of temperature. The All groups gathered their data after following the time vs temperature graphs also help to consolidate scientific method and made quick graphs as they PW 3 – patterns and relationships between physical went. They concluded their results orally to the rest of observables. This activity also acts to reinforce the the class. scientific method which is covered in the Nature of Science outcomes. CW 10 was touched in the The graphs provided good discussion points for the discussions in terms of how humans contribute to next lesson. (Plus highlighted the need for me to sustainability through their use of materials. In PW 6 revise the importance of labelling graphs!) energy conservation is explored through the loss of heat energy from the water.
16 www.ista.ie IDEAS FOR THE JUNIOR CYCLE MAY 2018
The activity can be viewed or downloaded at https:// www.seai.ie/resources/schools/D1_Activity_1_ Comparing_Coffee_Cups.pdf Upon reading the activity and gathering various single use cups from Mr. Price as suggested in the activity lesson plan, I added a few mugs and my own KeepCup to the resources table. I displayed the materials along with thermometers, stopwatches on phones and kettles. The students then brainstormed what hypotheses they would like to test in their groups. They formulated the variables they would test and how they would ensure a fair test was maintained before they began their investigations. Inspired by the materials on show and the Coffee Cups activity the groups’ various investigations focused on determining temperature vs time for the following containers: a) Single use cup vs Keep Cup b) Single use cup vs mug c) 3 different disposable cups, containing coffee d) 3 different disposable cups containing tea e) Styrofoam cup insulated with different materials The students really enjoyed the activity. Some of the groups decided to make coffee and compare it to hot water. All groups gathered their data after following the scientific method and made quick graphs as they went. They concluded their results orally to the rest of the class. The graphs provided good discussion points for the next lesson. (Plus highlighted the need for me to revise the importance of labelling graphs!)
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BPCI SCIENCE EDUCATOR OF THE YEAR
Support Team for their enthusiasm and inspiration”. ISTA SCIENCE EDUCATOR OF THE YEAR AWARDS 1984. Randal Henly 1985. Dr. Peter Childs 1986. Fr. Collins 1987. Jim Hurley 1988. Br. Murphy 1989. Helen Renehan 1990. Peter Burke 1991. Patrick Hogan 1992. Declan Kennedy 1993. Marion Palmer 1994. Oliver Harrington his year’s winner of the of Chairman, Secretary and Treasurer of 1995. Sr. Mercedes Desmond the Kildare Branch of the ISTA. He has Science Educator of also acted as NCCA Education Officer 1996. Margaret O’Brien the Year went to very for Chemistry. Secretary of Syllabus T Committee New LC Chemistry, SEC 1997. Tom Bolger deserving Brendan Duane. Chemistry Examiner, Advising Examiner All Branches of ISTA have the opportunity for new Pilot Practical Assessment in 1998. Ann Wilkinson to nominate a candidate (without telling Chemistry. He was seconded out for them) and the adjudication panel consists 8 years as National Co-ordinator of 1999. Siobhan Greer of all former winners of the award and Chemistry responsible for all Chemistry in- 2000. Padraig O’Leime Dr Oliver Ryan acts as the Chairman service throughout Ireland and continues of the group. The awards were set up to lead the PDST Chemistry Team and 2001. George Porter by Dr Oliver Ryan from UCG (now NUI has just finished delivering in-service in Galway) in 1983 and BP were the original Education Centres throughout Ireland to 2002. John Daly sponsors. The first winner was Randal Chemistry teachers on Chemical Safety Henly who was presented with the B.P. and Laboratory Management. 2003. Seamus McManus Science Educator of the Year Award in Sligo in 1984. This continued until 2006 He has worked with Hibernia as Author 2004. Noel Brett at which time BP had left Ireland and and Lead Tutor of Science Pillar and it became more difficult to get them to Chemistry Methodology modules in their 2005. Dr. Oliver Ryan Professional Master of Education in continue with the sponsorship. Fortunately 2006. Paddy Daly Vincent English of Vernier and agreed Post Primary Education (2013-2015). He continues to lecture in all universities in to provide a trophy and prize for the 2007. Pat Hanratty following two years. At the 2008 Annual Ireland and conducts practical workshops Conference, PharmaChemical Ireland, for newly qualified teachers in Chemistry. 2008. Yvonne Higgins now BioPharmaChemical Ireland agreed He hosts his own Website iChemistry to sponsor the Science Educator of the for Chemistry teachers and is author of 2009. Mary Lee Year award. They have increased the an ebook Leaving Cert. Chemistry. He sponsorship and each year provide a has represented Irish Science Teachers 2010. Marge Anderson trophy and substantial prize to the winner. abroad in Europe, Grenoble (Science on Stage) and Brussels (Scientix) as well as 2011. John Lucey Brendan has contributed to Science various conferences in England. Education in Ireland and particularly 2012. Mary Mullaghy Chemistry for over 20 years. He has Married to Deirdre he has two children been teaching for 41 years in Holy Family Aaron and Ashley. Ashley is a Pharmacist 2013. Siobhan Sweeney having graduated from Trinity College and Secondary School in Newbridge where 2014. Rory Geoghegan he is an Assistant Principal and was a is now completing his registration year with the Royal College of Surgeons. Aaron member of the first Board of Management 2015. Sheila Porter in the School. His work for the Teachers is in his final year of his PhD in DCU on Education Section (TES) began when Human-Computer interaction in Virtual 2016. Noel Cunningham asked by the then Chief Inspector Sean Reality. O’ Donnabhain to introduce Chemistry to 2017. Seán Finn St. Mary’s Secondary School Edenderry On receiving the award at the annual in 1998. Suffice to say the subject is still conference in Athlone he said that he 2018. Brendan Duane going strong. He has held the positions “would like to thank his colleagues both past and present on the Chemistry 2019. ? 18 www.ista.ie Centre: 18, 19 of 36
Chem-Ed CONFERENCE 2018
he planning for the 37th annual ChemEd- speaker will take the floor just before lunchtime with a talk based around education and ideas. Workshops will take Ireland conference is well underway with place either side of lunch and confirmed so far is one run Tthe one-day meeting being hosted by by Junior Cycle for Teachers (JCT), and another based on Trinity College Dublin for the frst time. Lab Safety, labelling and storage. The School of Chemistry at TCD is currently arranging The afternoon will kick off with our Academic Keynote the meeting for Saturday the 20th October in Dublin speaker, Prof. Valeria Nicolosi from the AMBER research city centre under the theme of “Bridging the Gaps”. centre and previous recipient of The SFI Early Career The committee for this year’s conference is led by Dr. Researcher Award. She has received multiple ERC John O’Donoghue who is the Chemistry Education (European Research Council) grants to the tune of Coordinator for the Royal Society of Chemistry and ¤12million and her work focuses on advanced 2D Project Coordinator for Spectroscopy in a Suitcase. nanomaterials, particularly in relation to energy storage This year’s conference aims to help teachers inspire and efficiency. The afternoon will continue with short students into Leaving Cert chemistry from Junior Cycle snappy talks from industry professionals about their day to Science and Transition year as well as encourage day work, to give us an idea of modern industrial chemistry students to pursue chemistry careers after school. careers. Finally, the day will finish with a talk by Dr. Fiona Desmond from the State Examinations Commission about The day will be officially opened by Prof. Mike Lyons, the recent practical assessment trials, the Leaving Cert head of the School of Chemistry at Trinity College Chemistry exam paper and changes to the Leaving Cert Dublin. The school was recently ranked in the top science subjects. 100 worldwide by the QS world rankings, a fantastic achievement for an Irish university. The morning This year’s team is hoping to see many of you in session will start with Dr. Michael Seery, based at the attendance at the first ChemEd hosted by Trinity College University of Edinburgh, who will speak to us about Dublin and we hope the accessibility of LUAS, DART, Bus ideas for practical assessment from his experiences and car will make the journey easy for you. It will take of teaching 1st year college chemistry students. Prof. place in Trinity Biological Sciences Institute on Pearse Sylvia Draper will then give us an overview of the extra- Street. Tickets are on sale via Eventbrite. curricular programmes available for students such as the annual Chemistry Summer School, Nano in my life https://www.eventbrite.com/e/chemed-ireland-2018- by CRANN and TY Programmes. Another unconfirmed tickets-45677934933
ICI Second Level Education Award he Institute of Chemistry of Ireland awarded the recipients of the ICI Second Level Education Award in Chemistry 2017 to students who attained the highest grade in their TLeaving Certifcate Chemistry examination in 2017.
Group photo of the 7 winners with Prof John Cassidy, President of ICI. Callum Dempsey, Banagher College, Co Offaly Mark James Fortune, Scoil Na Mbraithre Criostai, Co Thiobraid Arann Jack Patrick Murphy, Christian Bros School, Charleville, Cork Ryan James Bell, Oatlands College, Mount Merrion, Dublin Emily McGill, Abbey Vocational School, Co Donegal Eamonn Michael Fennelly, St Kiernans College, Kilkenny Diarmuid O’Donoghue, Ashton Comprehensive School, Cork City SCIENCE | Vol. 53 | Number 3 | May 2018 19 Centre: 20, 21 of 40
RATES OF REACTION Experiment for Junior Cycle Science Dr. John O'Donoghue RSC Chemistry Education Coordinator for Ireland
hotochromic beads or “UV beads”, as they are more commonly known, Pcontain a UV sensitive pigment or dye. When placed under UV light or Sunlight they change from colourless to coloured due to bond breaking and molecular rearrangement. Once the light source is removed their colour gradually fades until they are colourless again and the molecule returns to its original conformation. The most common application for these dyes is colour changing lenses for eyeglasses i.e. the type of glasses that become sunglasses when exposed to sunlight. The reaction is reversible and repeatable and, most importantly for this article, the rate of change from coloured to colourless is temperature dependant. UV Beads can be purchased online or in some art and hobby shops for about ¤5 for a bag of 100. This experiment works very well with sunlight, but you can also use small UV torches available from most online websites such as Amazon and Ebay for about ¤5 each. If you have trouble finding these mini UV torches, they are normally used for drying certain types the experiment for 20 seconds, 30 seconds and so on, of gel nail polish. again remembering to shine the light on the bead before starting each time experiment.
This experiment is a very safe and provides an easy 0 hands on way to introduce rates of reaction. In addition The experiments using the beaker of 10 C water will provide a graph with a gradual slope of time vs colour to UV beads and a source of UV light, all you need 0 is a few beakers, a timer, thermometers, water and a index. The beaker with 20 C water will provide a graph colour scale. You can also get the students to make a with a sharper, steeper slope indicating that the rate of graph with their results to show the difference in the colour change was faster in the warmer water. As the rate of colour change over time. coloured bead returns to colourless, the temperature of the water will determine the rate of colour change. If you Start off by shining sunlight or a UV torch on the beads use a beaker containing water of 300C or more, the bead with no water present. As soon as the light is removed, will change almost instantaneously. set the timer and record the colour index number after 10 seconds by comparing the bead to a colour scale. This experiment was adapted for the Junior Cycle Any scale will do, as long as the colour is similar to the Science course from the “We are Aliens” Chemistry UV bead. Repeat the experiment for 20 seconds, 30 activities developed by STEM Learning in the UK and seconds and so on remembering to shine light on the the Royal Society of Chemistry (RSC) Mission Starlight beads before resetting the time for each time interval. Global Experiment (https://rsc.li/starlight). As well as This will act as our control. introducing rates of reaction, it is also a great experiment to demonstrate the important differences between For the next part, after a little trial and error, I variables (time) and controls (temperature). discovered this works best if you use 2 beakers, one with 100C water and another with 200C water. Record the temperature and ensure it stays the same for each part of the experiment. Shine the light on Dr. John O’Donoghue is the RSC Chemistry Education the bead. Drop the bead into a beaker of water and Coordinator for Ireland and is based in the School of start the timer immediately. At 10 seconds remove Chemistry at Trinity College Dublin. His work focusses the bead and use the colour index to determine a on connecting school chemistry labs with higher-level number for the change observed at that time. Repeat institutions and assisting science teachers with chemistry resources and events.
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IDEAS FOR THE JUNIOR CYCLE MAY 2018
Testing out the experiment with the help of PME and BSc Ed students in UCC
Spiro-mero Photochromism
SCIENCE | Vol. 53 | Number 3 | May 2018 21 Centre: 22, 23 of 44
PIONEERS OF SCIENCE EDUCATION #4 James Maurice Wilson Peter E. Childs Emeritus Senior Lecturer, Department Of Chemical Sciences, University of Limerick
n this series I will look at some of of science as a core subject in other Early years and education 1836- the pioneers of science education, secondary schools. In this article I will 1859 either in terms of pedagogy, focus mainly on Wilson’s time at Rugby I School as this is when he had the most James Maurice was born, together curriculum development or science influence on the teaching of science in with his twin Edward Pears, in 1836 education research. Some of them schools. to Edward Wilson, a clergyman have an Irish connection, but all have and headmaster, and his first had an infuence on the teaching Table 1 Major events in Wilson’s life wife Elizabeth (neé Pears). His father was the headmaster of King and learning of science in Ireland. 1836 Born to Rev. Edward Wilson and William’s College, Isle of Man, when In PoSE #1 we looked at Maria his wife he was born but moved to a parish Edgeworth, who was a friend of Jane ministry in 1838, first at Weston- Marcet, and in PoSE #2 at Richard 1843-53 Attended King William’s Super-Mare, and then from 1841 College, Isle of Man (where his father Dawes, a pioneer of child-centred to Whitchurch and later to Nocton, was Headmaster) (http://www.isle- Lincolnshire, where he remained science in context. In PoSE #3 we of-man.com/manxnotebook/fulltext/ with his second wife until he died.. looked at the life of Mrs Jane Marcet, kwc1933/p006.htm) James and his brother went to King one of the earliest popularisers of William’s College as boarders in 1853-55 Sedbergh College science, especially for women. In this 1848, having been educated at article we look at the work of James 1855-59 Went to St John’s College, home before that, where they had Cambridge to read mathematics learnt Latin and Greek, and became Wilson, who pioneered science in familiar with the Bible. The twins’ English public schools. 1859 Senior Wrangler in Mathematics school experience was bad – the and Fellow of St. John’s living conditions were poor and #4 James Maurice Wilson: (1836-1931) the teaching equally bad. James ‘Public school science pioneer’ 1859 Appointed assistant maths described in his autobiography Introduction master at Rugby (Wilson, 1932, p. 12): “It was a lawless, dirty, degraded life, and few In the 19th century most university 1864 Started formal science teaching survived it without real damage.” graduates and many school teachers at Rugby The boys found escape in the were ordained clergymen, and outdoors, rambling over the island the majority came from Oxford or 1868 Published Elementary geometry looking for fossils and collecting Cambridge. James Maurice Wilson to modernise the teaching of geometry bird’s eggs. Teaching there was focused on the classics, together fitted this mould, being educated 1868 Married Annie Elizabeth Moore at Cambridge, although he was with a little mathematics. In 1853 not ordained until 1879, and he the boys were sent to Sedbergh, 1871 Founds the Mathematical a public school in Yorkshire, to spent half his career as a teacher Association and headmaster and the other half finish their education, which again as an Anglican clergyman, rising 1878 His wife dies suddenly in consisted mostly of the classics and to the rank of Canon of Worcester childbirth mathematics. Wilson was taught Cathedral. Table 1 shows the main science. “I am sure I never heard of dates in his long life. His main 1879 Co-wrote Handbook of Double oxygen, or trilobites, or air pumps interest for us, as a pioneer of Stars or coleopteran before I went up to science education, was his role in Cambridge.” (Wilson, 1832, p. 29) establishing the place of science 1879 Ordained a Deacon and then in the curriculum of English public Priest in the Church of England In 1855 James went to St. John’s schools in the second half of the College, Cambridge, while his 19th century. In England the public 1879-1890 Headmaster at Clifton brother Edward went to Oxford. schools, actually private, fee-paying College, Bristol His Cambridge education was boarding schools, were the upper undirected and he read both 1883 Married a second wife – classics and mathematics, and tier of secondary education. Their Georgina Mary Talbot curriculum was based on the classics in 1856 entered and won the (Latin and Greek) and mathematics, Bell Scholarship for the sons of 1890-1905 Vicar of Rochdale & clergymen, like his father before and in the mid 19th century, science Archdeacon of Manchester and modern languages were seen him. At the end of his first year he as ‘modern’, new-fangled subjects, came top in mathematics and he 1905-1926 Canon of Worcester and was persuaded to drop classics which had to fight for a place in the Vice-Dean of the Cathedral curriculum. James (Jim) Wilson and study for the mathematical was one of the pioneers who 1926 His second wife dies tripos. At University Wilson was established science as a core subject exposed to modern ideas, as in England’s public schools. This 1931 Died at 96 he said (ibid, p. 34) “I had been recognition of science by the elite bred in a country Vicarage on schools influenced the adoption old-fashioned Evangelical lines, 22 www.ista.ie Centre: 22, 23 of 44
JAMES MAURICE WILSON MAY 2018
and at schools into which no modern but knew no science. Regular lectures Great Britain. This led to a series thoughts penetrated.” In December 1856 in science had been started at of Royal Commissions into the he experienced a strange seizure and Rugby in 1849 by Dr Sharp, who was state of education from the 1860s thought he was dying. He later found replaced by the Rev. Henry Highton, onwards. The first of these was out that his brother was ill and had died an ‘electrician’, whose departure to be the Public Schools Commission that night, evidence of the strong bond headmaster at Cheltenham in 1859 (1861-1864), also known as between twins. At the end of 3 years he opened up a job for Wilson. In 1862 the Clarendon Commission, sat the Mathematical Tripos in 1859 and the Public Schools Commission (the which published its report in came out as Senior Wrangler i.e. the top Clarendon Commission) visited Rugby 1864, and which looked at nine student, an evidence of his mathematical to take evidence on teaching at the leading public schools, including ability. He then decided to sit for the nine major public schools, and Wilson Rugby. This was followed by the Classical Tripos to see if he could get a gave evidence. He described himself Schools Inquiry Commission double first, but instead he fell seriously as “impartially and profoundly ignorant (1864-1868), also known as the ill. One consequence of the illness was of all science, except some parts of Taunton Commission, which that he forgot all the mathematics he had astronomy and Newton’s Principia, reported in 1868 on education in learned so assiduously, and he had to all utterly unsuitable for schools.” the remaining public, grammar relearn it all again. Looking around for (Wilson, 1932, p. 60). In his evidence and endowed secondary a job he had several offers but decided to the Clarendon Commission, Wilson schools. Neither report was very to accept an offer to teach science “confessed to the Commission that encouraging about the state of (of which he knew nothing) at Rugby he was a mathematician with no science education, which they School, under the headmaster Frederick experience of experimental study and found was essentially excluded Temple (later Archbishop of Canterbury), had been appointed as a teacher of from the education of the higher who wanted to establish science in the mathematics but Dr Temple supposed classes in England. These were Rugby curriculum. he could ‘get it up sufficiently for the followed by the Devonshire purpose’ and so he grafted physical Commission (Royal Commission science on to the mathematics.” on Scientific Instruction and the (Roderick and Stephens, 1971, p. Advancement of Science) 1872- 101) At this stage he taught mainly 75. mathematics, while his chemistry pupils worked in the adjoining Rugby was singled out in the laboratory working on analyses He Public Schools Commission did not think that natural science was Report as having the most being taught as well as he would attention to science, but even wish, but “he thinks that the state of this was unsatisfactory and was instruction and proficiency in physical not compulsory. The report still science at Rugby is as satisfactory as saw classics as the foundation anything else in the school.” Figure of secondary education but 2 shows Wilson in 1859 as a young, recommended that one hour a unmarried man about to embark on his week be spent on natural science new career as a schoolteacher. and that two main branches of Figure 1: Rugby School ca.1860 science should be studied. They wished that all boys should study science and deplored the division http://richardjohnbr.blogspot. of schools into the Classical ie/2011/02/educating-middle- (superior) and Modern (inferior) classes-1800-1870.html sides. Frederick Temple took these recommendations seriously The Rugby years – getting to grips with and implemented them at Rugby. teaching science 1859-1879 From 1864 he decided that every boy would study science in the It was during his years at Rugby School, lower school. Wilson had started a major public school founded in 1567 science teaching in a cloakroom (Figure 1), that Wilson’s claim to be attached to the Town Hall but in a pioneer of science education rests, 1861 the school invested in a although he knew no science when he new science school at a cost of was appointed. This seems strange to £1,000, extended considerably in us but it was quite common then for 1869 (Figure 3). someone to be asked to teach subjects of which they knew nothing, indeed it Wilson’s views on teaching is not unheard of in Ireland even today. science were developed more Evelyn Waugh in his novel Decline and fully in an article he wrote ‘On Fall (1928) describes such a practice in a teaching Natural Science in public school. Figure 2: James Wilson in 1859 Schools’ for the publication (from Wilson, 1932) Essays on a Liberal Education, “Why only last term we sent a man who edited by the Rev. F.W. Farrar had never been in a laboratory in his life and published in 1867. (Wilson, as senior science master at one of our The Great Exhibition of 1851 had been a shock to Britain, who thought 1867) He coined the word leading public schools. He came wanting ornithhopachynsipaideia while to do private coaching in music. He’s of itself as the leader of the industrial world. The realisation that other teaching at Rugby to describe doing very well I believe.” (Quoted in the force feeding of pupils with Brock, 1992, p. 396) countries had caught up and passed Britain in technology and science knowledge in the same way caused an inquiry into the state of geese were fattened for market. Wilson was qualified to teach mathematics He always had good relationships (after a summer relearning the subject) science and technical education in
SCIENCE | Vol. 53 | Number 3 | May 2018 23 JAMES MAURICE WILSON MAY 2018 with his pupils both at Rugby and later is fully supported by the popular not very effective in producing at Clifton, and at Rugby was known judgment. All who have much to do proficient classics scholars and by the boys as Jim Stinks. Almost with the parents of boys in the upper only a few boys each year would by chance, and certainly by default, classes of life are aware that, as a do well enough to enter Oxford or Wilson had become the expert and the rule, they value education in Science Cambridge. When they graduated, champion of secondary school science on some or all of the grounds above often also being ordained, they education. stated.” went back into the self-perpetuating system to teach classics. Very few In 1931 in his Presidential address to In modern language we could public school boys studied science the Educational Science Section of the translate these aims as: 1) to develop in the 19th century, around 1%, with British Association meeting, Sir Charles a scientific approach and method; 2) 6% studying mathematics and 4% Grant Robinson said: to broaden the scope of education studying engineering. (Roderick and 3) for the cultural value of science 4) Stephens, 1971) This meant there “If Huxley unquestionably is the Achilles for developing scientific literacy 5) was a very small pool of people to and protagonist of this twenty years’ for its usefulness and application. In recruit science teachers from, and battle for the capture of the classical many ways this report laid down the graduates from the new universities Troy, do not let us forget that one of direction of science education for the would find it difficult to fit in socially the first trumpets sounded in the fray next 100 years. into the staff rooms of public schools. was in the famous Essays on a Liberal Education, in which J.M. Wilson, then In the report Wilson described current The Rev. Frederick Temple a master at Rugby, urged the claims science teaching at Rugby and appointed Wilson to Rugby and of Science.” (Quoted in Wilson, 1932, this is worth quoting. Up until 1864 was his first headmaster and a p.61) science was optional and a boy could great inspiration to Wilson, both choose between modern languages as an educator and as a preacher Wilson, Huxley, Tyndall and Farrar or science, and about a tenth chose and theologian. The first issue of also served on a committee of the science. From 1864 science became Nature in 1869 featured the science British Association in 1867, which compulsory for the lower and middle teaching at Rugby and praised advised on the teaching of science in school. The first year was devoted Temple. A later article described schools, and Wilson drafted the final to botany, the second year to the new science schools at Rugby report (BAAS, 1868). This committee mechanics, the third year to geology (Figure 3). marked the start of a long friendship and experimental physics and the with Thomas Huxley (PoSE #5) whom fourth year to chemistry. “By offering Dr Temple the Bishopric Wilson described as “one of the best of Exeter, Mr Gladstone has and truest men I have ever met. He “Lastly, what are the results of the removed from his post the most remainded my friend and adviser until introduction of scientific teaching eminent schoolmaster in England. the end of his days.” (Wilson, 1932, in the opinion of the masters. In Dr Temple has done much for the p. 62) This document is widely seen brief it is this, that the school as a education, present and future, of all as defining the science curriculum whole is the better for it, and that classes; and although this is not the (Layton, 1981) and it identified five the scholarship is not worse. The place to comment on all he has done purposes of school science education number of boys whose industry and in this direction, we may note here (BAAS, 1868.) attention is not caught by any school what he has done for education in study is decidedly less; there is more Science. “That general education in schools respect for work and for abilities in ought to include some training in the different fields now open to a He may fairly claim to be the first Science is an opinion that has been boy; and though pursued often with headmaster who has recognised strongly urged on the following great vigour, and sometimes with its importance, and effectively grounds: great success, by boys distinguished introduced it into his school. And in classics, it is not found to interfere its introduction into Rugby is of As providing the best discipline in with their proficiency in classics, nor special importance, because it is the observation and collection of facts, are there any symptoms of overwork acknowledged leader in educational in the combination of inductive with in the school. This is the testimony of progress, and because so many deductive reasoning, and in accuracy the classical masters, by no means headmasters have been trained both of thought and language. Because specially favourable to science, who there. Now Harrow and Eton, and it is found in practice to remedy some are in a position which enables them several other schools are doing of the defects of the ordinary school to judge. To many who would have something, though none yet with education. Many boys, on whom left Rugby with but little knowledge, quite the same liberality as Rugby: the ordinary school studies produce and little love of knowledge, to show but it will be instructive to look back very slight effect, are stimulated and us the results of their two or three ten years, and thus to estimate the improved by instruction in science; years in our middle school, the advance. Rugby was then the only and it is found to be a most valuable introduction of science into our course public school where science was element in the education of those has been of the greatest possible taught at all. But even there it was who show special aptitude for literary gain; and others who have left from under great disadvantages. No culture. Because the methods and the upper part of the school, without school was assigned to it; it was an results of science have so profoundly hope of distinguishing themselves extra, and heavily weighed by extra affected all the philosophical thought in classics or mathematics, have payment. There was no laboratory, of the age, that an educated man is adopted science as their study at scarcely any apparatus, and scarcely under a very great disadvantage if he is the Universities. It is believed that no any funds for promoting it. About unacquainted with them. Because very master in Rugby School would wish forty to fifty boys attended lectures great intellectual pleasure is derived to give up natural science and recur on it, but there was no possibility of in after life from even a moderate to the old curriculum.” (BAAS, 1868, making these lectures consecutive, acquaintance with science. On Appendix B) and of dealing with advanced grounds of practical utility as materially pupils. Now there is a suite of rooms affecting the present position and future The truth of the matter was that the devoted to science. progress of civilization.This opinion traditional classical curriculum was 24 www.ista.ie JAMES MAURICE WILSON MAY 2018
furnished by science.” A large and excellent laboratory, where thirty boys are working at the Wilson also pursued serious same time at practical chemistry research in astronomy and geology. with the assistance of a laboratory He bought and then presented an superintendent, opens into a smaller 8 ¼ inch reflecting telescope to private laboratory which is for the use Rugby, which was located in the of the master and a few advanced Temple Observatory. (Marriott, students. This again opens into a 1971) Together with former pupil, chemical lecture room, in which from George Seabrooke, Wilson forty to fifty can conveniently sit. The produced a Handbook of Double seats are raised, and the lecture Stars (1879) and published several table is fitted with all that is required. papers on astronomy. He also used Adjoining is the physical science the observatory for teaching while lecture room, in which sixty can sit, at Rugby. and of which a part is assigned to work tables. And out of this the private Headmaster at Clifton 1879 – master’s room is reached, in which 1890 apparatus is kept, and experiments and work prepared. Following the sudden death of his first wife in childbirth in 1878, and There is a considerable geological following a period of upheaval at museum, and an incipient botanical Rugby after Temple’s departure, collection. A Natural History Society Wilson nearly gave up on teaching meets frequently, and publishes altogether. He applied for ordination reports and papers contributed by to Bishop Temple and was ordained the boys. Five masters take part Figure 4: A portrait of Wilson at a deacon and then a priest in in teaching natural science. It is Rugby (Wilson, 1932) the Church of England in 1879. introduced into the regular school He was persuaded to apply for work (about 360 out of 500 appear to It is interesting to ask why Wilson the vacant headmaster’s post at be in the Natural Science classes); (Figure 4) became the spokesman and Clifton College (founded 1862), being compulsory on all the middle figurehead for science teaching in public in succession to his friend John school; an alternative in the upper schools in the mid 19th century. His claim Percival. Percival had been at school; and optional in the Sixth Form. rests on his published contributions Rugby as an assistant master for to the Royal Commissions, the BAAS 2 years and left to be the founding And the result of the teaching has report (1868), articles in educational headmaster of Clifton College. He been satisfactory. It has not damaged journals and his chapter in Essays on a would later return as headmaster to classics. It has been the means of Liberal Education (1867), deriving from Rugby. From the start Clifton had a educating many boys, and has been a the prestige of Rugby School and its modern side and taught science, so visible gain to the great majority, and headmaster, Frederick Temple. Other that when Wilson took over there in it has steadily contributed to the list of public schools (for example Dulwich 1879 there was already a thriving honours gained at the University. College and Clifton College) and some science school. An article in Nature endowed schools were also teaching (1871, p. 329) lauded the science If Dr Temple had done nothing else, teaching at Clifton: his name would deserve honour at science successfully but none had such our hand for having brought about this an able and influential advocate. In his chapter in Essays on a Liberal Education “We have long insisted in NATURE change. Let us hope his successor on the extreme importance of will be equally liberal to science, Wilson outlines the value of science education (Wilson, 1867, p. 251-2). science teaching in the higher and maintain its efficiency.” (Nature, grade schools in this country, and (1869)1(1), 25-26; Quoted in Sutton, “Science teaches what the power and we are glad to find that at length 1992, p. 86) what the weakness of the senses is ; its importance has begun to be what evidence is, and what proof is. recognised by the head masters Temple rightly gets credit for themselves; so that, on the whole, supporting and promoting science There is no characteristic of an educated man so marked as his power of judging the progress now being made in education at Rugby, but it was James this direction is such that we may Wilson who did the work. of evidence and proof. The precautions that are taken against misinterpretation confidently expect that at no very of what is called- the evidence of the distant future science instruction senses, and against wrong reasoning, will be provided for in all our and racing the thoughts backward down superior schools. Foremost, if to the ground of belief ; the constant not positively the first among the verification of theories ; the candid schools in which the sciences are suspension of judgment where evidence taught stands Clifton College, under is still wanting ; that wedding of induction the able direction of the Rev. J. and deduction into a happy unity and Perceval, in which scientific study completeness of proof, the mixture of is introduced to the utmost, and observation and ratiocination — are keenly pursued by the boys, with precisely the mental processes which the encouragement of all their all men have to go through somehow or masters ..” other in their daily business, and which every human being who is capable of In his autobiography Wilson says forming an intelligent opinion on the nothing about science teaching Figure 3: The new science subject sees would be better done if at Clifton, where he stayed for 11 schools at Rugby in 1870 men had familiarised themselves with years. No doubt his experience as (Hutchinson, 1870) the models of these processes which are a science teacher at Rugby helped SCIENCE | Vol. 53 | Number 3 | May 2018 25 JAMES MAURICE WILSON MAY 2018 in supporting science teaching in the teachers’ association in England, (Wilson, 1932, p. `67), the Rt. new college. Clifton quickly achieved which was later absorbed into the Hon. J.N. Whitley said of Wilson: a reputation as a good school and has Association for Science Education. maintained a strong science teaching “James Maurice Wilson was tradition to this day. Wilson couldn’t have Conclusion a great teacher. Every subject become headmaster as a layman and, he touched became alive with having been ordained, he now took his William Brock (1977, p. 605) gives human interest. The sciences religious role more seriously, both inside this appreciation of Wilson. took their place as pieces of and outside the college. Wilson became the great Divine Revelation. an apologist for the Christian faith and “Wilson himself was very much We were bidden to see how, worked to promote a good relationship aware of the practical difficulties bit by bit, the finite mind of man between science and faith, showing and objections to science teaching can lay hold on fragments of that Christian belief was still possible – the supposedly overcrowded the infinite: how Science and in a scientific age. During his time in curriculum, the expense, the lack of Religion are twin paths of man’s Clifton he married again, but never trained teachers, and the absence searching toward knowledge of intended to stay for a long time and after of science scholarships at the the Divine purpose.” eleven years he decided to move out of ancient universities. Through modest education to a parish ministry, although example, supported by a sympathetic References this was a fairly normal career path for headmaster and the scientific ordained Anglican at that time. community, and by appealing directly BAAS (1868). ‘On the best means of to the universities, he was able to promoting Science Education in Schools’. From vicar to canon – the clerical transform the situation. In a long Report of the Thirty-Seventh Annual Meeting, years 1890-1926 life-time, this ‘Nestor of Science Dundee 1867. London: John Murray. Teachers’ lived to see the public schools, through their powerful Brock, W. (1977) ‘Formalising science in the Association of Public School Science school curriculum.’ New Scientist. 604-605 Masters (founded 1900), lead the field in curriculum innovation and Brock, W. (1992) ‘How to teach Chemistry’, become exemplars for science ch. 11 in The Fontana History of Chemistry, teaching in the state schools. Wilson London: HarperCollins also perceived one of the problems of today’s debate over the content Hutchinson, T.N., (1870) ‘The new science and functions of universal science schools at Rugby’, Nature, 3/3/1870, 485-486 education: ‘At present (1867) Marriott, R.A, (1871) The 8 ¼ inch Clark science is only taught by clever and refractor of the Temple Observatory, Rugby. enthusiastic men who could teach Journal of the British Astronomical Association, anything. But when it is taught by 101 (6), p.343-350 Available at: http://adsabs. everybody there will be another harvard.edu/full/1991JBAA..101..343M Figure 5: Wilson in later life story.’” Accessed 21/7/17
http://www.isle-of-man.com/ It is clear from Wilson’s own Nature, (1871). ‘Clifton College School of experience, that teaching in manxnotebook/fulltext/kwc1933/ natural Science. Nature, Aug. 24, 329-331 secondary schools in the 1850s p006.htm was poor and science was non- Public Schools Commission, (1864) Report. The last third of his long life was spent existent. Even when science was Vol. IV, p. 312 as a clergyman after 31 years in introduced it was seen as the education as master and headmaster. poor relation compared to classics Roderick G.W. and Stephens, M.D. (1971) The first 15 years he was the vicar and was often badly taught, by ‘Scientific studies in the public schools and in Rochdale, where he did much to what today we would call non- endowed grammar schools in the 19th century defuse the suspicion and hostility specialists. As well as recognising the evidence of the Royal Commissions. The between established church and the importance of science in the Vocational Aspect of Education. 23(55), 97- nonconformist chapel. He had no school curriculum, as recommended 105 experience of parish ministry and he by the Royal Commissions, it was seems to have no further involvement also necessary to change the climate Sutton, C. (1992) Words, Science and with science education, judged by his of opinion in the universities to Learning. London: McGraw-Hill publications. He spoke and wrote widely produce more science graduates on theological topics, particularly the and to professionalise the teaching Turner, D.M. (1927). History of Science relationship between science and faith. of science. This would prove to be Teaching in England. London: Chapman & Hall The last period of his life he spent as a a long process but James Wilson Canon of Worcester Cathedral (1905- played a key role in the initial Wilson, J.M. (1867) ‘On teaching natural 1926) where he undertook the major campaign to carve out a place for science in schools.’ In Essays on a Liberal job of cataloguing their archives. He science and the value of science Education, ed. F.W. Farrar. London: Macmillan retained his intellectual vigour to the teaching, initially in public schools, end. Wilson lived to see science take its but extending though the BAAS 1868 Wilson, J.M. (1872). ‘On teaching Geology rightful place in the school curriculum report to all secondary schools. His and Botany as part of Liberal Education.’ The and he saw both Rugby and Clifton, colleague on the BAAAS Committee, Educational Times. April the two schools he was associated Thomas Huxley, would play a greater Wilson, J.M. (1932) James M. Wilson: an with, continue to build and strengthen role in getting science established autobiography 1836-1931. London: Sidgwick their science teaching, with increasing in education at all levels (see PoSE & Jackson numbers of qualified science teachers #5). entering the profession. In 1901 the Other Sources: For a summary of his life and Association of Public School Science In a memorial address given in achievements see: https://en.wikipedia.org/ Masters was launched, the first science Clifton College Chapel in 1931 wiki/James_Wilson_(priest)
26 www.ista.ie FEBRUARY 2018 MUSINGS
Ian McCulloch Formerly taught physics at Sandford Park School, Co.Dublin
he Science Quiz in does it do? Well, the name PillCam is a dustbin you are prepared to sacrifice. bit of a giveaway. You swallow it and it November saw me sends images, as it proceeds on its scary The “Value for Money” section of the deployed in UCD for journey, to your friendly GI specialist’s Irish Times Monday Pricewatch page T computer to aid him/her in identifying plumbed new depths on 5th February. the Dublin Regional Round, your issue(s) - if any. When it slows down This is supposed to be a price/ not my usual comfort zone of it takes fewer pictures and vice versa. functionality comparison exercise the Edmund Burke Theatre in When it comes to the end of its odyssey of almost identical products from it doesn’t need to be retrieved in order to different companies. On this occasion Trinity. collect the data … which is something of the first two items under consideration were dental floss tape. The price I thought I had been in UCD recently but a relief. (I hope that these secondhand details are not too inaccurate). comparison was made really clear! - that can’t be the case because what had 89 cent for 80 m for the first and ¤2 been the front of the Science Building on I enjoyed a visit to “The Happy Pear” for 25 m for the second. The next my last visit was now the back! I did some café in Clondalkin before Christmas. item was different - dental floss harps exploring but found no sign of the quiz. The success of this herbivore pair, at ¤1.99 for 100. These might better The committee had brought lots of signs who I’m advised are “easy on the be described as deluxe toothpicks. but the UCD authorities didn’t allow them eye”, has been phenomenal. Their The final product was Interdental to be put up in their shiny refurnished emporium in Greystones is in an old brushes for €4.39 - something edifice - a challenge to overcome for those building. In Clondalkin it’s a “new build” different again. In the headline it didn’t participating before they’d even started. alongside the local Round Tower and say for how many. It suggested that, Once we got going the usual modus museum. It is worth visiting just for the if not used correctly, they are prone to operandi of the administrative staff was museum. This included an Air Bazooka, bending which renders them useless. refined somewhat, courtesy of Humprey sometimes truncated to Airzooka or, more Is it not the case that if any product is Jones. He brought the results laptop into pretentiously, described as an Air Vortex not used correctly it will not function the correcting room and noted the scores Cannon. as intended. Is there not somebody on as they were being recorded on the the editorial staff to prevent gibberish master sheet - inspired. like this being published?
I wasn’t able to make it to the final of the On a more pleasant note to finish, the Quiz. When John Daly announced this crocuses are appearing in the garden. at a committee meeting that he would be overseeing the correcting in my absence, Cynthia Cellier cheered and looked forward to a misogyny-free afternoon. I was deeply hurt when the slur was reported to me afterwards. I take grave exception to Cynthia’s aspersion as I pride myself in being equally offensive to This was fixed in position and can be used everybody, regardless of gender, age or by visitors to knock over a little pile of indeed, any other distinguishing feature. bricks. Not able to resist the temptation, The ISTA Stand at the YSE did not I had a go and took a couple of photos. feature the usual “shop” so not as many When I got home I raided the “it might volunteers as usual were required. There come in handy sometime” boxes and was a “presence” to extol the virtues of the made my own version - a miserable ISTA to non-disciples. Rory Geoghegan failure. Undaunted, some internet was also on hand to entertain visitors, of research produced a more definitive whatever status with some of his “Science approach. This is pictured below and it on Stage” magic. works pretty well. There are lots of YOU P.S. The above was originally TUBE videos that you can choose from to intended for the Spring issue of help with your own version, depending, of SCieNCE but disappeared into course, on the size of bucket/plastic the aether en route to the Editor. The hiatus has made me think and I have decided to hang up my quill henceforth. Thank you for the positive reaction (mostly!) to my past meanderings.
One of my stringers visited the Medtronic Stand at the YSE and was impressed by this piece of kit. This one is “used”. What SCIENCE | Vol. 53 | Number 3 | May 2018 27 UNRAVELLING STEM Beyond the acronym of Science, Technology, Engineering, and Mathematics. Dr. Maeve Liston Senior Lecturer in Science Education, Mary Immaculate College, Limerick
The Emergence of STEM We are speaking about STEM everywhere….There are STEM events, STEM teaching resources, STEM overnments and industry are highlighting festivals, STEM kits etc. (Sanders 2009). Everything is being labelled ‘STEM’ nowadays.……is a coding the importance and need for a highly session STEM or just technology…….is a session on Gcapable STEM population with building a circuit…STEM or just Physics? ….does using creativity, problem solving, critical thinking, an electronic whiteboard or apps during a science lesson make it a STEM lesson? and communication skills to ensure not only economic, but also social and cultural prosperity, Gerlach (2012) questioned ‘Can science and mathematics alone be STEM?’ There is much more to making the world a better place to live in. integrating STEM disciplines than simply teaching two disciplines together or using one discipline as a tool for teaching another (Bryan et al. 2016). STEM education Many research publications, reports and policies have isn't just one thing—it's a range of strategies that help been highlighting the importance of STEM lessons and students to build understanding apply concepts and educational experiences: skills from different disciplines in contexts that make connections between school, community and work in 1. STEM lessons encourage children to go deeper in their order to solve meaningful problems (Gerlach 2012; understanding of important mathematics and science Vasquez, Comer and Sneider 2013). concepts. ‘STEM education is an interdisciplinary approach to 2. Students become innovative critical thinkers and more learning that removes the traditional barriers separating able to make good decisions. the four disciplines of science, technology, engineering and mathematics and integrates them into real-world, 3. Students understand how to approach and solve rigorous and relevant learning experiences for students’ problems. (Vasquez, Comer, & Sneider 2013) 4. Students develop a sense of ethics and social If true authentic STEM education is adopted during so conscience. called/labelled STEM events and initiatives, they should comprise of the following characteristics: 5. Students develop good collaboration skills. STEM lessons and projects have a major emphasis on teamwork • Removing traditional barriers of separating the four and communication. disciplines of science, technology, engineering and mathematics (Vasquez, Comer and Sneider 2013). 6. Students become more technologically literate. • Allowing for innovation and critical thinking (Jolly 2017). 7. Students understand how their STEM coursework opens doors to future careers. • Integrating real-world, rigorous and relevant learning experiences for students (Vasquez, Comer and Sneider (Jolly, 2017). 2013). Therefore, there have been calls to integrate STEM • Inspiring creativity, problem solving inquisitive thinking, right across education systems and the need to prepare and teamwork (Roberts 2012). students with twenty-first-century skills through STEM- related teaching, especially at the grassroots at primary • Integrating and applying a deeper level knowledge and second level (Roberts, 2012). and understanding of mathematics & science to create technologies and solutions for real-world problems using “On its surface, “STEM” is the acronym of Science, engineering design approach (Jolly 2017). Technology, Engineering, and Mathematics. However, when you pull that first layer away, you reveal the most From my experience, ‘STEM’ events quite often do not elaborate puzzle in the education world. Most educators possess the above characteristics of STEM but only know what STEM stands for, but how many really know elements of STEM therefore we need to ask ourselves what it means?” (Gerlach, 2012). should they just then be more appropriately called ‘Science’ events or ‘Tech’ events rather than ‘STEM’ This article will focus on what STEM is? and the events? If events are to be labelled ‘STEM’, engineering characteristics of truly authentic STEM learning has to take centre stage during the activities. experiences, activities and events. Engineering is the glue that integrates science, mathematics and technology and forces them towards What is STEM? workable solutions. STEM activities and lessons use We once spoke about Science, Technology, Engineering the Engineering Design Process (EDP) as a systematic, and Mathematics as separate disciplines. Now we speak orderly, open-ended way of approaching problems and about STEM …….STEMmania has gripped the world. designing solutions for those problems (Figure 1). 28 www.ista.ie UNRAVELLING STEM MAY 2018
Vasque (2015) describes an activity to explain the concept of STEM by using a simple pen (Figure 3).
Figure. 1. Engineering Design Process (EDP) for STEM Lessons and Activities Jolly (2017) in her book entitled ‘STEM by Design: Strategies and Activities for Grades 4-8’ describes Figure 3. The concept of STEM: a simple pen (Vasque, the characteristics of successful STEM activities and 2015) lessons in which students use science, mathematics, and technology to solve real-world engineering design There can be quite a lot of uncertainty around the design problems (Figure 2). and understanding of STEM activities. This article discussed what STEM is and the characteristics of true authentic STEM activities and lessons. It also looked at possible misunderstandings we may have about STEM. If you are at a STEM event or researching STEM resources in the future I would ask you to take a moment to analyse and reflect if the activities incorporate the characteristics of a true authentic STEM. In order for us to embrace an integrated approach to STEM which is meaningful and effective in our classrooms and as part of STEM outreach activities high quality STEM teaching and learning materials and resources are needed along with well-informed professional development. In a series of follow up articles, I will explore designing STEM lessons including examples of STEM projects, STEM lesson specifications and criteria necessary for authentic STEM lessons. [email protected] References
Basham, J.D. and Marino, M.T. (2013) Teaching Exceptional Children: Figure 2: Successful STEM activities and lessons Understanding STEM Education and Supporting Students Through explained (Jolly, 2017). Universal Design for Learning. Reston, VA: SAGE.
Many STEM events and activities already involve Byran, L, Moore, T.J, Johnson, C.C, and Roehrig, G. 2016. STEM Road inquiry-based learning and experimenting, which may Map – A Framework for Integrated STEM Education. Chapter 3: 23-34. incorporate technology. Does this mean that these New York: Routledge presenters are already teaching STEM? From what has been explained in the previous sections above and in Gerlach, J. 2012. STEM: Defying a simple definition. NSTA Figure 2 we would have to say “No”. The foundation Reports. Accessible at: http://www.nsta.org/publications/news/story. of STEM education lies in engineering and of the four aspx?id=59305 letters in the acronym, the "E" is the least understood and utilised (Basham & Marino 2013). Jolly, A. 2017. STEM by Design: Strategies and Activities for Grades 4-8. New York: Routledge. When researching books including activities for integrating STEM into outreach activities and teaching Roberts, A. 2012. A Justification for STEM education. Technology at primary level I often find that many examples of and Engineering Teacher, May/June 2012:1-5. lessons and resources available do not encompass interdisciplinary project based STEM. Many lessons Sanders, M. 2009. STEM, STEM Education, STEMmania. The are science lessons that do not incorporate any type Technology Teacher December/January: 20-26. of design, real world applications or core ideas of engineering. Vasquez, J.A. Comer, M. & Sneider, C. 2013. STEM Lesson Essentials, Grades 3-8. Integrating Science, Technology, Engineering, and The “T” of STEM Education can also be an obstacle to Mathematics. New York: Heinemann. producing a meaningful STEM experiences. As stated in Figure 2 above a chair or a paper clip is a piece of Vasquez, J.A. (2015). Beyond the Acronym. Educational Leadership, technology as they were produced to solve a problem. December 2014: 11-15.
SCIENCE | Vol. 53 | Number 3 | May 2018 29 PHYSICS When a boat goes through a canal lock David Keenahan Teacher Network Coordinator, Institute of Physics
here is quite an amount of reach of the Grand and the Royal Canals interesting Physics involved and many others live in reach of our in taking a boat through a two longest rivers, the Shannon and the T Barrow, each of which have locks, then a canal lock. This context offers great high proportion of people can relate this scope for developing TY projects article to their own experience. that have signifcant cross curricular While canals may seem a thing of the past Historically, the golden era of canals links between Science and History in Ireland, most students will have heard predated the invention of Railways and & Geography. of the Suez canal and the Panama canal the motor cars. They were developed and be aware of their importance today in primarily as a means of transporting While Ireland’s extensive coastline offers terms of commerce and trade. heavy cargo. many educational opportunities, the potential of our inland waterways is often The Physics that influences boat travel Pulling a tonne weight across horizontal overlooked. Ireland has more than a 1000 by canal includes concepts like; force ground requires a big force and involves km of inland waterways which are managed velocity, acceleration, work, torque, a lot of work. If the tonne is floating on by Waterway-Ireland since 1996 as one of pressure, buoyancy, etc. water a far smaller force is needed to the lasting significant initiatives of the Anglo move it and correspondingly less work is Irish Agreement. Among the fundamental ideas done. encountered in this unit of learning are River and Canal habitats that feature fish the facts that water will find its own level, Some sample calculations are shown like trout and pike and birds like the heron and pressure increases with depth. below which use mathematics that is and kingfisher, as well as creatures like Anyone who has tried swimming, is familiar at Leaving Cert level. Later on, swans, ducks and otters are one obvious aware of buoyancy which is an upward some students who progress to study reason for exploring the inland waterways. force exerted on an immersed object fluid dynamics in University can look Examination of water quality and the affect that opposes the weight of the object. forward to applying Stokes law and of pollution by various types of chemical is Archimedes tells us that the buoyancy Reynolds number to turbulence in the another issue worth exploring. force equals the weight of water water as a lock chamber fills. displaced. However this article seeks to highlight the less obvious Physics involved and the less The law of flotation which is a special widely known history of our waterways. case of Archimedes principle is an Q1. A horse pulls a canal barge with a The primary focus of this article is on the elegant example of Newton’s third law….. force of 200 N against the resistance Physics associated with canal locks and “to every action there is an equal and offered by the water of 80 N. Find the the associated history of their introduction opposite reaction”. work done by the horse in pulling the to Ireland. Given that a high percentage barge a kilometre. of our population live in Dublin within easy
30 www.ista.ie PHYSICS MAY 2018
W = F s W = (200 – 80)(1000) F = m a R (1.25) = (60)(40) W = 120 000 J F – 80 = (1200 + 5(80)) (1/20) R = W = 120 kJ = (1200 + 400) (1/20) R = 192 N Q2. A horse pulling a canal boat = 1600 (1/20) Q7. The hull of a small boat has a encounters a steady resistance of 450 vertical cross section that is triangular as N. F – 80 = 80 shown. The dimensions of the hull of the boat that are wet when the boat floats in If the horse maintains a speed of 1.5 F = 80 + 80 water are; length 5 m, breadth 1 m and m/s find the power of the horse. depth 0.2 m. Given that the density of F = 160 N water is 1000 kg / m³ find the mass of Q5 A boat of mass 3 tonnes travelling by the boat. canal encounters a steady resistance of 50 Cross sectional area = ½ (1) (0.2) N. = 0.1 m² If its speed was 1 m/s when it shut off its engine Volume = Cross sectional area x length (a) how far does it travel before coming to rest ? = (0.1)(5) (b) how long does it take to come to = 0.5 m³ rest ? Mass = Density x Volume Q3. When a horse with a power of 720 W F = m a pulls a canal boat against water resistance = 1000 ( 0.5) of 270 N and wind resistance of 30 N, find 50 = 3000 a the velocity of the boat. = 500 kg 1 = 60 a If on the return journey the wind is behind -2 = 1/2 tonne the horse and helping him with a force of 30 a = 1/60 m s N find the new velocity of the boat. Terminology u = 1 a = -1/60 P = F v The lock chamber has a pair of lock v = 0 s = ? gates at each end. Leonardo da P = (270 + 30) v Vinci invented the miter gate in 1480, v² = u² + 2 a s which provides a water-tight seal and 720 = 300 v 0 = 1² + 2 (-1/60) s sufficient strength to withstand the force of the water. The balance beam is equal 2.4 = v s = 30 m in weight to the gate so that it can rotate v = 2.4 m/s freely about its vertical hinge. Sluices in v = u + a t the gates may be opened by applying a P = F v torque to the winding gear with a lock key 0 = 1 + (-1/60) t (or windlass). When the level of water P = (270 – 30) v on both sides of the gate has equalised (1/60) t = 1 the gate may be opened by one person 720 = 240 v applying a torque at the end of the t = 60 s balance beam. v = 3 m/s Q6. If the balance beam of a canal lock gate Historical facts Q4. A boat has a mass of 1200 kg. A man is 4 m long and a force of 60 N is applied at pulls the boat by means of a horizontal its free end, find the torque. If the gate is 2.5 Dublin’s Grand Canal has its origins in a rope. The resistance to motion is 40 N. The m wide, find the resistance force acting at Royal Charter of King George in 1715. tension in the rope is 100 N. the midpoint of the gate. The 132 km of canal connects Irelands Find the acceleration of the boat. two longest rivers, the Shannon and the Barrow with Dublin. 44 locks were If 5 people each of mass 80 kg get into needed to bring boats from sea-level the boat and the resistance remains at Ringsend, Dublin 4 to Lowtown unchanged, find the new force required to at an altitude of 85 m in Kildare and maintain the same acceleration. down again to the river Shannon near Banagher in Co. Offaly. The opening F = m a Torque = F d ceremony was witnessed by 150 thousand people in 1796. Passenger 100 – 40 = 1200 a = (60)(4) boats ceased in 1852 and the last cargo 60 = 1200 a was a shipment of Guinness in 1960 = 240 N from the Brewery in Dublin to Limerick. 1 = 20 a The canal is still in working order for recreational boat users. 1/20 = a
SCIENCE | Vol. 53 | Number 3 | May 2018 31 HEATH ROBINSON CONTRAPTIONS
Sean Kelleher Science, Chemistry and Maths Teacher. Coláiste Choilm, Swords, Co.Dublin
illiam Heath Using a pair of women’s “tights” as Robinson was a a temporary oil filter for an engine POLYDENSITY BOTTLE: satirist who became is one such example from the motor W This device was inspired by a famous during World War mechanic trade. The white of an egg could also be used to form a TEMI article in Chemistry in Action I for illustrations of absurd temporary internal patch for a leaky (Winter 2017). I had seen this machines and devices of hose-pipe from a vehicle radiator; device mentioned many times under heat egg protein denatures and on a number websites and while incredible complexity and reforms into larger solid proteins. it always seemed a worthwhile implausibility for doing simple demonstration device, I wondered As a classroom scientist I like being about the difficulty of obtaining tasks. Over time “Heath able apply the Heath Robinson bead of the correct density. Robinson Contraption” has approach whenever possible, and However the TEMI article explained although necessity is the Mother not only how to easily put together become a catch-phrase for of Invention in most cases, it’s the the device but the physics and “make do and mend” or crude, application of previously earned chemistry behind it. This device has knowledge and a little lateral thinking the advantage of only taking about quick-fx cannibalisations that attracts me to Heath Robinson 30 minutes to assemble, once you and adaptations of existing Contraptions. In practice we need have the “ingredients” (see below) equipment. simple to build, simple to use, simple to explain devices, rather than the over-complexity of William Heath Robinson’s satirical drawings. The hallmark of these is there utility and very often ugliness. Elegance, This means that as a scientist I am ergonomics, and streamlined design moving into the Design Process. are sacrificed in favour of getting the Recently this approach has been job done. And materials were often encouraged in science education cannibalised from whatever was to as a switch towards innovation and hand, or inexpensively obtained. creativity becomes a major focus across second level education in many countries. There is a much larger argument to be had about this change in emphasis and its philosophical implications for education, but for the moment I’ve briefly summarised the differences and similarities in the Venn diagram Fig. 3 Isopropyl alcohol (propan- below. This article focuses on two 2-ol/rubbing alcohol), table salt, Heath Robinson Contraptions that 1litre bottle of soda water from can be constructed, used and Lidl (source Author) explained by JC Science teachers, but Chemistry and Physics teachers may want to extend.
Fig. 2 The similarities and differences of the design Fig. 1 Heath Robinson wart engineering and scientific method removal (source: http://image. processes. (source: author) invaluable.com/housePhotos/ Fig. 4 L-R, Pony beads from Gorringes/88/229088/ Flying Tiger and Hama (Perler) H0533-L09688682.jpg) beads from IKEA
32 www.ista.ie HEATH ROBINSON MAY 2018
The required Pony beads were sourced from Flying Tiger for ¤2.50 MENTOS BOMB DROPPER and the Hama (Perler) beads from The Mentos Bomb is a perennial IKEA for ¤6. As the beads were favourite, but presents teachers packaged in mixed colours, I took with a perennial problem: how do I advantage of invigilating Mock Exams get the Mentos into the cola without to separate out to contrasting colours. getting drenched or mucking it up? I adapted the TEMI instructions by The simple answer is a dropping adding enough of each colour so mechanism that can be loaded with that a reasonably thick band of each the sweets and allows quick release colour could be seen be students directly into the cola. These are at the back of the class easily. The available online but the expense from longest part of the preparation was ordering from abroad may not be in mixing the saltwater solution. your budget. Fig. 8 Soft drinks cap marked for Once in operation the density However a hot glue gun would be a cutting changes can be seen clearly (below), good investment; Lidl regularly have but there is plenty of chemistry them on special for about ¤8 and Mr. involved as the separation of the Price stocks them at ¤6. Hardware alcohol and saltwater layers involves Using the same precautions the tip stores will have them but they can end of the syringe was cut off using polarity and solubility concepts of be up to €40. With the glue gun ionic substances, and an example of the hot scalpel, having previously and some cheap at hand materials removed the plunger. emulsions. An emulsion forms when you can construct your own Mentos the two layers are forced to mix, Bomb Dropper (see below). A cooking during shaking. In the meantime the hot glue gun had blowtorch (¤15 – Lidl) can be useful been warming up. Glue was applied when you want to avoid the bother of to the remaining rim of the cap and setting up a Bunsen burner. the flange end of the syringe tube was attached. This was allowed to dry for 5 mins. Another layer of glue was applied to the outside of the cap where it and the syringe tube joined, to ensure a proper seal. Fig. 5 The polydensity bottle in operation (source Author)
I intend to use the polydensity bottle as a revision tool with 3rd Years after the Mocks, and as a density puzzle for 2nd Years. Depending on the Fig. 7 Mentos Bomb Dropper group it might also be a useful way of equipment and materials: 1) showing 1st Years that while different cooking blowtorch or Bunsen liquids may mix no new substance burner, 2) 20ml plastic syringe, is created, as all the changes that 3) scalpel or craft knife, 4) occur are physical. For my own wooden splint, 5) soft drink cap, Fig. 9 Glue detail clear thinking I will be using the 6) dissection pin or other needle quick reference table that I compiled pointed device 7) hot glue gun At this point the dissection pin was from the TEMI article information. heated and used to pierce the More detailed explanations of the syringe tube close to the flange. underlying science are contained The hole was elongated until wide in the original Chemistry in Action The soft drinks cap was marked with enough to accept a flat wooden (Winter 2017) edition which is a circle which closely followed the splint. This was repeated on the available on News section of the ISTA outer edge and then a cross. The opposite side of the tube. website. heated scalpel blade was used to cut along the lines of the cross. Once this was done it was then easier to remove each segment by cutting along the curve of the circle. While cutting a set of pliers was used to hold the cap to prevent injury.
Fig. 6. Quick reference density table for the polydensity bottle
SCIENCE | Vol. 53 | Number 3 | May 2018 33 HEATH ROBINSON MAY 2018
bottle – there will be sufficient time to • The possibility that an stand back without getting drenched! expectation would be created for teachers to build equipment One point to note is that the side holes instead of purchasing of-the- do divert some of the erupting soft drink shelf items. so can only be used effectively with drinks containers of 1.5 litres or more. My personal view is that Heath Robinson Contraptions will The whole constructions process took augment our current use of place in about 30 mins. While the actual equipment and not replace demonstration took place outside in it except in very limited the yard on a trestle table in front of an circumstances, at the discretion entire first year group. Various brand of of individual teacher – not every cola, diet cola, Fanta, and Sprite were teacher or school operates under tested. This threw up a lot of fair test the same circumstances. questions, recording results, qualitative versus quantitative results and the meaning of results (students were told the initial and remaining volume of each The Heath Robinson soft drink). Planned as a Science Week Contraptions offered here are event it lent itself to an exploration of ideas you may find useful and Fig. 10 Side holes for wooden the nature of science experimentation, straightforward to implement. splint for at least one 40 minute lesson.
ENGINEERING DESIGN PROCESSES IN SCIENCE EDUCATION
As teachers, we are understandably weary of educational fads and their persuasive influence on policy makers, when we have suspicions about their Paul Holland chalkface validity. My personal response Paul Holland is to continue with a Heath Robinson Formerly Presentation College, approach for several reasons: Formerly Presentation College Co.Galway • Necessity being the Mother of Co.Galway Invention, DIY contraptions can fill an immediate need;
Class assignment 1968 • The personal and intellectual satisfaction of building something functional and useful, and deploying the skills that this involves; She snorted derisively That I had used • The possibility of discussing/ Too many colours introducing concepts in a different way; A gaudy display That day I learned Fig. 11 Loaded for action • Heath Robinson Contraptions exemplify the fact that science can be Teachers do not know constructed, literally form everyday Everything, I had used The wooden splint was passed things and is not confided to the lab. through the holes, and the tube Colour coding before was then loaded with Mentos. The dropper was then screwed to a cola There are two important caveats for The term was invented bottle – the flanges of the syringe teachers: tube allowed enough grip to tighten A subtlety that wasn’t the dropper securely to the test • The time involved in preparation and bottle. To start the Mentos Bomb pull assembly; Subtle, but too subtle the wooden splint quickly form the For my educated teacher
34 www.ista.ie STE(A)M IN JUNIOR CYCLE An exciting new elective CPD initiative in lower post-primary Junior Cycle for Teachers (JCT) Support Service The JCT Science Team
Why STE(A)M? The Irish report on STEM Education recognises the potential for both cultural and economic development through the intersection of STEM with The Arts and suggests that future initiatives should take account of the STE(A)M hybrid. The European report highlights how innovative and creative solutions to the grand challenges of our time (e.g. climate change, world food shortages, human health) are often found in the margins between disciplines. Finally, Junior Cycle reform, underpinned by the Principles, Statements of Learning and the Key Skills, provides exciting and unique opportunities for a fruitful engagement between Science and The Arts. It provides for the development of transversal learning opportunities that both enhance and transcend subjects, supporting the transition to Senior Context and Rationale problems. The report suggests Cycle and the development of that collaboration between formal, lifelong learning capacities. From he introduction of the non-formal and informal education this unique opportunity emerges the STE(A)M in Junior Cycle initiative. Science Specifcation in providers can ensure relevant and meaningful engagement with TSeptember 2016, and all societal actors, thus providing the move to outcomes-based valuable learning experiences in Science and active citizenship. education across all subjects in conjunction with Junior Cycle reform, offers an exciting opportunity to provide novel professional development The vision for STE(A)M in Junior opportunities in line with Cycle some of the proposed action The ability to “engage with science as a reflective citizen” is an integral items outlined in the “STEM part of the development of scientific Education in the Irish School literacy, as outlined in the Curriculum System Report” (2016). Specification for Junior Cycle Science. This report proposes several actions aimed at supporting in-service teachers in the enhancement of STEM Education including the linking of formal and informal STEM education providers in the creation of Our partners non-traditional and innovative CPD for STEM teachers. JCT are delighted to introduce our inaugural partners. This is an A report to the European Commission st evolving partnership space and, as which offers a 21 century vision for the initiative evolves with the roll out education suggests that Science of more junior cycle subjects, we Education has a responsibility will invite new partnerships across to contribute to solving societal STE(A)M disciplines. SCIENCE | Vol. 53 | Number 3 | May 2018 35 STE(A)M IN JUNIOR CYCLE MAY 2018
Amgen Biotech Experience (ABE) primary schools. Set up in 2013, the Teachers at STE(A)M in Junior aim of the programme is to increase Cycle workshops around Ireland Amgen Biotech Experience aim the number of schools engaging in – doing Science work and having to empower teachers to bring quality development education, also Science fun!! biotechnology into their classrooms known as global citizenship. Global and to open the eyes of pupils citizenship supports people to fully to career possibilities involving realise their rights, responsibilities molecular biology. The Amgen and potential as global citizens The response to the workshops foundation seeks to advance to take meaningful action for a across the country has been huge, excellence in science education sustainable world. and we are very appreciative to inspire the next generation of to all Science teachers for your innovators. considered and positive feedback. Teachers have reported on the BIAZA (British and Irish STE(A)M in Junior Cycle value of the workshops in providing Association of Zoos and CPD 2017/18 them space to collaborate with Aquariums) colleagues old and new, to make In conjunction with our partners, connections across subjects and BIAZA pursue their vision of JCT Science developed five elective to learn exciting new ways to conservation of the natural world CPD days for Science teachers. approach the learning outcomes through their participation in These workshops were ran across 10 in Science. The words “buzz”, conservation programmes. They Saturdays, beginning in November “excitement” and “energy” came work to motivate and inspire people 2017 and concluding in March 2018. up a lot when teachers described to modify their behaviour and to With CPD offerings in Dublin, Meath, their engagement with the day! All help with conservation through Cork, Wexford, Carrick-On-Shannon, teachers expressed an interest in the provision of high quality Galway, Limerick and Athlone, this coming back next year, and felt environmental education. was a nationwide initiative. The titles they greatly benefited from the of the workshops offered were: expert views of our different STE(A) Science Gallery Dublin M partners who facilitated the Scientists at Work workshops. Science Gallery Dublin is part of a global science gallery network Sustainability The future pioneered by Trinity College. Their educational programmes provide "One small step…" STE(A)M in Junior Cycle will young people with the opportunity to continue in Autumn 2018, with an pursue creative ideas that interrogate The Scientists' Dilemma exciting new approach- all of our and explore the boundaries of art and The ‘H’ Factor workshops will be interdisciplinary science. It is their belief that young in nature. Teachers of subjects like people hold the creative potential to Across these workshops, teachers Science, Geography, History, Maths tackle the world’s biggest challenges. were invited to consider the interplay and Home Economics will be invited between STEM and societal to the same CPD day, where they SEAI (Sustainable Energy will be invited to collaborate within Authority of Ireland) advancement, using creative and critical dialogue as a lens through and across their subject disciplines which to consider the consequences to engage with societal issues and SEAI has a vision for Irelands’ energy challenges. In each case, they will needs to be met in a way that is of the choices we make, and the role of Science in informing those use The Arts as a lens through to sustainable, affordable and clean. which view and engage with STEM SEAI’s schools programme supports choices. Issues that teachers engaged with included bioethics, education in different ways. We schools through the provision of are currently in discussions with a resources, through its “One Good sustainability in terms of energy, plastics and ecosystems, and number of new partners, as we look Idea” competition for primary and to expanding this exciting initiative post primary children and now the ethics of space technologies providing greater and better data in the coming year. We look forward through its engagement with STE(A) to working with you, our Science M in Junior Cycle on Earth and its inhabitants. All workshops were developed to align teacher colleagues, as we move full SFI/ESERO (Science Foundation with the learning outcomes of Junior STE(A)M ahead! Cycle Science, with an overarching Ireland; European Space Junior Cycle for Teachers (JCT) is Education Resource Office) focus in all workshops on Nature of Science learning outcomes 1 and 10. a dedicated continuing professional SFI promotes and supports the study As teachers considered the role our development (CPD) support service of, education in and engagement humanity plays in advancing society of the Department of Education with STEM. Through its association through STEM, it led to a deeper and Skills. Our aim is to support with ESERO, it promotes space as a appreciation of how scientists work, schools in their implementation theme to inspire and engage young and the personal, social and global of the new Framework for Junior people in STEM subjects while all the importance of the role of science in Cycle (2015) through the provision time aiming to catalyse, inspire and society. of appropriate high quality CPD for guide the best in STEM education. school leaders and teachers, and Resources from STE(A)M in Junior the provision of effective teaching World Wise Global Schools Cycle workshops will be available and learning resources. If you would (WWGS) ongoing from the JCT website. like to find out more about STE(A) M in Junior Cycle, follow us on @ World Wise Global Schools is JCforTeachers and @JctScience . Ireland’s National Developmental You can also subscribe to the JCT Education programme for post- Science Mailing List by logging
36 www.ista.ie STE(A)M IN JUNIOR CYCLE MAY 2018 onto www.jct.ie/science/science and following the relevant link.
SCIENCE | Vol. 53 | Number 3 | May 2018 37 A FUEL CELL IN YOUR HOME Who knew? John Daly Chemistry Teacher. Retired (sort of). Occasional Schools' Science Demo-Lecturer
ecently the carbon At the core of the sensor is a small Carbon monoxide is oxidized at one black plastic cylinder with a hole in electrode to carbon dioxide while monoxide alarm on my the top that unplugs from the circuit oxygen is consumed at the other Rliving room ceiling started board. On its side is printed SIXTH electrode. SENSE ECO-SURE (CAUTION to beep intermittently at 3 a.m., ACID). For carbon monoxide detection, waking us in the bedroom the electrochemical cell has overhead. advantages over other gas-sensor technologies in that it has a highly accurate and linear output related to the carbon monoxide concentration. It requires minimal power as it is operated at room temperature, and has a long lifetime (typically commercial available cells now have lifetimes of 6 years). I found an explanation on the web of how such fuel-cells work, from a manufacturer called Figaro Engineering Inc. The diagram below is from their web-site. The explanation below is The manufacturers refer to it as a an edited version from their web- 2-electrode electrochemical cell with site. a CO measurement range of 0-500 ppm, with a 6 years operating life An electrochemical-type gas My second thought was to replace from the date of manufacture. sensor is an amperometric (current- measuring) fuel cell with two the three AA batteries, but on close This is a type of fuel-cell that instead inspection, I read on a label, that the electrodes. The basic components of being designed to produce power, of two electrode gas sensors are a sensor had reached the end of its six- is designed to produce a current that year life and needed replacing. working (sensing) electrode (anode), is precisely related to the amount of a counter electrode (cathode), and I replaced it with exactly the same the target gas (in this case carbon an ion conductor in between them. model from an Irish company, Ei monoxide) in the atmosphere. When a toxic gas such as carbon Electronics, in Shannon, Co. Clare. monoxide (CO) comes in contact Measurement of the current gives with the working electrode, oxidation So now I could dismantle the old one a measure of the concentration of of CO gas will occur on the working and have a look inside. As you can carbon monoxide in the atmosphere. electrode through chemical reaction see in the photograph it consists of a Essentially the electrochemical cell with water molecules in the air (see circuit board with three LEDs, loads consists of a container, 2 electrodes, Equation 1). of resistors, chips, a test switch and a connection wires and an electrolyte - typically sulfuric acid. + - sound generator metal disc. CO + H2O -> CO2 + 2H + 2e … (1)
38 www.ista.ie FUEL CELL MAY 2018
Connecting the working electrode Finally I cut open the plastic cylinder duty to ‘open the door’ to pupils (anode) through an ion conductor to find very fine wire electrodes and further interest and study. material (electrolyte) to the cathode a wet white pad, which tested, acidic will allow protons (H+) generated on with universal indicator. It is possible to demonstrate a the anode to flow towards the cathode primitive fuel cell when electrolysing through the ion conductor. In addition, If you wish to introduce the subject of water in a Hoffmann Voltammeter. generated electrons will move to the fuel-cells to a TY chemistry module, Remove the power source from the cathode through the external wiring. A there are kits available at: - http:// electrodes after a few minutes of reduction reaction with oxygen in the www.horizoneducational.com/ gas production, and replace with a air will occur on the other electrode juniorproducts/fuel-cell-car-science- voltmeter. The voltage registered (see Equation 2). kit/ and also at https://www.arborsci. suggests that hydrogen is oxidising com/fuel-cell-car-science-kit.html. at one electrode and oxygen is + - reducing at the other, thus creating ½ O2 + 2H = 2e -> H2O … (2) This would allow for experimentation and investigation and a literature/web an electrochemical fuel-cell. The overall reaction is shown in search to examine real-life progress Equation (3). in this area. Comments to: CO + ½ O2 -> CO2 … (3)
An electrochemical-type gas sensor Fuel cells are not part of the present [email protected] operates like a battery cell with CO Leaving Certificate chemistry syllabus. Can gas being the active material (external I suggest that the syllabus needs updating, fuel source) for this overall battery cell considering the existence and development reaction. of hydrogen-powered vehicles?
The material of the working electrode Even so, chemistry teachers should have must catalyse the CO oxidation and is some knowledge of this topic and its place probably platinum. A selective filter is in a study of electrochemistry. Discussions also required to prevent other gases in a chemistry class can easily spread to from affecting the cells operation. include fuel-cells and we always have a
INTRODUCING CHEMICAL CHANGE: 'INSTANT COLOUR' Demonstration Experiment (Number 7 of 10) Randal Henly
SCIENCE | Vol. 53 | Number 3 | May 2018 39 The Centre for the Advancement of STEM Teaching and Learning, CASTeL, invites you to the 8th Science and Mathematics Education Conference (SMEC) at: DCU Institute of Education, t. at ic s Ca us th
Tuesday 26 June 2018.
Keynotes Speakers: Professor Deirdre Butler, Dublin City University Professor Merrilyn Goos, Director of EPI*STEM, University of Limerick Professor Anna Steinweg, University of Bamberg
40 www.ista.ie SCIFEST "At SciFest, we felt like scientists' Janet Williams Oshun St.Mary's College, Arklow
That being said, all of us had our own crazy journeys to produce our completed projects. We can now collectively agree that science works in a weird and magical way and we saw this when, at first many of our results didn’t work and we wanted to give up. However, we still got back up and kept going by figuring out a new way to get what we wanted and fix our mistakes. While some of us won an award at the WIT SciFest, without a doubt we all reaped the reward of dedication and persistence. In all, we loved it and although it brought us on an emotional roller coaster, we would certainly do it again any day. SciFest@WIT 2018: Janet and ALeksandra, Cordula Weiss, WIT To conclude, we would like to and Rhona Howley, Abbott commend the staff, professors, students, judges and organisers for aving participated in I was frustrated, the next I was putting together such a wonderful over the moon. I walked into this event. This experience can be SciFest@College 2018 classroom knowing absolutely described as unforgettable and one in Waterford Institute of nothing about science, especially that will certainly benefit us in the H future. We appreciate events like since I didn’t do it for my Junior Technology our experience of Certificate. I joined my friend’s project this because it gives students like it was very good and extremely about something I had never heard us a chance to gain a wide range of positive. about before and was starting to new skills that can be applied later worry about what we would be doing in our lives. We are very grateful to The venue was excellent and very for the year. Surprisingly, though have been given such an amazing well run. The judges were very through many breakdowns and opportunity and participating in enthusiastic, understanding and mistakes our project went well. I was SciFest@WIT was well worth it. At patient, but also showed genuine nervous to present it at SciFest@ SciFest, we felt like scientists. interest in our projects. They also WIT because the only practice I had provided us with guidance and ways at presenting was with my class, filled in which we could improve our project with people I knew at our SciFest@ in its later stages. We really enjoyed School last March. Thankfully the Note: the whole process of collecting data, judges were very friendly and easy to carrying out experiments and then Janet Williams Oshun and her partner talk to. I’m very proud of myself and Aleksandra Gramiak were awarded creating posters and booklets from all what I can accomplish and because of the data obtained. the Abbott Runner-up Best Project of this I now have the confidence to Award for their project, ‘Testing the choose biology as one of my Leaving effectiveness of market batteries We really weren’t expecting there Certificate subjects. If the opportunity to be as many projects on display, against our Ecological Houseplant arose I would definitely participate in Battery’ at SciFest@WIT 2018 but we instantly made friends with SciFest again. the people near our stand. From this experience some of us had learned more about ourselves than imaginable. During this experience I have learned a lot, not only about science but about myself and my fellow classmates. I found being around people my age who also have an interest in science, truly made me proud to have chosen Science as one my TY modules. I wish I could’ve participated in this at a younger age. My experience at SciFest was productively chaotic. One minute
SCIENCE | Vol. 53 | Number 3 | May 2018 41 42 www.ista.ie
Self Help Africa & Irish Aid
Scientific solutions to some of the biggest global development challenges were the focus of a recent showcase hosted by Self Help Africa and Irish Aid. The annual science for development event brought together more than a dozen leading student projects from this year’s BT Young Scientist and Technology Exhibition. Representatives of the development sector gathered at the headquarters of the Department of Foreign Affairs to give students their expert feedback on the projects, ranging from an app for detecting glaucoma, a study into bees’ health and a device to purify cholera-infected water. Tánaiste and Minister for Foreign Affairs and Trade Simon Coveney commended the young scientists for their innovation, drive and enthusiasm in seeking answers to the most pressing challenges faced by Africa’s poorest people. Minister Simon Coveney said that food wastage, contaminated water, absence of electricity and inadequate food production were just some of the issues that scientific thinking could help to solve.
The students relished the opportunity to showcase their work in front of a prestigious audience. “I am thrilled I got to show my project because I was really happy with the results of my experiment,” said Amelie O’Connor from Sutton Park School in County Dublin, who designed a cooking water conservation system. For Timothy McGrath, a Kerry student who won this year’s Science for Development Award at the BT science fair for a device purifying cholera-infected water, the event was an excellent opportunity to network: “There has been a great reaction towards my project. Many people have said that I should continue to work on it. I can use these contacts to improve my device in the future,” Timothy said. Dr. Tony Scott, who cofounded the Young Scientist Exhibition more than 50 years ago, told the gathering that while some creative and smart solutions to development issues had been produced since the Science for Development Award was first started at the expo by Self Help Africa 15 years ago. “If we had that thinking from the outset of the event in the 1960s, perhaps we would have had answers to some of the problems that still blight places like Africa today.”
The Science for Development Award was created by Self Help Africa in 2004, to reward ideas that use science and technology to find solution to some of the most pressing development issues in the developing countries of the world.
Dr. Tony Scott (Founder of the BT Young Scientist Exhibition), Tánaiste and Minister for Foreign Affairs and Trade Simon Coveney with students Harold Ibarlin, Elvis Nzekwe and Filip Gajda from North Monastery Secondary School (Cork).
SCIENCE | Vol. 53 | Number 1 | May 2018 43 CROSSWORD WIN ¤20 First ISTA member to email correct entry wins
Randal Henly Send your answer to: [email protected] via your ISTA registered email address.
SCIENCE CROSSWORD 79
Clues Across Clues Down 1. High explosive: TNT, of 1. By which electromagnetic formula C6H2(CH3)(NO2)3 (15) radiation travels (9,6) 9. Common commercial name for 2. The resistance of an object to ethyne (9) any change in its motion (7) 10. It can be an artery, vein or 3. Woody evergreen climbing fossa in the lower body (5) plant of the Genus Hedera (3) 11. Orbiting astronomical body (9) 4. It’s number 45 (7) 13. Distinctive smell due to 5. It’s indicated by ∴ (9) vaporisation (5) 6. The intrinsic brightness of a 14. Spiral-horned African antelope celestial object (10) (5) 7. The surrounding or conditions 15. Natural 11 acrosses (5) in which an organism lives (11) 16. A current unit becomes a plan 8. Descriptive of those elements of an area (3) that readily lose electrons and 17. Plant with several main stems form positive ions (15) arising from the ground (5) 12. Despite their name, they’re 19. Inhale and exhale (7) really beetles (8) 20. It involves natural evaporation 18. Turned on its axis (7) and condensation (5,5) 19. Robert, the great scientist from 22. A prefix in metrics (3) Lismore Castle (5) 24. In short, one with the 21. Any one of a class of fatty qualification MVB (3) acids or their derivatives that include natural oils, waxes 25. Domesticated ruminant and steroids (5) animals (5) 23. A single prefix (4) 27. Mammal of the giraffe family from African rain forests (5) 26. Sound of bees (3) 29. NaOH (6,9) 28. Silver iodide (3)
SCIENCE Crossword March 2017 Answers
Well done to the winner:
Michael Jordan
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