State Da Vinci Decathlon 2015 Art and Poetry

Task developed Karen Yager, Knox Grammar, 2015

State da Vinci Decathlon 2015 An academic gala day for Years 9, 10 & 11

Art and Poetry

‘Painting is poetry that is seen rather than felt, and poetry is painting that is felt rather than seen’ Leonardo da Vinci.

Team Number ______Task developed Karen Yager, Knox Grammar, 2015

The Task: River of Dreams

Background information

Each one of us has been shaped by our past, our relationship with family and others, and the places that we have lived and visited physically and in our imaginations. Billy Joel’s album cover for the River of Dreams painted by his then wife Christie Brinkley captures humanity’s past as far back as Adam and Eve in the Garden of Eden. The song of the same name is about the search for what has shaped us to become who we are:

In the middle of the night I go walking in my sleep Through the desert of truth To the river so deep We all end in the ocean We all start in the streams We're all carried along By the river of dreams In the middle of the night

The Task

Your challenge is to compose an original, detailed poem and integrated work of art that capture the places that have shaped the life of a famous real or imaginary individual. Imagine if your art and poetry represented Alexander the Great’s life and the places he conquered or Huckleberry Finn as he drifted on the Mississippi River with Jim.

The poem and the artwork must be closely interconnected. The artwork can be in any form, such as a 3D sculpture or a symbolic drawing.

You must include the following components:

A detailed poem and interconnected art work that capture the places that have been influential for a famous real or imaginary individual in his or her life. A significant message about how places have an impact on our lives. Evocative imagery that represents at least three places. A critical evaluation of your poem and artwork.

The materials for the poem and artwork

Three pieces of A4 paper (You do not have to use all three pieces.) One piece of A4 cardboard Coloured pencils or crayons Sticky tape (optional) *** You cannot use any other material! 2

Task developed Karen Yager, Knox Grammar, 2015

Team Number ______

Critical evaluation

Name of famous individual (real or imaginary) ……………………………………………….

1. Why you chose the places that you have referred to in the poem and art work. (1 mark)

2. How the places have influenced the individual’s life (2 marks)

3. An explanation of the key message of the poem and art work. (2 marks)

Marking Criteria Poem Art Interpretation of the task 0 1 2 3 4 5 0 1 2 3 4 5 Originality and creativity of the 0 1 2 3 4 5 0 1 2 3 4 5 artwork and the poem The interconnectedness of the 0 1 2 3 4 5 poetry and the artwork Critical evaluation 0 1 2 3 4 5 An original message that 0 1 2 3 4 5 connects to the importance of places in our lives TOTAL /35

Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth, 2015

State da Vinci Decathlon 2015 An academic gala day for Years 9, 10 and 11

Cartography

‘To understand a place is to engage with braided narratives and sue generous explorations’ Rebecca Solnit.

Team Number ______

Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

Cartography

Background Information:

Cartography is the art on map making. Maps can unlock and expose the most wondrous places in the world, depending upon the skill and intent of the cartographer. The history of cartography reflects human history—exploration, political change, and wars. It also reflects technological change from designing maps on bark to creating cartographic displays with computers.

―Places matter. Their rules, their scale, their design include or exclude civil society, pedestrianism, equality, diversity (economic and otherwise), understanding of where water comes from and garbage goes, consumption or conservation. They map our lives.‖ ― Rebecca Solnit, Storming the Gates of Paradise: Landscapes for Politics

All Images used in this document are copyright free from Wikimedia Commons.

Main Page. (2015, March 2). Wikimedia Commons, the free media repository. Retrieved 12:20, March 17, 2015 from http://commons.wikimedia.org/w/index.php?title=Main_Page&oldid=151793790

Let’s go and explore some new and possibly wonderful places ……

2 | P a g e

Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

Picture 1 Question 1: Which city is this iconic building found?

______

Question 2: Which country is the city found in?

______Question 3: What is the name of this statue?

______

Picture 2 Question 4: What is the name of the ruins of an old city? ______Question 5: Which country is the city found in?

______

Picture 3

Question 6: Which city is this iconic structure found?

______

Question 7: Which country is it found in?

______

Question 8: What is the name of this structure?

______

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

Picture 4 Question 9: What is the name of this iconic old city?

______

Question 10: Which country is the city found in?

______

Picture 5 Question 11: Which city is this iconic structure found?

______

Question 12: Which country is the city found?

______

Question 13: What is the name of this structure?

______

Picture 6 Question 14: Which city is this iconic building found?

______

Question 15: Which country is the city found?

______

Question 16: What is the name of this building?

______

Picture 7 Question 17: Which city is this iconic building found?

______

Question 18: Which country is the city found in?

______

Question 19: What is the name of this building?

______

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

Picture 8

Question 20: Which city is this iconic building found?

______

Question 21: Which country is the city found in?

______

Question 22: What is the name of this building?

______

Pictures 9 and 10

Question 23: Which city shown in this first picture with this iconic mountain in the background found?

______

Question 24: Which country is the city found?

______

Question 25: What is the name of this mountain?

______

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

Captain James Cook [1728 – 1779] in Yorkshire, England, was a well-known British explorer, navigator, cartographer during Britain‘s ‗Age of Exploration‘. He made detailed maps of Newfoundland in Canada prior to making three voyages to the Pacific Ocean, during which he achieved the first recorded European contact with the eastern coastline of Australia and many islands in the Pacific. Cook contributed to the accurate mapping of coastlines and improved navigation of this part of the world.

Question 1: What is the main difference between a ―map‖ and a ―chart‖ in the cartographic world?

______(2 mark)

Question 2: Sadly Captain James Cook died in 1779 whilst on his final voyage and was killed by the natives from the islands that he visited and named on January 18, 1778 and named them the ―Sandwich Islands‖ in honour of John Montagu, 4th Earl of Sandwich, who was one of his sponsors as the First Lord of the Admiralty. This name was in use until the 1840s, when the local name was gradually adopted. What is that name that we use today for these islands?

______

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

(1 mark) Question 3: On his final third voyage, the public was lead to believe that Tahiti and hopefully other new places were to be discovered in the Pacific, but the secret mission that Cook was tasked with was to try to find the ―Northwest Passage‖. His attempts at discovering this passage took him between which two places (landforms), but forced back due to the Arctic Ice Cap?

______

(2 marks)

Question 4: Prior to his 3 voyages, Cook worked for the Navy and drew this chart of Newfoundland in present day Canada. Name five (5) features of a map that you can clearly identify? (5 marks)

1. ______

2. ______

3. ______

4. ______

5. ______

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

This list of 28 places is all places that Cook discovered or travelled to on one or more of his 3 voyages of discovery. 1. Antarctic Circle 8. Easter Island 15. Point Hicks 22. Tierra del Fuego 2. Batavia 9. Hawaiian Islands 16. Port Jackson 23. Strait of Magellan 3. Bering Strait 10. Madeira Islands 17. Possession Island 24. Tahiti 4. Botany Bay 11. New Caledonia 18. Saint Helena 25. Tonga 5. Cape Horn 12. New Zealand 19. Sandwich Islands 26. Torres Strait 6. Cape of Good 13. Norfolk Island 20. South Georgia 27. Vancouver Island Hope 14. Oregon 21. St Helena 28. Vanuatu 7. Cape York Peninsula

Question 5: From this list, name 5 places which Cook sailed to on his Second (2nd) Voyage of Discovery. (5 marks)

1. ______

2. ______

3. ______

4. ______

5. ______

Question 6: Apart from the port of departure, which place did Cook visit on each of his three (3) voyages of discovery? (1 mark)

______

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

Look at the extract from a simple topographic map featured above to answer the following Questions;

1. How much higher is the land at point D than at point F?

______

2. If you walked from the railway station to Mt Erin, how many metres would you have climbed? ______

3. At what area reference does the unsealed road and railway line intersect?

______

4. Which is the steepest face of Mt Erin — its northern or southern face?

______

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

5. Which is the highest town above sea level — Highton, Booringa or Steeltown?

______

6. What map feature is located at the following GRs?

(a) 315550 ______

(b) 345515 ______

7. Calculate the actual ground distance in metres between Point D and Point E?

______

8. Calculate the gradient between Point D and Point E?

______

1. Which term below shows the four cardinal and intermediate directions? (circle correct response);

A. Key B. Compass Rose C. Scale D. Symbol 2. The Prime Meridian divides the earth into Eastern and western hemispheres and is located at? (circle correct response);

A. 20 ° longitude B. 0 ° longitude C. 15 ° latitude D. 0 ° latitude

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

Commander Fleming in his navel uniform early in WWII Ian Lancaster Fleming (28 May 1908 – 12 August 1964) was an English author, Journalist and Naval Intelligence Officer. He is best known for his James Bond series of spy novels. Fleming came from a wealthy family connected to the merchant bank Robert Fleming & Co., and his father was the Member of Parliament for Henley from 1910 until his death on the Western Front in 1917. Educated at Eton, Sandhurst and, briefly, the Universities of Munich and Geneva, Fleming moved through several jobs before he started writing. During the Second World War, Fleming worked for Britain's Naval Intelligence Division and was involved in planning Operation Goldeneye, planning and oversight of two intelligence units, 30 Assault Unit and T- Force. Fleming‘s wartime service and his career as a Journalist provided much of the background, detail and depth of the James Bond novels. He wrote his first Bond novel Casino Royale in 1952. It was a success, with three print runs being commissioned to cope with the demand. Eleven Bond novels and two short-story collections followed between 1953 and 1966. The novels revolved around James Bond, an officer in the Secret Intelligence Service, commonly known as MI6. Bond was also known by his code number 007, and was a commander in the Royal Naval Reserve. The Bond stories rank among the best-selling series of fictional books of all time, having sold over 100 million copies worldwide.

Fleming drew on his real-life experiences and used many of the places that he visited before, during and after World War II. Due the Secrets Act that all British service men and women had to sign if they dealt with secrets, Fleming could never draw direct links between his novels and real events, but the next exercise is in the spirit of one of his Bond Ian Fleming in a publicity stories. photo used by Signet Books.

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

In the spirit and style of an Ian Fleming story, filled with spies, secrets and espionage, we have the following scenario;

March 1963:

MI6 has located the source of an important radio message, suspected to be from ‗SMERSH‘ headquarters (fictional Soviet counterintelligence agency used by Fleming). It is thought to be generally found in the North Western Pacific – Southern Japanese region.

It is important to find the location of SMERSH HQ!

There is a problem though. There is a collection of the direction from various sources (Cities in the region) where they used radio location techniques, not digital satellites like in today‘s world. The location technique is the same; triangulation of at least 3 radio signals will give an accurate location.

Your task is to get the bearings from the cities listed below and find the secret HQ. You are faced with two problems.

(1) You have the locations of the cities on the map but no names, therefore you need to match the cities up carefully.

(2) In the true spirit of Ian Fleming, one of the bearings listed in the table is false, SMERSH have a counter agent in one of our city locations. There will be some evidence to which city bearing is wrong and which the city with the counter agent will be discovered. One step closer to finding the spy amongst us.

(5 + 2 marks)

City Bearing Vladivostok 185° Iwo Jima 308° Shanghai 86° Taipei 48° Tokyo 245° Seoul 65°

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

1. Location of SMERSH HQ = place a large X on the map at point of intersection. (5 marks)

2. Name of city with counter agent = ______( 1mk)

Reason for answer = ______( 1mk)

Mark = /7

Total = /60

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth, 2015

State da Vinci Decathlon 2015 An academic gala day for Years 9, 10 and 11

Cartography Solutions

‘To understand a place is to engage with braided narratives and sue generous explorations’ Rebecca Solnit.

Team Number ______

Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

Cartography

Background Information:

All Images used in this document are copyright free from Wikimedia Commons.

Main Page. (2015, March 2). Wikimedia Commons, the free media repository. Retrieved 12:20, March 17, 2015 from http://commons.wikimedia.org/w/index.php?title=Main_Page&oldid=151793790

Let’s go and explore some new and possibly wonderful places ……

2 | P a g e

Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

Picture 1 Question 1: Which city is this iconic building found?

New York

Question 2: Which country is the city found in?

USA Question 3: What is the name of this statue?

Statute of Liberty

Picture 2 Question 4: What is the name of the ruins of an old city? Machu Picchu Question 5: Which country is the city found in?

Peru

Picture 3

Question 6: Which city is this iconic structure found?

Paris

Question 7: Which country is it found in?

France

Question 8: What is the name of this structure?

The Eiffel Tower

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

Picture 4 Question 9: What is the name of this iconic old city?

Angkor Wat

Question 10: Which country is the city found in?

Cambodia

Picture 5 Question 11: Which city is this iconic structure found?

Berlin Question 12: Which country is the city found?

Germany Question 13: What is the name of this structure?

Brandenburg Gate

Picture 6 Question 14: Which city is this iconic building found?

Moscow Question 15: Which country is the city found?

Russia Question 16: What is the name of this building?

Kremlin

Picture 7 Question 17: Which city is this iconic building found?

Amritsar Question 18: Which country is the city found in?

India Question 19: What is the name of this building?

Harmandir Sahib or The Golden Temple

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

Picture 8

Question 20: Which city is this iconic building found?

Venice

Question 21: Which country is the city found in?

Italy Question 22: What is the name of this building?

Campanile of Saint Mark’s church

Pictures 9 and 10

Question 23: Which city shown in this first picture with this iconic mountain in the background found?

Tokyo Question 24: Which country is the city found?

Japan Question 25: What is the name of this mountain?

Mount Fuji

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

Answer the following questions relating to James Cook, his work and the many places that he discovered. Cook was well regarded in the Navy and in the nautical world because of the detail and care that he put into his ‗nautical chart‘ drawing. To the average person there is little difference between a ‗map‘ and a ‗chart‘, but a cartographer knows the difference. A nautical chart, has special unique characteristics including a very detailed and accurate representation of the coastline, which takes into account varying tidal levels and water forms, critical to a navigator. . A map emphasizes land forms, including the representation of relief, with shoreline represented as an approximate delineation usually at mean sea level. (2 mark)

Hawaii

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth which two places (landforms), but forced back due to the Arctic Ice Cap? Asia or Russia & North America or Alaska

(2 marks)

Question 4: Prior to his 3 voyages, Cook worked for the Navy and drew this chart of Newfoundland in present day Canada. Name five (5) features of a map that you can clearly identify? (5 marks)

Title Projection Legend Source / Citation Neat lines Author Directional Indicator (North Arrow- Date of Production Compass Rose, Longitude and Latitude, Scale Bar (Any 5 for 5 marks)

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

This list of 28 places is all places that Cook discovered or travelled to on one or more of his 3 voyages of discovery. 1. Antarctic Circle 8. Easter Island 15. Point Hicks 22. Tierra del Fuego 2. Batavia 9. Hawaiian Islands 16. Port Jackson 23. Strait of Magellan 3. Bering Strait 10. Madeira Islands 17. Possession Island 24. Tahiti 4. Botany Bay 11. New Caledonia 18. Saint Helena 25. Tonga 5. Cape Horn 12. New Zealand 19. Sandwich Islands 26. Torres Strait 6. Cape of Good Hope 13. Norfolk Island 20. South Georgia 27. Vancouver Island 7. Cape York 14. Oregon 21. St Helena 28. Vanuatu Peninsula

Question 5: From this list, name 5 places which Cook sailed to on his Second (2nd ) Voyage of Discovery. (5 marks)

Antarctic Circle South Georgia. Cape Horn St Helena Cape of Good Hope Strait of Magellan Easter Island Tahiti Madeira Islands Tierra del Fuego. New Caledonia Tonga New Zealand Vanuatu Norfolk Island

(Any 5 for 5 marks)

Question 6: Apart from the port of departure, which place did Cook visit on each of his three (3) voyages of discovery? (1 mark) Tahiti

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

Look at the extract from a simple topographic map featured above to answer the following Questions;

1. How much higher is the land at point D than at point F?

50 metres

2. If you walked from the railway station to Mt Erin, how many metres would you have climbed? >200 metres

3. At what area reference does the unsealed road and railway line intersect?

3657

4. Which is the steepest face of Mt Erin — its northern or southern face?

Northern

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

5. Which is the highest town above sea level — Highton, Booringa or Steeltown?

Highton

6. What map feature is located at the following GRs?

(a) 315550 Mt Erin

(b) 345515 Lake

7. Calculate the actual ground distance in metres between Point D and Point E?

3500 metres

8. Calculate the gradient between Point D and Point E?

1:70

1. Which term below shows the four cardinal and intermediate directions? (circle correct response);

A. Key B. Compass Rose C. Scale D. Symbol 2. The Prime Meridian divides the earth into Eastern and western hemispheres and is located at? (circle correct response);

A. 20 ° longitude B. 0 ° longitude C. 15 ° latitude D. 0 ° latitude

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

Commander Fleming in his navel uniform early in Ian Lancaster Fleming (28 May 1908 – 12 August 1964) was an WWII English author, Journalist and Naval Intelligence Officer. He is best known for his James Bond series of spy novels. Fleming came from a wealthy family connected to the merchant bank Robert Fleming & Co., and his father was the Member of Parliament for Henley from 1910 until his death on the Western Front in 1917. Educated at Eton, Sandhurst and, briefly, the Universities of Munich and Geneva, Fleming moved through several jobs before he started writing. During the Second World War, Fleming worked for Britain's Naval Intelligence Division and was involved in planning Operation Goldeneye, planning and oversight of two intelligence units, 30 Assault Unit and T-Force.

Fleming‘s wartime service and his career as a Journalist provided much of the background, detail and depth of the James Bond novels. He wrote his first Bond novel Casino Royale in 1952. It was a success, with three print runs being commissioned to cope with the demand. Eleven Bond novels and two short-story collections followed between 1953 and 1966. The novels revolved around James Bond, an officer in the Secret Intelligence Service, commonly known as MI6. Bond was also known by his code number 007, and was a commander in the Royal Naval Reserve. The Bond stories rank among the best-selling series of fictional books of all time, having sold over 100 million copies worldwide.

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

In the spirit and style of an Ian Fleming story, filled with spies, secrets and espionage, we have the following scenario;

March 1963:

It is important to find the location of SMERSH HQ!

Your task is to get the bearings from the cities listed below and find the secret HQ. You are faced with two problems.

(1) You have the locations of the cities on the map but no names, therefore you need to match the cities up carefully. (2) (3) In the true spirit of Ian Fleming, one of the bearings listed in the table is false, SMERSH have a counter agent in one of our city locations. There will be some evidence to which city bearing is wrong and which the city with the counter agent will be discovered. One step closer to finding the spy amongst us.

(5 + 2 marks)

City Bearing Vladivostok 185° Iwo Jima 308° Shanghai 86° Taipei 48° Tokyo 245° Seoul 65°

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Tasks developed by Wayne Inwood, Knox Grammar School & John Mirosevich ,Wesley College Perth

1. Location of SMERSH HQ = place a large X on the map at point of intersection. (5 marks)

2. Name of city with counter agent = Seoul ( 1mk)

Reason for answer = some indication of the bearing on the map with a 250° heading into the Pacific Ocean ______( 1mk)

Mark = /7

Total = /60

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Task developed by Knox Grammar School, 2015

State da Vinci Decathlon 2015 An academic gala day for years 9 and 10

Chess

Team Number ______

Task developed by Knox Grammar School, 2015

State da Vinci Decathlon Years 7 & 8 Chess Puzzles (8 marks – 1 mark for each correct move)

Puzzle 1: White to play and checkmate in 2 moves

Answer:

Task developed by Knox Grammar School, 2015

Puzzle 2: White to play and checkmate in 2 moves

Answer:

Task developed by Knox Grammar School, 2015

Puzzle 3: White to play and checkmate in 2 moves

Answer:

Task developed by Knox Grammar School, 2015

Puzzle 4: White to play and checkmate in 2 moves

Answer:

Task developed by Knox Grammar School, 2015

State da Vinci Decathlon 2015 An academic gala day for years 9 and 10

Chess Solutions

Team Number ______

Task developed by Knox Grammar School, 2015

State da Vinci Decathlon Years 7 & 8 Chess Puzzles (8 marks – 1 mark for each correct move)

Puzzle 1: White to play and checkmate in 2 moves

Answer: 1.Qe5+ Qxe5 2.Ng5# 1–0

Task developed by Knox Grammar School, 2015

Puzzle 2: White to play and checkmate in 2 moves

Answer: 1.Qxa6+ Nxa6 2.Nc4# 1–0

Task developed by Knox Grammar School, 2015

Puzzle 3: White to play and checkmate in 2 moves

Answer: 1.Qd3+ Kxd3 2.Bb5# 1–0

Task developed by Knox Grammar School, 2015

Puzzle 4: White to play and checkmate in 2 moves

Answer: 1.Rd8+ Kxd8 [1...Rxd8 2.Qb7#] 2.Qd7# 1–0

Task developed by John Mirosevich, Wesley College WA 2015

State da Vinci Decathlon 2015

An academic gala day for Years 9, 10 and 11

Code Breaking

Session 3 ‘There are no secrets about the world of nature. There are secrets about the thoughts and intentions of men’ J. Robert Oppenheimer.

Team Number ______

Task developed by John Mirosevich, Wesley College WA 2015

All Images used in this document are copyright free from Wikimedia Commons.

Main Page. (2015, March 2). Wikimedia Commons, the free media repository. Retrieved 12:20, March 17, 2015 from http://commons.wikimedia.org/w/index.php?title=Main_Page&oldid=151793790.

2 Task developed by John Mirosevich, Wesley College WA 2015

Code Breaking

Please be aware that not all codes are the same level of difficulty and some will take longer than others. If you cannot solve the problem quickly then leave it and come back to it later. Write your answers on the Answer Sheet Provided.

Ian Lancaster Fleming (1908 – 1964) was an English author, Journalist and Naval Intelligence Officer during World War II. He is best known for his James Bond series of spy novels. During the Second World War, Fleming worked for Britain's Naval Intelligence Division and was involved in planning Operation Goldeneye, planning and oversight of two intelligence units, 30 Assault Unit and T-Force.

Fleming’s wartime service and his career as a Journalist provided much of the background, detail and depth of the James Bond novels. He wrote his first Bond novel Casino Royale in 1952. Eleven Bond novels and two short-story collections followed between 1953 and 1966, his final works published after his death in 1964. Commander Fleming in his navel uniform early in WWII. Fleming drew on his real-life experiences and used many of the places that he visited before, during and after World War II. Due the Secrets Act that all British service men and women had to sign if they dealt with secrets, Fleming could never draw direct links between his novels and real events, but the next exercise is in the spirit of one of his Bond stories.

Even before World War II Ian Fleming was attached to Naval Intelligence - nothing to do with MI5 or MI6 - where he first worked as the personal assistant of the Director, Rear Admiral John Godfrey. September 1942 Fleming became head of a special unit called "30 Assault Unit". The task of this secret unit was to infiltrate German and occupied territory with the object of learning more about the German army's nuclear programme.

The unit conducted secret missions behind German lines and captured codes, documents, various types of materiel, as well seeking information on the status of German atomic weapons programme. The primary objective of 30 Au was to collect information on the basis of the so-called ‘Black Book’. This book contained information about those German scientists who had a knowledge of atomic energy and the materials used for it. These persons and the materials had to be found regardless of the cost. If such people were found, they were to be immediately arrested and transferred to Britain for interrogation. In the event of a scientist being picked up, they were brought back to a safe house at ‘Farn Hall’ near Cambridge. The interrogations were codenamed Operation Epsilon. It is generally accepted that the precise results of this operation have yet to be revealed – above TOP SECRET.

A page was found, which possibly was part of this fabled ‘Black Book’. The page appears to have 10 codes of various forms down the page … possibly a list of locations that one of Fleming’s agents had to locate at various parts of the war. There are some scribbles near some codes, not sure what they are, possibly clues.

3 Task developed by John Mirosevich, Wesley College WA 2015

The Black Book extract is below, can you decipher the codes?

4 Task developed by John Mirosevich, Wesley College WA 2015

Senior Year 9 & 10 Code Breaking – Answer Sheet

Team No: ______

Write your answers in the space provided. TOTAL 50 MARKS

Your Code Solution Mark

Code 1 /5

Code 2 /5

Code 3 /5

Code 4 /5

Code 5 /5

Code 6 /5

Code 7 /5

Code 8 /5

Code 9 /5

Code 10 /5

5 Task developed by John Mirosevich, Wesley College WA 2015

State da Vinci Decathlon 2015

An academic gala day for Years 9 and 10

Code Breaking Solutions

‘There are no secrets about the world of nature. There are secrets about the thoughts and intentions of men’ J. Robert Oppenheimer.

Team Number ______

Task developed by John Mirosevich, Wesley College WA 2015

All Images used in this document are copyright free from Wikimedia Commons.

Main Page. (2015, March 2). Wikimedia Commons, the free media repository. Retrieved 12:20, March 17, 2015 from http://commons.wikimedia.org/w/index.php?title=Main_Page&oldid=151793790.

2 Task developed by John Mirosevich, Wesley College WA 2015

Code Breaking

3 Task developed by John Mirosevich, Wesley College WA 2015

The Black Book extract is below, can you decipher the codes?

4 Task developed by John Mirosevich, Wesley College WA 2015

Senior Year 9 & 10 Code Breaking – Answer Sheet TOTAL 50 MARKS

Code Solution Mark

18 – 9 – 5 – 3 – 8 – 19 – 20 – 1 – 7 – 2 – 5 – 18 – 12 – 9 – 14 – 7 – 5 – 18 – 13 – 1 – 14 - 25 Code /5 1 Numbered Alphabet Riechstag Berlin Germany

VCMG ULWE HILN BUNF UHNC W Code /5 2 Ceaser Cipher - A = U (7 offset) Bismarck North Atlantic

EAAENGPLLMIEYT Code /5 3 Picket Fence Technique - 2 rows El Alamein Egypt

NLMGVXZHHRMLRGZOB Code /5 4 Reversed Alphabet Monte Cassino Italy

RHCT IBHC YMPQ Code GCKA /5 5 HPKN

Keyword Cipher (PRINCE) Bletchley Park England

OIBATPOASUENRONRBOVIAASIOTRSEN Code /5 6 Columnar Transposition Operation Barbarossa Soviet Union 5 Task developed by John Mirosevich, Wesley College WA 2015

CBUU MFPG MFOJ OHSB Code ETPW /5 7 JFUV OJPO

Ceaser Cipher - A = B (offset by 1) Leningrad Soviet Union

24-26-8-26-25-15-26-13-24-26-24-12-13-21 22-9-22-13-24-22-14-12-9-12-24-24-12 Code /5 8 Reverse Numbered Alphabet Casablanca Conference Morocco

SDCR-DAWR-BAHO MNYR-NEOE-NAFC Code /5 9 Picket Fence Technique - 3 rows Sword Beach Normandy France

NAPAJIK ASAGAN Code /5 10 Backwards Nagasaki Japan

6 Developed by Karen Yager, Knox Grammar School, 2015

State da Vinci Decathlon 2015 An academic gala day for Years 9, 10 & 11

Creative Producers

‘The deeper the feeling, the greater the pain’ Leonardo da Vinci.

Team Number ______

Task developed by Candace Kruger, A.B.Paterson College, 2015

Creative Producers - Place

Background Information

We often purchase or collect something that will always remind us of the places that we visited. When I travelled to Venice I bought a small glass paperweight. Every time the sunlight illuminates its bright red and blue pattern I am transported back to the Rialto Bridge where I watched the sun setting in the distance on this ancient and beautiful city. I still have the fluffy Nessy toy that I bought at Loch Ness in Scotland and even today I remember the vast dark blue swathe of water and its impenetrable depths, and wonder if there ever was a Loch Ness monster that lived in this beautiful loch.

Task: 60 second Dramatic Performance

The team’s challenge is to create a 60-second dramatic performance that is inspired by an object that represents a place in the world. The performance must demonstrate a connection between the object and the place. The choices are endless! The performance can be in any genre. It could be a dramatic monologue, an action adventure skit, a motivational piece…it is up to the team to decide. Each group will have ten minutes to prepare for the presentation.

Marking Criteria

You will be marked on the basis of the following criteria:

 Physicality and voice /10  Coherence – structure /10  Dramatic communication of ideas /10  Flair /10  Content and use of the object to represent a place /10

A warning will be given at 55 seconds and the presentation will be stopped at 60 seconds.

Marking Grid Criteria Skilful Effective Sound Limited 9-10 8-7 6-4 3-0 Physicality and voice Coherence – structure Dramatic communication of ideas Flair Content and use of the object to represent a place TOTAL /50

Developed by Karen Yager, Knox Grammar School, 2015

State da Vinci Decathlon 2015 An academic gala day for Years 9, 10 & 11

Engineering

‘Water is the driving force of all nature’ Leonardo da Vinci.

Team Number ______

Task developed by Karen Yager, Knox Grammar School, 2015

The Engineering Design Challenge

When and where?

You will have 40 minutes to complete this task. When the time is up, you will be asked to take your prototype to a designated area for marking of the task.

Background

Whether we agree with global warming or not, it is obvious that the current sea levels are rising. Global sea levels are rising and increasing the risk to coastal communities from inundation and erosion. Global average sea levels increased by 210 mm from 1880 to 2009. Around 23% of the worlds’ population lives in the near coastal zone with population densities about three times higher than the global average.

Let us project into the future 50 years from

now. If you live on an island or on a low lying coastline you have to prepare for this change. You need to design a home that could cope with rising sea levels and enable you to continue to live in the place that you enjoy.

Already people are responding and creating buildings that accommodate the rising sea levels. Many of these buildings employ stilts to keep the building above the sea level.

Design Parameters

. You are to design and create a prototype of a home out of any of the materials provided that could cope with rising sea levels. You are only restricted to the materials provided but you can use all or some of the materials. . Your prototype of the home must show that you have thought about the importance of the rising sea levels. . You will have up to forty minutes to design and create your prototype. . You must submit a design brief that explains the prototype’s design and how the design enables the building to cope with rising sea levels.

Material Limitations

. 3 sheets of A4 paper . Sticky tape (provide your own) . 2 sheets of A4 cardboard . 10 straws Task developed by Karen Yager, Knox Grammar School, 2015

Testing Conditions

. Your prototype must remain stable in water. . It must demonstrate that the ability to cope with a rising sea level has been considered in the design. . The design brief must clearly describe the design and how the rising sea levels have been considered.

Marking Criteria

You will be marked on the basis of the following criteria:

 Original structural design /10  Stability in shallow water /10  Innovative use of materials /10  Ability to cope with rising sea levels /10  Design brief /10

Marking Grid

Criteria Skilful Effective Sound Limited 9-10 8-7 6-4 3-0 Original structural design Stability in shallow water Innovative use of materials Ability to cope with rising sea levels Design brief TOTAL /50

Task developed by Karen Yager, Knox Grammar School, 2015

Team Number ______

Design Brief

1. Location: …………………………. ( 1 mark)

2. Explain how and why the design will enable the building to cope with rising sea levels. (5 marks) ______3. Explain how and why your team arrived at this original design. (4 marks) ______Task developed by Debbie De Villiers, A.B. Paterson College, 2015

State da Vinci Decathlon 2015 An academic gala day for years 9, 10 & 11

English

‘The artist sees what others only catch a glimpse of’ Leonardo da Vinci.

Team Number ______

Task developed by Debbie De Villiers, A.B. Paterson College, 2015 2015 da Vinci Decathlon English Challenge - Years 9 & 10

Activity 1: Spelling (10 marks) Ten words will be read out to you. Please write your answers below.

1. 6. 2. 7. 3. 8. 4. 9. 5. 10.

Activity 2: Vocabulary (10 marks) Use the following words in sentences that fully demonstrate your unambiguous understanding of each. antithesis

aesthetic

brusque

gratuitous

xenophobic

morose

obsequious

serendipity Years 9, 10 & 11 1

Task developed by Debbie De Villiers, A.B. Paterson College, 2015

euphemism

ideology

Activity 3: Famous opening lines in literature (10 marks) Insert the letter which identifies the book title next to the appropriate opening lines.

Opening Lines Letter 1 “It is a truth universally acknowledged that a single man in possession of a good fortune, must be in want of a wife.”

2 “As Gregor Samsa awoke one morning from uneasy dreams he found himself transformed in his bed into a monstrous vermin.”

3 “All happy families are alike; each unhappy family is unhappy in its own way.”

4 "All children, except one, grow up."

5 "When he was nearly thirteen, my brother Jem got his arm badly broken at the elbow."

6 "The past is a foreign country: they do things differently there."

7 “You better not never tell nobody but God.”

8 “There is a lovely road that runs from Ixopo into the hills. These hills are grass-covered and rolling, and they are lovely beyond any singing of it."

9 “Far out in the uncharted backwaters of the unfashionable end of the western spiral arm of the Galaxy lies a small, unregarded yellow sun.”

10 “It was a bright cold day in April, and the clocks were striking thirteen.”

Letter Book Title A Harper Lee To kill a Mockingbird

Years 9, 10 & 11 2

Task developed by Debbie De Villiers, A.B. Paterson College, 2015 B J.M. Barrie Peter Pan C George Orwell Nineteen Eighty-Four D Jane Austen Pride and Prejudice E Alan Paton Cry the Beloved Country F Leo Tolstoy Anna Karenina G Douglas Adams The Hitchhikers Guide to the Galaxy H Franz Kafka Metamorphosis I Alice Walker The Colour Purple J L. P. Hartley The Go-Between

Activity 4: A woman’s place (10 marks) Below is a soliloquy from Shakespeare’s the Taming of the Shrew.

Read the speech and then answer the following questions.

Katherine: Act V, scene ii, line 54-97 Fie, fie! unknit that threatening unkind brow, And dart not scornful glances from those eyes 55 To wound thy lord, thy king, thy governor. It blots thy beauty as frosts do bite the meads, Confounds thy fame as whirlwinds shake fair buds, And in no sense is meet or amiable. A woman mov'd is like a fountain troubled- 60 Muddy, ill-seeming, thick, bereft of beauty; And while it is so, none so dry or thirsty Will deign to sip or touch one drop of it. Thy husband is thy lord, thy life, thy keeper, Thy head, thy sovereign; one that cares for thee, 65 And for thy maintenance commits his body To painful labour both by sea and land, To watch the night in storms, the day in cold, Whilst thou liest warm at home, secure and safe; And craves no other tribute at thy hands 70 But love, fair looks, and true obedience- Too little payment for so great a debt. Such duty as the subject owes the prince, Even such a woman oweth to her husband; And when she is froward, peevish, sullen, sour, 75 And not obedient to his honest will, What is she but a foul contending rebel And graceless traitor to her loving lord? I am asham'd that women are so simple To offer war where they should kneel for peace; 80 Or seek for rule, supremacy, and sway, When they are bound to serve, love, and obey. Why are our bodies soft and weak and smooth, Unapt to toil and trouble in the world,

Years 9, 10 & 11 3

Task developed by Debbie De Villiers, A.B. Paterson College, 2015 But that our soft conditions and our hearts 85 Should well agree with our external parts? Come, come, you forward and unable worms! My mind hath been as big as one of yours, My heart as great, my reason haply more, To bandy word for word and frown for frown; 90 But now I see our lances are but straws, Our strength as weak, our weakness past compare, That seeming to be most which we indeed least are. Then vail your stomachs, for it is no boot, And place your hands below your husband's foot; 95 In token of which duty, if he please, My hand is ready, may it do him ease

1. To whom, would you suggest, is Katherine speaking? (1 mark)

2. What is Katherine’s perception of the role of men and women? (2 marks)

Quote to substantiate your answer.

3. Explain the metaphor used in lines 60-63. (2 marks)

4. What is Katherine implying in lines 66-69? (2 marks)

Years 9, 10 & 11 4

Task developed by Debbie De Villiers, A.B. Paterson College, 2015

5. What, according to Katherine, are the 3 things men “crave” from a woman? (1 mark)

6. What explanation does Katherine offer for the fact that women’s bodies (2 marks) are “soft and weak and smooth”?

Activity 5: Writing (15 marks) Now, take into consideration the Elizabethan ideologies represented in

Katherine’s soliloquy and compare gender roles then to those within your contemporary cultural context. Reflecting upon these ideas, rewrite Katherine’s speech, modernising it for a contemporary audience. You do not have to use rhyme or structure. You must decide who your audience is, what stance you will take and why the speech is being made. (200 words)

CRITERIA Marks Following the conventions of a speech (Greeting, introduction, inclusive language, emotive language, conclusion, etc.) /1

Years 9, 10 & 11 5

Task developed by Debbie De Villiers, A.B. Paterson College, 2015 Relevant and interesting subject matter and evidence to support statements (quotes or anecdotal) /2 Sentence structure, grammar, language /2 Relevant vocabulary /2 Spelling and punctuation /2 Exploration of contexts (Elizabethan and contemporary Australian culture) /3 Exploration of ideologies pertaining to gender roles /3

Years 9, 10 & 11 6

Task developed by Debbie De Villiers, A.B. Paterson College, 2015

Years 9, 10 & 11 7

Task developed by Debbie De Villiers, A.B. Paterson College, 2015 Activity 6: Visual literacy and persuasive writing (15 marks)

tone use of light emotive typeface audience positioning composition characterisation stereotype contrast colour symbolism body language gaze rule of thirds angle mise-en-scene sub text symbol infer framing logo target audience metaphor foreground purpose

Using as many of the words above as possible, write a letter to the advertising agency that created the above print advertisement for the company Sumosocial, a French humanitarian organisation. In your letter you should either praise the advert or criticise it. (200 words)

Criteria Score  Letter structure and conventions /1  Decisive tone sustained through language choices /2

Years 9, 10 & 11 8

Task developed by Debbie De Villiers, A.B. Paterson College, 2015  Grammar and appropriate use of language /2  Spelling and punctuation /2  Visual techniques used correctly /4  Exploration of context and meaning /4

Years 9, 10 & 11 9

Task developed by Debbie De Villiers, A.B. Paterson College, 2015

Years 9, 10 & 11 10

Task developed by Debbie De Villiers, A.B. Paterson College, 2015

State da Vinci Decathlon 2015 An academic gala day for years 9, 10 & 11

English Answers

‘The artist sees what others only catch a glimpse of’ Leonardo da Vinci.

Team Number ______Task developed by Debbie De Villiers, A.B. Paterson College, 2015 2015 da Vinci Decathlon English Challenge - Years 9 & 10

Activity 1: Spelling (10 marks) Ten words will be read out to you. Please write your answers below.

1. Urbanisation- taking on the characteristics of a city 2. Archipelago- a large group or chain of islands 3. Denudation - the exposing or laying bare of rock by erosive processes. 4. Distributaries- an outflowing branch of a stream or river 5. Doldrums- the weather prevailing in this area 6. Physiography- the science of physical geography 7. Alluvium- the sedimentary matter deposited 8. Inundation- to flood; cover or overspread with water 9. Isthmus- a narrow strip of land, bordered on both sides by water 10. Steppe- an extensive plain Activity 2: Vocabulary (10 marks) Use the following words in sentences that fully demonstrate your unambiguous understanding of each.

1. Antithesis (opposite) She is the antithesis of class, everything she does is so crass. 2. Aesthetic (pertaining to the science and perception of beauty) Going to an art gallery is a richly aesthetic experience and offers you an opportunity to think about what constitutes art. 3. Brusque (rude/ blunt) Sometimes the old man can come across as a little brusque but he is probably just tired and unable to muster the energy to be polite. 4. Gratuitous (free/ without any reason) I am always suspicious of the gratuitous praise of new acquaintances as I feel such comments should be well earned. 5. Xenophobic (fear of foreigners) Most Australians would deny being xenophobic, although many have strong feelings about refugees. 6. Morose (a sullen or gloomy manner) My teenage daughter is a friendly and happy child at home; but, when she is with her friends, they all put on a morose air (as is common at their age). 7. Obsequious (overly compliant and condescending) Sometimes I wish students knew that offering to help a teacher with her heavy pile of books is actually seen as good manners and not as obsequious. 8. Serendipity (fortunate happening/ pleasant surprise) We realised that our meeting was written in the stars and that our paths crossing could only be put down to serendipity. 9. Euphemism (a pleasant way of expressing something offensive) Teachers know that when they write that a child is energetic and social they are really just using a euphemism for the fact that the child is naughty. 10. Ideology (the set of ideas and beliefs of a group) It is a sad thing to see that so many people of the world still align with the ideology of racism.

Years 9, 10 & 11 1

Task developed by Debbie De Villiers, A.B. Paterson College, 2015

Activity 3: Famous Opening Lines in Literature . (10 marks) Insert the letter which identifies the book title next to the appropriate opening lines.

1. “It is a truth universally acknowledged, that a single man a. Jane Austen Pride and Prejudice in possession of a good fortune, must be in want of a wife.”

2. “As Gregor Samsa awoke one morning from uneasy b. Franz Kafka Metamorphosis dreams he found himself transformed in his bed into a monstrous vermin.”

3. “All happy families are alike; each unhappy family is c. Leo Tolstoy Anna Karenina unhappy in its own way.”

4. "All children, except one, grow up." d. J.M. Barrie Peter Pan

5. "When he was nearly thirteen, my brother Jem got his e. Harper Lee To kill a Mockingbird arm badly broken at the elbow."

6. "The past is a foreign country: they do things differently f. L. P. Hartley The Go-Between there."

7. “You better not never tell nobody but God.” g. Alice Walker The Colour Purple

8. “There is a lovely road that runs from Ixopo into the hills. h. Alan Paton Cry the Beloved Country These hills are grass-covered and rolling, and they are lovely beyond any singing of it."

9. “Far out in the uncharted backwaters of the i. Douglas Adams The Hitchhikers Guide to unfashionable end of the western spiral arm of the Galaxy the Galaxy lies a small, unregarded yellow sun.”

10. “It was a bright cold day in April, and the clocks were j. George Orwell Nineteen Eighty-Four striking thirteen.” Activity 4: A Woman’s Place (10 marks) Below is a soliloquy from Shakespeare’s the Taming of the Shrew.

Read the speech and then answer the following questions.

Years 9, 10 & 11 2

Task developed by Debbie De Villiers, A.B. Paterson College, 2015 Katherine: Act V, scene ii, line 54-97 Fie, fie! unknit that threatening unkind brow, And dart not scornful glances from those eyes 55 To wound thy lord, thy king, thy governor. It blots thy beauty as frosts do bite the meads, Confounds thy fame as whirlwinds shake fair buds, And in no sense is meet or amiable. A woman mov'd is like a fountain troubled- 60 Muddy, ill-seeming, thick, bereft of beauty; And while it is so, none so dry or thirsty Will deign to sip or touch one drop of it. Thy husband is thy lord, thy life, thy keeper, Thy head, thy sovereign; one that cares for thee, 65 And for thy maintenance commits his body To painful labour both by sea and land, To watch the night in storms, the day in cold, Whilst thou liest warm at home, secure and safe; And craves no other tribute at thy hands 70 But love, fair looks, and true obedience- Too little payment for so great a debt. Such duty as the subject owes the prince, Even such a woman oweth to her husband; And when she is froward, peevish, sullen, sour, 75 And not obedient to his honest will, What is she but a foul contending rebel And graceless traitor to her loving lord? I am asham'd that women are so simple To offer war where they should kneel for peace; 80 Or seek for rule, supremacy, and sway, When they are bound to serve, love, and obey. Why are our bodies soft and weak and smooth, Unapt to toil and trouble in the world, But that our soft conditions and our hearts 85 Should well agree with our external parts? Come, come, you forward and unable worms! My mind hath been as big as one of yours, My heart as great, my reason haply more, To bandy word for word and frown for frown; 90 But now I see our lances are but straws, Our strength as weak, our weakness past compare, That seeming to be most which we indeed least are. Then vail your stomachs, for it is no boot, And place your hands below your husband's foot; 95 In token of which duty, if he please, My hand is ready, may it do him ease

1. To whom, would you suggest, is Katherine speaking? (1 mark)

Years 9, 10 & 11 3

Task developed by Debbie De Villiers, A.B. Paterson College, 2015 Katherine is speaking to another woman. She is addressing a wife who she feels is not being obedient to their own husband.

2. What is Katherine’s perception of the role of men and women? (2 marks)

Quote to substantiate your answer.

Katherine feels that men are superior to women and that a man is a woman’s, “lord”, “king”, and “governor”. She feels women should be subservient to men as men are superior (any words such as lord, life, keeper, head, sovereign)

3. Explain the metaphor used in lines 60-63. (2 marks)

(A woman mov'd is like a fountain troubled- Muddy, ill-seeming, thick, bereft of beauty; And while it is so, none so dry or thirsty Will deign to sip or touch one drop of it.) Katherine compares an angry, disobedient woman to a fountain that is disrupted. She says that as a fountain that is disturbed is muddy and ugly, so a women with a temper is unattractive and no-one will want to be with her.

4. What is Katherine implying in lines 66-69? (2 marks)

(And for thy maintenance commits his body To painful labour both by sea and land, To watch the night in storms, the day in cold, Whilst thou liest warm at home, secure and safe) Katherine is implying that men look after women and that they sacrifice themselves in the hardships of work, subjecting their own bodies to the natural elements while women get to stay at home, warm and safe (as they are not allowed to work).

5. What, according to Katherine, are the 3 things men “crave” from a woman? (1 mark)

According to Katherine, men crave “love, fair looks, and true obedience”.

6. What explanation does Katherine offer for the fact that women’s bodies (2 marks) are “soft and weak and smooth?” Katherine feels that women’s bodies are “soft, weak and smooth” because their “soft conditions and *their+ hearts/ Should well agree with *their+ external parts”. In other words, women are soft and weak on the outside because their emotional and psychological makeup is weak and soft.

Activity 5: Writing (15 marks) Now, take into consideration the Elizabethan ideologies represented in

Katherine’s soliloquy and compare gender roles then to those within your

Years 9, 10 & 11 4

Task developed by Debbie De Villiers, A.B. Paterson College, 2015 contemporary cultural context. Reflecting upon these ideas, rewrite Katherine’s speech, modernizing it for a contemporary audience. You do not have to use rhyme or structure. You must decide who your audience is, what stance you will take and why the speech is being made. (200 words)

CRITERIA Marks  Following the conventions of a speech (Greeting, introduction, inclusive language, emotive language, conclusion, etc.) /1  Relevant and interesting subject matter and evidence to support statements (quotes or anecdotal) /2  Sentence structure, grammar, language /2  Relevant vocabulary /2  Spelling and punctuation /2  Exploration of contexts (Elizabethan and contemporary Australian culture) /3  Exploration of ideologies pertaining to gender roles /3

Activity 6: Visual literacy and persuasive writing (15 marks)

Years 9, 10 & 11 5

Task developed by Debbie De Villiers, A.B. Paterson College, 2015 tone use of light emotive typeface audience positioning composition characterisation stereotype contrast colour symbolism body language gaze rule of thirds angle mise-en-scene sub text symbol infer framing logo target audience metaphor foreground purpose

Criteria Score  Letter structure and conventions /1  Decisive tone sustained through language choices /2  Grammar and appropriate use of language /2  Spelling and punctuation /2  Visual techniques used correctly /4  Exploration of context and meaning /4

Years 9, 10 & 11 6

Developed by Karen Yager, Knox Grammar School, 2015

NSW da Vinci Decathlon 2015

An academic gala day for Years 9, 10 & 11

General Knowledge

‘Learning never exhausts the mind’ Leonardo da Vinci.

Team Number ______

Section 1: Famous people and places – What countries are these people from and what are they famous for? 2 marks for each question (20 marks)

No. Famous Person City, Country Achievement 1 Amelia Earhart 2 Thomas Edison 3 Caroline Chisholm 4 Leo Tolstoy 5 Eva Peron 6 Haile Selassie 7 Pele 8 Marie Curie 9 Haruki Murakami 10 Stephen Biko

Section 2: What is the location of these famous buildings – name the city and country for 2 marks each (20 marks)

No. Famous building City Country 1 Tate Modern 2 Chrysler Building 3 Petronas Tower 4 The Brandenburg Gate 5 Acropolis 6 St Basil’s Cathedral 7 Balmoral Castle 8 Space Needle 9 Luxor Hotel 10 Mont Saint Michel

Section 3: Identify the well-known mountains and their country (20 marks)

No. Clue Famous mountain Country 1 This mountain is one of three holy mountains and is featured in ancient paintings. 2 Even my base camp is a challenging climb. 3 Referred to as the ‘Mountains of the Moon or ‘Shining Mountain’ 4 Pliny the Younger recorded the tragic destruction caused by me. 5 I am associated with the Gods. 6 Noah’s Ark was said to have come to rest here. 7 I am referred to as the mountain of mountains by the Swiss. 8 We take on a blue tinge from a distance. 9 In the middle of inactive core, the

army built shelters and lookouts during WWII. 10 I am the starting point for the famous Overland Track.

Section 4: Famous explorers – Who is the famous explorer and where did he or she explore? (20 marks)

No. Clue Famous explorer Place I circumnavigated this 1 Great South Land. I was not even looking for 2 this place! I met the great Kubla Khan 3 on my journeys. Endless white and extreme 4 cold. I was the first man to enter this deep, unexplored and unknown place that 5 continues to fascinate us. As long as you name one of us and recognise that we discovered that this place was not part of a continent but an island separated by 6 a strait. We travelled across terrible desert from south to north but we did not survive because of poor 7 planning. I had been missing for six years in the dark continent when Henry Stanley, a reporter, found me and asked me a now famous question ‘………..I 8 presume.’

Section 6: Current Affairs – Where did these events occur? (15 marks)

No. Current Affairs Location Monster Cyclone Pam leaves a trail of 1 destruction 2 Deadly Ebola virus kills hundreds Pro-democracy protests in place where the 3 British handed back control in 1997 4 This country is alleged to have hacked Sony Historic agreement to release prisoners 5 between America and this country 3

NASA's Kepler space observatory announces 6 the discovery of three new planets in this zone Pope Francis made an historic visit to this 7 Asian country 8 A flying drone sparks a security warning Libby Lane becomes the first Church of 9 England Bishop There has been an ongoing debt crisis in this 10 country 11 Russia would like this country back Ringling Bros. and Barnum & Bailey Circus 12 will phase out the use of elephants by 2018 Journalist Peter Greste was held in prison in this country for two years for damaging 13 national security before being released The Floreana, carrying hazardous materials ran aground January 28 in this amazing place 14 admired by Darwin Scientists report the finding of a 2.8 million- year-old jawbone (the "Ledi jaw"). The new remains represent the oldest known human, some 400,000 years older than previously 15 found. This founding father of this island country 16 nation died on the 23rd March this year. NASA’s Orion spacecraft was tested in orbit on the 5th December to see if it is suitable to 17 carry people to this place. This 2015 box office science fiction film centred on an interplanetary warrior had this 18 planet in its title. This 2015 children’s film features a bear whose 19 name is a well-known place near London. This popular film series that features a bird in 20 its title is set in the future in tis place.

4 Developed by Karen Yager, Knox Grammar School, 2015

NSW da Vinci Decathlon 2015

An academic gala day for Years 9, 10 & 11

General Knowledge Answers

‘Learning never exhausts the mind’ Leonardo da Vinci.

Team Number ______

Section 1: Famous people and places – What countries are these people from and what are they famous for? 2 marks for each question (20 marks)

No. Famous Person City, Country Achievement Amelia Earhart America First woman to fly solo, nonstop across 1 the Atlantic Ocean Thomas Edison America Light bulb, phonograph, electric car, motion picture 2 camera Caroline Chisholm Australia Female immigrant 3 welfare 4 Leo Tolstoy Russia Writer Eva Peron Argentina First Lady of 5 Argentina Haile Selassie Ethiopia Former head of state 6 of Ethiopia Pele Brazil Former Brazilian 7 great footballer Marie Curie Poland Nobel prize winner 8 for work on radiation 9 Haruki Murakami Japan Writer Stephen Biko South Africa Political activist 10 against Apartheid

Section 2: What is the location of these famous buildings – name the city and country for 2 marks each (20 marks)

No. Famous building City Country 1 Tate Modern London UK 2 Chrysler Building New York America 3 Petronas Tower Kuala Lumpur Malaysia 4 The Brandenburg Gate Berlin Germany 5 Acropolis Athens Greece 6 St Basil’s Cathedral Moscow Russia 7 Balmoral Castle Aberdeenshire Scotland 8 Space Needle Seattle Canada 9 Luxor Hotel Las Vegas America 10 Mont Saint Michel Normandy France

Section 3: Identify the well-known mountains and their country (20 marks)

No. Clue Famous mountain Country 1 This mountain is one of three Mount Fuji holy mountains and is featured in Japan ancient paintings. 2 Even my base camp is a Mount Everest Nepal/Tibet challenging climb. 3 Referred to as the ‘Mountains of Mount Kilimanjaro Africa

the Moon or ‘Shining Mountain’ 4 Pliny the Younger recorded the Mount Vesuvius Italy tragic destruction caused by me. 5 I am associated with the Gods. Mount Olympus Greece 6 Noah’s Ark was said to have Mount Ararat Turkey come to rest here. 7 I am referred to as the mountain Matterhorn Switzerland/Italy of mountains by the Swiss. 8 We take on a blue tinge from a Blue Mountains Australia distance. 9 In the middle of inactive core, the Diamond Head America, Hawaii army built shelters and lookouts during WWII. 10 I am the starting point for the Cradle Mountain Australia famous Overland Track.

Section 4: Famous explorers – Who is the famous explorer and where did he or she explore? (20 marks)

No. Clue Famous explorer Place I circumnavigated this Matthew Flinders Australia 1 Great South Land. I was not even looking for Christopher Columbus America 2 this place! I met the great Kubla Khan Marco Polo Asia 3 on my journeys. Endless white and extreme Roald Amundsen South & North Pole, 4 cold. Antarctic I was the first man to enter Yuri Gagarin Outer Space this deep, unexplored and unknown place that 5 continues to fascinate us. As long as you name one George Bass and Mathew Australia of us and recognise that we Flinders discovered that this place was not part of a continent but an island separated by 6 a strait. We travelled across Burke and Wills Australia terrible desert from south to north but we did not survive because of poor 7 planning. I had been missing for six David Livingstone Africa years in the dark continent when Henry Stanley, a reporter, found me and asked me a now famous question ‘………..I 8 presume.’

Section 6: Current Affairs – Where did these events occur? (15 marks)

No. Current Affairs Location Monster Cyclone Pam leaves a trail of Vanuatu 1 destruction Deadly Ebola virus kills hundreds Liberia, West Africa (one 2 needed only) Pro-democracy protests in place where the Hong Kong 3 British handed back control in 1997 4 This country is alleged to have hacked Sony North Korea Historic agreement to release prisoners Cuba 5 between America and this country NASA's Kepler space observatory announces Goldilocks zone 6 the discovery of three new planets in this zone Pope Francis made an historic visit to this Philippines 7 Asian country A flying drone sparks a security warning Washington DC, America (one 8 needed only) Libby Lane becomes the first Church of York Minister, England (one 9 England Bishop needed only) There has been an ongoing debt crisis in this Greece 10 country 11 Russia would like this country back Ukraine Ringling Bros. and Barnum & Bailey Circus America 12 will phase out the use of elephants by 2018 Journalist Peter Greste was held in prison in Egypt this country for two years for damaging 13 national security before being released The Floreana, carrying hazardous materials ran Galapagos Islands aground January 28 in this amazing place 14 admired by Darwin Scientists report the finding of a 2.8 million- Hadar, Ethiopia (one needed year-old jawbone (the "Ledi jaw"). The new only) remains represent the oldest known human, some 400,000 years older than previously 15 found. This founding father of this island country Lee Kuan Yew 16 nation died on the 23rd March this year. NASA’s Orion spacecraft was tested in orbit Mars on the 5th December to see if it is suitable to 17 carry people to this place. This 2015 box office science fiction film Jupiter centred on an interplanetary warrior had this 18 planet in its title. This 2015 children’s film features a bear whose Paddington 19 name is a well-known place near London. This popular film series that features a bird in District 9 20 its title is set in the future in tis place.

4 Task developed by Dave Sedgman Knox Grammar School. 2015

State da Vinci Decathlon 2015 An academic gala day for years 9, 10 and 11

Mathematics

‘I have been impressed with the urgency of doing. Knowing is not enough; we must apply. Being willing is not enough; we must do’ Leonardo da Vinci.

Team Number ______

The world famous Cathedral of Chartres in France is a beautiful representation of symmetry and mathematical design. It is but one example of where place finds a natural expression for mathematics in its construction.

2 | P a g e

Question 1 (3 marks) Irritable indices

Which of the following is equal to 4815 10

(A) 231 (B) 230 (C) 220 (D) 215 (E) 210

Question 2 (3 marks) Square root squabbling

Which has the largest value? Show your method.

(A) 2015 (B) 20 15 (C) 20 15 (D) 201 5 (E) 20 15

3 | P a g e

Question 3 (4 marks) Averaging the class

On a recent Geography test, Alex scored 5 points below the class average, and Scott scored 8 points above the class average, and Colin scored 82. The average of the scores for Alex, Scott and Colin was equal to the class average.

What was the class average?

4 | P a g e

Question 4 (3 marks) Muscular isosceles

An Isosceles triangle has two sides of length 2 units. What is the largest possible area of such a triangle.

5 | P a g e

Question 5 (4 marks) Vagaries of volume

Two identical cylinders are cut open along the dotted lines and glued together to form one bigger cylinder as shown below. The formula for the volume of a cylinder is V  r2 h , where r is the radius of the cylinder and h is its height.

volume of the big cylinder What can you say about the ratio ? volume ofone small cylinder

Complete the sentence “ It has ______times the volume.”

6 | P a g e

Question 6 (4 marks) Cut-out on the corner

Make a box from a rectangle of size ab by cutting out four squares and folding up the edges. If you cut out squares of size 33 as in the diagram, the volume of the box is the same as the volume of the box made from cutting out squares of size 55 .

What is the volume of the box if you cut out squares of size 88 ?

7 | P a g e

Question 7 (4 marks) Leaning ladders

Two ladders are placed on opposite diagonals in an alleyway such that one ladder reaches a units up the wall, the other ladder reaching b units up the opposite wall and they intersect h units above the ground.

1 1 1 By forming two pairs of similar triangles, or otherwise, prove that  a b h

8 | P a g e

Question 8 (4 marks) Rationalising the argument

(a) Describe the kind of values of n for which Sn would necessarily be a rational number?

1 1 1 1 Sn()    ......  . 1 2 2  3 3  4 nn 1

(b) in particular, what value of n makes

1 1 1 1 Sn()    ......  12 . 1 2 2  3 3  4 nn 1

9 | P a g e

Question 9 (4 marks) Unexpected sum

Find the exact value of the sum of the following infinite series 1 2 3 4 5 k Sn()      ......   .... 2! 3! 4! 5! 6! (k  1)! by noting that the general term can be written differently and also where (k 1)!  ( k  1)( k )( k  1)(...... )(1).

10 | P a g e

Question 10 (4 marks) Magic square misery

Find a three by three magic square for which the following properties are true:

 The sum of each row, column, and long diagonal is 111  Each cell has a number with no factors other than one and itself.  Each cell is different.

Hint Begin by figuring out the centre square.

11 | P a g e

Question 11 (4 marks) Imperfect square sum

Prove that the algebraic quantity nn4232 will never be a perfect square expression regardless of the value of n.

12 | P a g e

Question 12 (5 marks) Touching circles

Three touching circles have a common tangent. If the radii of the circles are in decreasing order of size are p , q, and r, prove that the following relationship holds:

1 1 1 . p q r

13 | P a g e

Question 13 (4 marks) How old are we?

Both my father and my father’s grandfather were born in years that can be expressed as

nm mn where m, and n are both prime numbers.

In which years were they born?

14 | P a g e

Question 14 (4 marks) Professorial poppycock

A professor asked four students how long each of them had been studying. One of the students said “ We have been studying for a whole number of years, the sum of our years of studying is equal to the number of years you have been teaching, and the product of our years of studying is 180.”

“I’m sorry,” replied the professor after some thought, “but that doesn’t give me enough information.” “Yes you are right,” agreed another of the students. But if we told you whether any of us were into double figures in our years of study, then you could answer your question.”

How long had each of the four been studying?

End of Competition

15 | P a g e

Task developed by Dave Sedgman Knox Grammar School. 2015

State da Vinci Decathlon 2015 An academic gala day for years 9, 10 and 11

Mathematics Solutions

‘I have been impressed with the urgency of doing. Knowing is not enough; we must apply. Being willing is not enough; we must do’ Leonardo da Vinci.

Team Number ______

2 | P a g e

Question 1 (3 marks) Irritable indices

Which of the following is equal to 4815 10

(A) 231 (B) 230 (C) 220 (D) 215 (E) 210

Solution:

415 +8 10 = 230 +2 30

= 2×230 =231

Marking Scheme  1 mark for line 2,  1 more for line 3  1 for line 4

Question 2 (3 marks) Square root squabbling

Which has the largest value? Show your method.

(A) 2015 (B) 20 15 (C) 20 15 (D) 201 5 (E) 20 15

Solution:

A = 44.888 B = 62.609 C = 77.460 D = 70.887 E = 17.320

Hence C

Marking Scheme  2 mark for method  1 mark for final answer

3 | P a g e

Question 3 (4 marks) Averaging the class

What was the class average?

Solution

Let A be the class average.

Alex score was A-5 and Scott’s score was A+8

(AA 5)  (  8)  82  A 3 2AA 3  82  3 A 85

Marking Scheme

 1 mark for line 2,  1 more for line 3  1 more for line 4  1 for final answer

Question 4 (3 marks) Muscular isosceles 4 | P a g e

An Isosceles triangle has two sides of length 2 units. What is the largest possible area of such a triangle.

Solution:

The area of an isosceles triangle with sides = x cm enclosed by an angle  is given by 1 Ax 2 sin . 2

For to be a maximum then sin  1. This occurs when   900 . When x = 2 1 then area = 2  2  1  2 units2 . 2

Marking Scheme

 2 marks for method  1 for final answer

5 | P a g e

Question 5 (4 marks) Vagaries of volume

volume of the big cylinder What can you say about the ratio ? volume ofone small cylinder

Complete the sentence “ It has ______times the volume.”

Solution:

Let the radius of the small cylinders be r units and their respective circumferences be 2r units each. The total circumference of the 2 cylinders = + = 4r .

Let the Radius of the large cylinder be R units and its circumference be 2 R units. Hence = , which gives Rr 2 .

2 volume of the big cylinder  R22 h R 2r  Hence     4 volume ofone small cylinder r2 h r 2 r 2

Hence “ It has four times the volume.”

Marking Scheme

 1 mark for volume of the big cylinder  1 more for volume of the small cylinder  1 mark for determining  1 for final ratio answer

Question 6 (4 marks) Cut-out on the corner 6 | P a g e

What is the volume of the box if you cut out squares of size 88 ?

Solution:

Marking Scheme

 2 marks for establishing the equality of volume for cut-outs of 3cm and 5 cm  2 for final answer

Question 7 (4 marks) Leaning ladders

7 | P a g e

1 1 1 By forming two pairs of similar triangles, or otherwise, prove that  a b h

Solution: By similar triangles x y y  ah

x y x  bh

Then adding these equations x y x  y x y x y     a b h h h

Dividing both sides by x+y

1 1 1 Hence  a b h Marking Scheme

 1 mark each for the two similar triangle expressions  1 more for adding these two expressions

 1 mark for dividing through by x + y to give the final result Question 8 (4 marks) Rationalising the argument 8 | P a g e

(a) Describe the kind of values of n which Sn is going to be a rational number?

1 1 1 1 Sn()    ......  . 1 2 2  3 3  4 nn 1

(b) Find what value of n makes

1 1 1 1 Sn()    ......  12 . 1 2 2  3 3  4 nn 1

Solution.

(a)

Let us consider each term has having been multiplied by its relevant conjugate. i.e. kk1  kk1 1 2 1 1 3 2 1 nn1  Sn()     ......   1 2 2 1 2 3 3 2 nn 1 nn1  Sn() 2 1   3  2   4  3   ......  (nn  1  ) Sn() (n  1 1) Sn() (n  1 1)

Hence the sum will be rational if and only iff n is one less that a perfect square number.

(b)for

n 1  1  12  n 1 13 n 1 169 n 168.

Marking Scheme (a) 2 mark each for successful rationalising the denominator of the general term 1 mark for recognising the telescoping series 1 mark for recognising n to be one less than a perfect square

(b) 2 marks for n = 168

Question 9 (4 marks) Unexpected sum 9 | P a g e

Solution:

kk1 1 1 1 The general term can be written as    (k 1)! ( k  1)! k ! ( k  1)!

Hence the original series will become a telescopic series:

1 2 3 1 1   1 1   1 1  Sn() ...       ...... 1 2! 3! 4! 1! 2!   3! 4!   4!5! 

Marking Scheme

 2 marks for recognising the alternative expression for the general term  1 more recognising the telescopic series

 1 mark for the final result

Question 10 (4 marks) Magic square misery 10 | P a g e

Find a three by three magic square for which the following properties are true:

 The sum of each row, column, and long diagonal is 111  Each cell has a number with no factors other than one and itself.  Each cell is different.

Hint Begin by figuring out the centre square.

Solution: The number at the centre of any three by three magic square is always one third of the magic squares’s constant.

Thus the centre square must be 37. The rest then follows. Reflected and rotated answers are all possible.

43 1 67 61 37 13

7 73 31

Marking Scheme

 1 mark for centre value = 137  1 more each correct row = 3 marks

Question 11 (4 marks) Imperfect square sum 11 | P a g e

Prove that the algebraic quantity nn4232 will never be a perfect square expression regardless of the value of n .

Solution:

By factoring n43 n 2  2  ( n2  1)( n 2  2) we can see that 2 (n2 1) 2  n 2  1  n 2  2    n2  2 

Hence lies between two consecutive squares, so it cannot be a square number in itself.

Marking Scheme

 1 mark each for the correct factorisation  2 more for recognising the perfect square upper and lower limits in the inequality

 1 mark for explaining the final conclusion

12 | P a g e

Question 12 (5 marks) Touching circles

Three touching circles have a common tangent. If the radii of the circles are in decreasing order of size are p , q, and r, prove that the following relationship holds:

1 1 1 . p q r

Hint: Begin the solution using Pythagoras Theorem with the hypoteneuse ()pq 2

Marking Scheme  1 mark each for first Pythagoras expression    2 more for establishing x2 pr and y2 qr  1 more for second last line, and 1 more for the final result

Question 13 (4 marks) How old are we? 13 | P a g e

Both my father and my father’s grandfather were born in years that can be expressed as

nm mn where m, and n are both prime numbers.

In which years were they born?

Solution:

My father was born in 1927 = 211 11 2

73 His grandfather was born in 1844 = 37 .

Marking Scheme

 2 mark each for the year dates

14 | P a g e

Question 14 (4 marks ) Professorial poppycock

How long had each of the four been studying?

Solution:

Marking Scheme

 Divide the argument into the 4 paragraphs as above  Award 1 mark each for these portions

End of Competition

15 | P a g e

Task developed by Macquarie University, 2015

State da Vinci Decathlon 2015 An academic gala day for years 9, 10 & 11

Philosophy

‘I have been impressed with the urgency of doing. Knowing is not enough; we must apply. Being willing is not enough; we must do’ Leonardo da Vinci.

Team Number ______Task developed by Macquarie University, 2015

Where Are You?

Slowly, you awake. Looking around, you seem to be on an island. You feel dizzy and confused. You do not know how long you have been asleep for, but it seems that it was probably for quite some time. Certainly long enough to mean you have been abandoned in a place that you do not recognise at all. This is all too confusing, where are you? Then you realise, you aren’t even sure what your own name is. Who are you?

Suddenly, you become aware that two people, a man and a woman, are standing at the edge of the forest watching you. They begin to approach and are soon close enough for you to see that the man is holding a piece of paper with writing on it. Upon reaching you, they both smile, and the man hands you the piece of paper. They gesture for you to read the words. It reads,

“Everyone must know their name. Even you. But to know your name you must know where you are. There are six islands hereabouts, but only one is the place where you can find the knowledge that you need – only one is the Island of Fara. Our natives are strange, half speak only the truth, and half speak only lies. You must travel to all six islands and they will tell you where you can find the Island of Fara. Find the Island of Fara; find your name”.

The First Island

Looking up from the paper, the two natives who were waiting for you to finish reading begin to speak:

Man: She speaks only the truth, and this is the Island of Fara

Woman: He speaks only lies, and this is the Island of Fara

Questions

1. Is this the Island of Fara? ………………………………….. 2. Explain your reasoning:

Deciding that you should do as instructed, you set out to investigate the other islands and listen to what the natives have to say. Arriving on the second island, you find a man and a woman upon the shore. They speak:

Man: We both speak only lies, and this is the Island of Fara

Woman: That is true.

Questions

1. Is this the Island of Fara? …………………. 2. Explain your reasoning:

…………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………

The Third Island

Arriving on a third Island, a similar scenario ensues. The two natives speak:

Man: At least one of us speaks only lies, and this is the island of Fara.

Woman: That is true. Task developed by Macquarie University, 2015

Questions

1. Is this the Island of Fara? …………………. 2. Explain your reasoning:

The Fourth Island

For some reason, it seems that all the islands have two natives waiting to greet you on the beach. As though things weren’t already strange enough. All the same, you listen to what the natives have to say:

Man: We both speak only lies, and this is the Island of Fara.

Woman: At least one of us speaks only lies, and this is not the island of Fara.

Questions

1. Is this the Island of Fara? …………………. 2. Explain your reasoning:

The Fifth Island

On this Island, the natives approach and speak:

Man: Either she speaks only the truth, or this is the Island of Fara.

Woman: Either he speaks only lies, or this is the Island of Fara.

Questions

1. Is this the Island of Fara? …………………. 2. Explain your reasoning:

The Sixth Island

You have reached the last of the Islands. The natives once again approach and speak:

Man: We both speak only lies, and this is the Island of Fara.

Woman: At least one of us speaks only the truth, and this is not the island of Fara.

Questions Task developed by Macquarie University, 2015

1. Is this the Island of Fara? …………………. 2. Explain your reasoning:

Which Island is Fara?

Question

Now that you have spoken to the natives on all six islands, which one is the Island of Fara?

Having selected the Island you believe can give you the knowledge you need, you are met there by The Guardian of Fara, a tall imposing man dressed rather like a priest. He hands you a piece of paper, which reads:

Task developed by Macquarie University, 2015

“The Guardians, just like the rest of the natives, either speak only the truth, or they speak only lies”.

He waits for you to finish reading then leads you away from the shore and into the forest where you enter a temple.

The Temple of the Guardians

Inside the temple you find a table, and five thrones.

On the table are three pieces of paper – a blue piece of paper with the words, “Your name is Xavier”, written upon it; a red piece of paper with the words “Your name is Yolandi”, written upon it; and a green piece of paper with the words, “Your name is Zehemiah”, written upon it.

On the five thrones sit The Guardians of the other five islands: The Guardian of Alara, The Guardian of Bala, The Guardian of Chala, The Guardian of Dara, and The Guardian of Enara. Each speaks in turn:

Alara: The blue paper gives your name

Bala: The red paper gives your name

Chala: The Guardians of Alara and Bala do not both speak only lies

Dara: Either The Guardian of Alara speaks only lies, or The Guardian of Bala speaks only truths.

Enara: Either I speak only lies, or The Guardians of Chala and Dara always speak the same (they both speak only truths or they both speak only lies).

When they have finished, The Guardian of Fara turns to you and asks,

“What is your name?”

Questions

1. So, which piece of paper do you choose? ……………………………………………………………………………… 2. Explain your reasoning:

…………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… Task developed by Macquarie University, 2015

3. What is your name?

…………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………

Task developed by Macquarie University, 2015

State da Vinci Decathlon 2015 An academic gala day for years 9, 10 & 11

Philosophy Answers

‘I have been impressed with the urgency of doing. Knowing is not enough; we must apply. Being willing is not enough; we must do’ Leonardo da Vinci.

Team Number ______

Task developed by Macquarie University, 2015

Where Are You?

The First Island

Looking up from the paper, the two natives who were waiting for you to finish reading begin to speak:

Man: She speaks only the truth, and this is the Island of Fara

Woman: He speaks only lies, and this is the Island of Fara

Questions

1. Is this the Island of Fara? ………………………………….. 2. Explain your reasoning:

Task developed by Macquarie University, 2015

Man: We both speak only lies, and this is the Island of Fara

Woman: That is true.

Questions

1. Is this the Island of Fara? …………………. 2. Explain your reasoning:

The Third Island

Arriving on a third Island, a similar scenario ensues. The two natives speak:

Man: At least one of us speaks only lies, and this is the island of Fara.

Woman: That is true.

Task developed by Macquarie University, 2015

Questions

1. Is this the Island of Fara? …………………. 2. Explain your reasoning:

The Fourth Island

Man: We both speak only lies, and this is the Island of Fara.

Woman: At least one of us speaks only lies, and this is not the island of Fara.

Questions

1. Is this the Island of Fara? …………………. 2. Explain your reasoning:

Task developed by Macquarie University, 2015

The Fifth Island

On this Island, the natives approach and speak:

Man: Either she speaks only the truth, or this is the Island of Fara.

Woman: Either he speaks only lies, or this is the Island of Fara.

Questions

1. Is this the Island of Fara? …………………. 2. Explain your reasoning:

The Sixth Island

You have reached the last of the Islands. The natives once again approach and speak:

Man: We both speak only lies, and this is the Island of Fara.

Woman: At least one of us speaks only the truth, and this is not the island of Fara.

Questions

Task developed by Macquarie University, 2015

1. Is this the Island of Fara? …………………. 2. Explain your reasoning:

Which Island is Fara?

Question

Now that you have spoken to the natives on all six islands, which one is the Island of Fara?

Task developed by Macquarie University, 2015

“The Guardians, just like the rest of the natives, either speak only the truth, or they speak only lies”.

He waits for you to finish reading then leads you away from the shore and into the forest where you enter a temple.

The Temple of the Guardians

Inside the temple you find a table, and five thrones.

Alara: The blue paper gives your name

Bala: The red paper gives your name

Chala: The Guardians of Alara and Bala do not both speak only lies

Dara: Either The Guardian of Alara speaks only lies, or The Guardian of Bala speaks only truths.

Enara: Either I speak only lies, or The Guardians of Chala and Dara always speak the same (they both speak only truths or they both speak only lies).

When they have finished, The Guardian of Fara turns to you and asks,

“What is your name?”

Questions

1. So, which piece of paper do you choose? ……………………………………………………………………………… 2. Explain your reasoning:

Task developed by Macquarie University, 2015

3. What is your name?

Task developed by Macquarie University, 2015

Philosophy Answer Key

Where Are You?

The First Island

Answer:

This is not the Island of Fara. (One Mark)

Reasons: (Five Marks)

Explanation - Keep in mind that conjunctive sentences - “A & B” - need both conjuncts to be true. If just one is false (for example, A could be true and B false) then the whole sentence “A&B” becomes false. So:

Let’s start by supposing that Woman speaks only truths – this would mean that Man speaks only lies and this is the Island of Fara (both bits of her statement are true in order to make the whole statement true). By extension, if Woman is correct and Man does speak only lies, this would mean that Man's statement is false, so this means that it is not the case that both bits of Man's statement are true – one or both of “Woman speaks only truths” and “This is the Island of Fara” must be false. However, we started out by assuming that Woman speaks only truths, so the first bit of that statement – “Woman speaks only truths” - has to be kept true. This means it has to be the falseness of the second part - “this is the Island of Fara” - that makes Man's overall statement false. But this creates a clash – one part of Woman's statement says that “this is the Island of Fara”, but by following the inferences that come from assuming Woman's statement to be true, we arrive at the claim that the part of Man's statement that says “this is the Island of Fara” is false. We cannot have it both be true and false. So something was wrong with our original assumption – it cannot be the case that woman speaks only truths, so she must speak only lies.

If Woman speaks only lies, then Man must also speak only lies (because he says Woman speaks only truths and we now know that this is false). Since Woman speaks only lies, and we know the first part of her statement is true (Man does speak only lies), it has to be the second clause of statement

Task developed by Macquarie University, 2015

which is false and makes her whole statement a lie. The second part says “This is the Island of Fara” so this must be the part which isn't true.

Marks -

Students need to show a reasoning process that examines what follows when we assume one of the speakers does speak only the truth. i.e. they assume that Man or Woman is telling the truth.

Award one mark for this (partial marks where the evidence of this type of reasoning is weaker).

Students need to show awareness of how truth is working with conjunctions – that for a sentence that reads “A and B”, both parts must be true for the whole sentence to be true, and that the sentence is rendered false when either or both parts are false.

Award one mark for this (partial marks where the evidence of this type of understanding is weaker).

Students need to show awareness that if they can infer from an assumption that a statement is both true and false, then something has gone wrong with their assumption. This is quite a bit more subtle than the other requirements, and should be awarded if there is a decent amount of evidence that students are thinking in something like this manner.

Students need to show a reasoning process that assumes that one of the speakers does speak only the truth.

Award one mark for this (partial marks where the evidence of this type of understanding is weaker).

The final two marks (awarded partially) need to be awarded on the basis of the clarity of explanation. Students who try to give some additional symbolisation of their reasoning should be judged especially favourably here. For example, symbolisations such as the following should be given high marks:

Let:

A = Woman speaks only truths

B = Man speaks only lies

C = This is the Island of Maya.

Task developed by Macquarie University, 2015

Woman says “B and C”

Man says “A and C”

If Woman speaks only the truth then

B is true and

C is true

If B is true, then what Man says, “A and C”, cannot be true.

If C is true, then A cannot be true (otherwise “A and C” would also be true).

But,

If A is false, then what Woman says, “B and C”, cannot be true.

If A is false, then Man must speak only lies, (since he said A, and A is false).

If Man speaks only lies, then B is true.

If B is true, and “B and C” is false, then C must be false (otherwise “B and C” would be true).

So, C is false

Therefore: This is not the Island of Fara.

The Second Island

Answer:

This is not the Island of Fara. (One Mark)

Reasons: (Four Marks)

Explanation -

Task developed by Macquarie University, 2015

Man cannot be someone who only speaks the truth. Someone who only speaks the truth could never describe themselves as being someone who only speaks lies – this would be a lie. By extension, Woman also cannot be someone who only speaks the truth – she agreed with Man's lie. This means that we know that what Man says is false. But remember that any “A&B” style sentence can be made false in three ways – (i) A is false (whilst B is true); (ii) B is false (whilst A is true); (iii) both A and B are false. We need to know which is the case in Man's statement, because one of those conjuncts concerns whether this is the Island of Fara – it is quite possible that Man's whole statement could be false, even though one of the conjuncts remains true.

To work this out, we need to recognise that we know that Man says “We both speak only lies, and this is the Island of Fara”. We also know that this whole statement is false, but we have just worked out that both Man and Woman could not be people who speak only the truth. This means the first part of Man's full statement is true – they do both speak only lies. But what this also means is that the second part has to be what makes the whole sentence false, and so “This is the Island of Fara” cannot be true.

Marks -

Students need to show an awareness of how being someone who speaks only the truth places limits on what a speaker can or cannot say. A speaker of only truth cannot describe themselves as being a liar without it being a lie. But since they speak only the truth, this would never happen.

Award one mark for this (partial marks where the evidence of this type of understanding is weaker).

Again, students need to show awareness of how truth is working with conjunctions – that for a sentence that reads “A and B”, both bits must be true for the whole sentence to be true, and that the sentence is rendered false when either or both bits are false.

Award one mark for this (partial marks where the evidence of this type of understanding is weaker).

Task developed by Macquarie University, 2015

The Third Island

Answer:

This is not the Island of Fara. (1 mark)

Reasons: (5 marks)

Explanation -

We can see that Woman agrees with Man's statement. This means they are both saying the same thing. This means that they are both either speak only the truth, or both speak only lies. However, if they both spoke only truths, what Man says would be false – since part of his statement is the claim that at least one of them speaks only lies – but that would be impossible since we have supposed him to speak only truths. So, we know that they are both the same, and we know that they are not people who speak only the truth. This means they must both speak only lies. This means that what Man says is a lie, but once again, it is a conjunction “A & B”, so we need to examine it closely to see which conjunct (or conjuncts) make it false.

We know that the first part of what Man says “At least one of us speaks only lies” is the truth – we worked out that both Man and Woman are liars (since two of them are, at least one of them is). This means the second part, “This is the Island of Fara”, is the part that makes Man's statement false. This cannot be the Island of Fara.

Marks -

Students will need to show awareness that by agreeing with Man, Woman has effectively said the same thing as Man with the same truth conditions, and that this gives us some traction in working out whether this is the Island of Fara or not.

Award one mark for this (partial marks where the evidence of this type of understanding is weaker).

Again, students will need to show an awareness of how being someone who speaks only the truth places limits on what a speaker can or cannot say, and that if Man and Woman are both speakers of only truths, Man cannot describe either one of them as being a liar without it being a lie. But since they speak only the truth, this would never happen.

Award one mark for this (partial marks where the evidence of this type of understanding is weaker).

Task developed by Macquarie University, 2015

Award one mark for this (partial marks where the evidence of this type of understanding is weaker).

The Fourth Island

Answer:

This is not the Island of Fara. (1 mark)

Reasons: (5 marks)

Explanation -

Man is obviously a liar. As we have noted in previous questions, if he spoke only truths he couldn't describe himself as a liar in any circumstances.

If Woman speaks only truths, then we have to conclude that this is not the Island of Fara – the is the second conjunct of her statement.

If, on the other hand, Woman speaks only lies, then the first part of Man's statement is true – they are both liars. This means it has to be the second part of his sentence that makes the whole statement false, so again, this is not the Island of Fara.

Marks -

Again, students will need to show an awareness of how being someone who speaks only the truth places limits on what a speaker can or cannot say, and that by declaring himself to be a liar (by saying both are liars) Man has automatically marked himself out as being a liar.

Award one mark for this (partial marks where the evidence of this type of understanding is weaker).

Task developed by Macquarie University, 2015

Award one mark for this (partial marks where the evidence of this type of understanding is weaker).

Students need to show awareness that no matter whether we assume Woman to be a liar, or a speaker of truths, this still leads us to conclude that this is not the Island of Fara – if she is truthful this is because she tells us it is not Fara, and if she is a liar, because this allows us to assess the truth Man's statement in more detail.

Award one mark for this (partial marks where the evidence of this type of understanding is weaker).

The Fifth Island

Answer:

This is the Island of Fara (1 mark)

Reasons: (5 marks)

Explanation:

Key to understanding this puzzle is understanding how the truth of “either A or B” statements work. One or both parts makes the statement true, both A and B must be false for the overall statement to be false.

Let’s start by supposing that Man is a liar. If Man were a liar, then both parts of his statement would have to be false for his overall statement to be a lie. If Man is a liar, then Woman has to be a liar too (since one of the part of Man's “A orB” statement was that Woman speaks only the truth, and this would have been a lie). This means that both parts of Woman's statement would have to be false

Task developed by Macquarie University, 2015

too (that's the only way her “A or B” statement could be counted as a lie). But since she said Man was a liar, and she has to be lying, that would mean Man was in fact always truthful. But this contradicts the assumption we started with so we must give that up and assume Man is always truthful.

So we know that what Man says is the truth. But since “A or B” statement need only one part to be true for the whole statement to be true, we need to be sure if the right part – the part about this being the Island of Fara – is part of what makes it true.

If the second part is what makes his statement true, then this is the Island of Fara.

If the first part is what makes his statement true, then we have to assume that Woman speaks only the truth. But if Woman speaks only the truth, then her statement “Either Man speaks only lies, or this is the Island of Fara” is true. We already know that Man speaks only truths, so it can't be the first clause that makes her sentence true, so it must be the second clause. But the second clause just says “this is the Island of Fara”.

So, if we assume that the second clause of Man's “A or B” sentence is what makes it true, then this is the Island of Fara. If we assume that the first clause of Man's “A or B” sentence is what makes it true, then this also lead us to conclude that this is the Island of Fara.

We have to conclude, then, that Island Five is the Island of Fara.

Marks -

Students need to show awareness of how truth is working with disjunctions – that for a sentence that reads “A or B”, either clause being true makes the whole sentence to be true, and that the sentence is rendered false only when both clauses are false.

Award one mark for this (partial marks where the evidence of this type of understanding is weaker).

Task developed by Macquarie University, 2015

Award one mark for this (partial marks where the evidence of this type of understanding is weaker).

Students need to show awareness that no matter which clause of Man's sentence we assume to be true, both leads us to conclude that this is the Island of Fara – if it is his second clause, it is because this clause states that this is Fara,; if it is his first, it is because this leads us to assume that Woman is truthful, and only one clause of her statement (that this is Fara) can conceivably be what makes her overall statement true.

Award one mark for this (partial marks where the evidence of this type of understanding is weaker).

The Sixth Island

Answer:

This is not the Island of Fara. (1 mark)

Reasons: (5 marks)

Explanation -

The reasoning here is very similar to the fourth Island.

Man has to be a liar. Woman could be truthful, but this would still mean this is not the Island of Fara (she tells us that). Or Woman could be a liar, but this would allow us to identify the second conjunct of Man's statement as being the clause which makes his statement false. Either way, this is not the Island of Fara.

However, if students say “it cannot be the sixth island, because we just worked out it’s the fifth island and both islands can’t be Fara”, that’s good too. Give them some decent proportion of the marks for that.

Marks -

Task developed by Macquarie University, 2015

Award one mark for this (partial marks where the evidence of this type of understanding is weaker).

Which Island Is Fara?

Answer:

Island Five. (1 mark)

Who Are You?

Task developed by Macquarie University, 2015

Answers:

Which Piece of Paper Do you Choose? Red (1 mark)

What is your Name? Yolandi (1 mark)

Reasoning: (7 marks)

Explanation -

In this final puzzle, much will rely on student’s awareness of how truth works in “A or B” statements, since Dara and Enara both give such statements

Hopefully students will be aware by this point that whether someone describes themselves a only truthful or only a liar is an easy starting point. As they will spot, Enara possibly describes herself as only speaking lies (in the first clause of her statement). So let’s start there.

If Enara speaks only lies, then her statement is true (her first clause being true, the whole sentence is true). But this is impossible – liars never speak the truth. So Enara must be always truthful. This means what she says is true – she either “always speaks lies, or Chala and Dara always speak the same”. But we know that it is impossible to Enara to always speak lies, so it must be the second clause which makes her statement true – Chala and Dara always speak the same way. So now we know something about Chala and Dara.

Let’s suppose that Chala always lies. This would make her statement “Alara and Bara do not both speak only lies” a lie. So we could conclude that Alara and Bara do both speak only lies. This would make Dara's statements true (one of the clauses of her statement is true – Alara speaks only lies), and Dara would be a person who speaks only truths. But we started by supposing that Chala always lies. This means Chala and Dara speak differently, but since we know that Chala and Dara always speak the same, something has gone wrong with that initial supposition. We must conclude that Chala doesn't always lie – she must always be truthful.

So, if Chala is always truthful, Dara must always be truthful too. Further, we know from what Chala says that Alara and Bara are not both liars, so at least one of them must be telling the truth. This means we know that either the blue paper or the red paper will give us our name.

Let's suppose it is the Blue paper that gives us our name. This means that Alara speaks only the truth, and Bara speaks only lies. This fits with what Chala says (they aren't both liars), but it runs counter to what Dara says (and we know that Dara speaks only truths, just like Chala). Dara says

Task developed by Macquarie University, 2015

either Alara always lies, or Bala always speaks the truth, but here the opposite is true. This means that the Blue paper cannot be the right one. The only option remaining is the red paper. And we can check this by seeing that this would mean Alara always lies and Bara speaks only the truth. This accords with what Chala says (they don't both lie), and with what Dara says (either Alara always lies or Bara always speaks the truth – both clauses are true so the whole statement is true).

We will find our name on the Red paper.

We know that the name “Yolandi” is written on the Red paper.

Marks -

Students should identify that Enara gives us a good starting point because we can quickly determine if she speaks the truth or lies.

Award one mark for this (partial marks where the evidence of this type of understanding is weaker).

Students need to show awareness of how truth is working with disjunctions – that for a sentence that reads “A or B”, either clause (or both clauses) being true makes the whole sentence to be true, and that the sentence is rendered false only when both clauses are false.

Award one mark for this (partial marks where the evidence of this type of understanding is weaker).

Students need to show awareness that they can cross check their derived answers by noting that Chala and Dara are said to always speak the same. The final answers need to agree with the statements from both these Guardians.

Task developed by Macquarie University, 2015

Award one mark for this (partial marks where the evidence of this type of understanding is weaker).

The final three marks (awarded partially) need to be awarded on the basis of the clarity of explanation. Students who try to give some additional symbolisation of their reasoning should be judged especially favourably here.

Marks Totals

Where Are You? Who Are You? Island One – 6 The Temple of The Guardians - 9 Island Two – 5

Island Three – 6 Island Four – 6 Island Five – 6

Island Six – 6 Which Island is Fara? - 1

(36 Marks) (9 Marks)

(45 Marks)

Task developed by Erin Nield and Glenda Chidrawi, Knox Grammar School, 2015

State da Vinci Decathlon 2015 An academic gala day for years 9, 10 and 11

Science

‘The eye, the window of the soul, is the chief means whereby the understanding can most fully and abundantly appreciate the infinite works of Nature; and the ear is second’ (Leonardo da Vinci).

Team Number ______

1 Task developed by Erin Nield and Glenda Chidrawi, Knox Grammar School, 2015

What is the Galactic address of Earth?

Using the reference material provided at the end of this document to help complete the following tasks.

Task 1 – Earth’s galactic address (8 marks – 7 for each correct wording of line of address and 1 for correct order)

Write Earth’s Galactic address. The lines you need are provided for you and start with Knox Grammar School Wahroonga.

Knox Grammar School Wahroonga, Earth

………………………………………………………………………

……………………………………………………………………..

Task 2 – Sending a letter to the Andromeda Galaxy (6 marks – 7 for each correct wording of line of address and 1 for correct order)

Write the galactic address of the Andromeda galaxy in the same format as task 1. It will not require as many lines.

……………………………………………………………………..

2 Task developed by Erin Nield and Glenda Chidrawi, Knox Grammar School, 2015

……………………………………………………………………..

Task 3 – How long will it take for a letter to arrive at the Andromeda galaxy?

a) How long it will take for a letter to arrive at the Andromeda galaxy from earth if travelling at the speed of light. (1 mark) b) Calculate and show your working for how many kilometres the letter will travel to get to the Andromeda Galaxy? (ignore the effects or relativity for this calculation) (5 marks) a)

3 Task developed by Erin Nield and Glenda Chidrawi, Knox Grammar School, 2015

Task 4 – Size and scale of the universe

1) How many kilometres is an “astronomical unit”? (1 mark) 2) Explain the reason for using this number. (2marks) 3) Outline why it is easier using “astronomical units” than kilometers for measuring distances in the solar system? (2marks) 4) State one reason for using “astronomical units” for measuring distances to the planets, but “light years” for measuring distances to the other stars? (1 mark)

1) …………………………………...... (1 mark)

2) …………………………………...... ………………………

……………………………………...... ………………………………..

…………………………………………………………………...... ….

…………………………………...... …………………………………..

……………………………………...... …………………(2marks)

3)…………………………………...... ………………………………….

.……………………………………...... ………………………………..

…………………………………………………………………...... …..

…………………………………...... …………………………………..

……………………………………...... ………………………………..

…………………………………………………………………...... (2marks)

4) …………………………………...... ……………………………..

……………………………………...... ………………………………..

…………………………………………………………………...... …..

…………………………………...... …………………………………..

……………………………………...... ……………………(1 mark)

4 Task developed by Erin Nield and Glenda Chidrawi, Knox Grammar School, 2015

Task 5 – A celestial street directory

Information Thousands of years ago there were no street directories. People found their way by celestial navigation. This is using celestial bodies (moon, sun, planets) and stars to navigate. These objects in space can be found in the celestial sphere, imagine an invisible globe with the earth at the center. The earth is tilted on an axis and rotates west to east, the stars appear to move the opposite way. The stars that are visible depend on your position on earth and which part of the celestial sphere you are under. To find a location on earth we use longitude and latitude. To locate a star or celestial body different measurements are used. These are – Right ascension, the celestial equivalent to longitude, it describes how far a star is around the celestial equator and it is measured in hours. Declination, the celestial equivalent to latitude, it is the angle in degrees we then move; north is positive and south is negative. Information modified from Science Focus 2, second edition Pearson.

1) Define what is meant by the term celestial sphere. (2marks) 2) Explain how a sailor could use celestial navigation to get from Hobart to Sydney. (2 marks) 3) Why would an explorer from the northern hemisphere find it difficult to find his way around Antarctica? (2 marks) 4) Why would early civilisations have created/named constellations from star patterns? (2 marks) 5) What is the right ascension and declination for the yellow star in the diagram below? (2 marks)

Image taken from - http://hudsonvalleygeologist.blogspot.com.au/2010_09_01_archive.html

5 Task developed by Erin Nield and Glenda Chidrawi, Knox Grammar School, 2015

6) Outline how using GPS (global positioning satellites) is similar to navigating using the stars. (3 marks)

1) …………………………………...... ………………………

……………………………………...... ………………………………..

…………………………………………………………………...... ….

(2marks)

2) …………………………………...... ………………………

……………………………………...... ………………………………..

…………………………………………………………………...... ….

…………………………………...... …………………………………..

……………………………………...... ………………………………..

…………………………………………………………………...... ….

(2marks)

3)…………………………………...... ………………………………….

.……………………………………...... ………………………………..

…………………………………………………………………...... …..

…………………………………...... …………………………………..

……………………………………...... ………………………………..

…………………………………………………………………...... …..

(2marks)

6 Task developed by Erin Nield and Glenda Chidrawi, Knox Grammar School, 2015

4) …………………………………...... ………………………

……………………………………...... ………………………………..

…………………………………………………………………...... …..

…………………………………...... …………………………………..

……………………………………...... ………………………………..

…………………………………………………………………...... …..

(2marks) 5) …………………………………...... ………………………

……………………………………...... ………………………………..

(2marks) 6) ……………………………………………………………...... …..

……………………………………...... ………………………………..

…………………………………………………………………...... …..

……………………………………...... ………………………………..

…………………………………………………………………...... …..

……………………………………...... ………………………………..

…………………………………………………………………...... …..

(3marks)

7 Task developed by Erin Nield and Glenda Chidrawi, Knox Grammar School, 2015 What is the Galactic address of Earth?

Reference material

Taken from http://wise.ssl.berkeley.edu/documents/ScaleRealmsUniverse.pdf

8 Task developed by Erin Nield and Glenda Chidrawi, Knox Grammar School, 2015

9 Task developed by Erin Nield and Glenda Chidrawi, Knox Grammar School, 2015

How Distances are measured in astronomy

Dealing with the numbers involved with the distances to the stars or even with those found in the solar system can be hard going. Astronomers make their lives easier by using different scales of measurement for the distances and although they have some strange names they can be very useful for comparing the distances to stars, other galaxies and even the planets in our solar system.

AU (astronomical units)

A unit of length used in astronomy equal to the mean distance of Earth from the sun, or about 93 million miles (150 million kilometres). One AU is the average distance that the Earth orbits the Sun at. The AU is most commonly used for the distances of objects with in our solar system. Pluto, the last planet in the solar system is found at an average distance of 39.47 au from the Sun.

Light Years

Many astronomers prefer to use light-years to measure stellar distances because they are easier to work with than other units. The light year is the distance that light travel in one year (365 1/4 days, 9.46 trillion kilometres). It is most commonly used for the distances to stars and other galaxies.

The nearest star is 4.2 light years away from our sun. We are 8.3 light minutes away from the Sun.

Some other interesting distances in light years:

Object Distance in light years Nearest Star (Proxima Centuri) 4.2 Sirius the dog star (the brightest star in the sky) 8.6 centre of the galaxy approximately 30 000 Andromeda (one of our nearest neighbouring galaxies) approximately 2 million The stars of Orion. (Betelgeuse and Rigel) 1400 light years

Taken from http://www.telescope.org/nuffield_21_sci/astrounits.htm

From the Stars student activities - http://museumvictoria.com.au/Scienceworks/Education/ (modified) Distances in astronomy are often very difficult to comprehend because they are so large. For example, the distance from the star Sirius to Earth is 84 320 000 000 000 km. This distance is too large for most people to imagine or understand. There are ways to make such large numbers more manageable.

A light year is defined as the distance that a light beam will travel in one year. To calculate how far 1 l.y is in km, we use the fact that the speed of light is 300 000 km per second. To calculate a light year, we multiply the number of seconds in a year (31,557,600) by the speed of light. This is the same as travelling around the world 236 million times. Using this unit, the distance to the star Sirius is now a more manageable 9 l.y.

From the ‘The City Universe’ Activity http://isaac.exploratorium.edu/~pauld/activities/astronomy/cityuniverse.html

10 Task developed by Erin Nield and Glenda Chidrawi, Knox Grammar School, 2015

The nearest large galaxy to us is the Andromeda galaxy it is 2 Million light years away. The Milky Way and the Andromeda galaxies are the largest two members of the local group of galaxies. The local group is a cluster of about 20 galaxies within 3 million light years.

The nearest group of galaxies is the Sculptor Group, with six bright spirals, it is 7 million light years away. Further away is the Virgo cluster of galaxies, it contains over 10,000 galaxies. It is 45 million light years away.

Our local group of galaxies, the sculptor group and the Virgo cluster are members of a larger organization of galaxies called a supercluster.

Our supercluster is centered on the Virgo cluster and is roughly spherical with a diameter of about 100 million light years It contains millions of galaxies.

Superclusters are the largest spherical groupings in the universe.

Superclusters are organised into larger structures that form long filaments or walls, there are also huge empty regions devoid of superclusters.

Object Distance to its center Diameter

Milky Way galaxy 0 100,000 LY

Andromeda Galaxy 2 million LY 100,000 LY

Local Group 20 galaxies 0 3 million LY

Sculptor Group 30 galaxies 7 million LY 3 million LY

Virgo Cluster 10,000 galaxies 45 million LY 8 million LY

Local Supercluster 45 million LY 100 million LY

11 Task developed by Erin Nield and Glenda Chidrawi, Knox Grammar School, 2015

Distances in light travel-time

1027 m limit of observable Universe 1000 million Hubble deep field light-years 1024 m distance to Andromeda 1 million galaxy light-years 1021 m size of Milky Way galaxy

1018 m next-nearest 1 light-year star Alpha Centauri 1015 m

Sun to Pluto 1 light-hour 1012 m Sun to Earth Speed of light

9 300000 kilometres per second 10 m Earth to Moon 300 km per millisecond 1 light-second 300 m per microsecond 300 mm per nanosecond

6 Light travel-time 10 m One hour by jet plane 1 light-second = 300000 km 1 light-millisecond = 300 km 1 light-microsecond = 300 m 1 light-nanosecond = 300 mm 3 10 m ten minute walk 1 light- Time microsecond 1 year = 31.5 million seconds

1 m Light-year 1 light- nanosecond 1 light-year = 9.4  1015 m = 1016 m approximately

12 Task developed by Erin Nield and Glenda Chidrawi, Knox Grammar School, 2015

State da Vinci Decathlon 2015 An academic gala day for years 9, 10 and 11

Science Solutions

‘The eye, the window of the soul, is the chief means whereby the understanding can most fully and abundantly appreciate the infinite works of Nature; and the ear is second’ (Leonardo da Vinci).

Team Number ______

1 Task developed by Erin Nield and Glenda Chidrawi, Knox Grammar School, 2015

What is the Galactic address of Earth?

Task 1 – Earth’s Galactic address (8 marks – 7 for each correct wording of line of address and 1 for correct order)

 Knox Grammar School Wahroonga, Earth  Inner solar system (maybe)  Solar system  Orion Arm – Milky Way galaxy  Milky Way galaxy  Local group  Virgo super cluster  Laniekea  Observable universe

Task 2 – sending a letter to the Andromeda Galaxy (6 marks – 5 for each correct wording of line of address and 1 for correct order)

 Andromeda galaxy  Local group  Virgo super cluster  Laniekea  Observable universe

Task 3 – How long will it take for a letter to arrive at the Andromeda galaxy?

a) (2 million light years at the speed of light) is 2 million years (1 mark must say years)

b) Distance = speed (of light) X time (1 mark)

Distance in meters = 2X106 X 3X108 X (365.25 X24x60X60) (1 mark)

= 1.893X1022 m (1 mark)

Distance in Km = 1.893X1022 /1000 (1 mark)

Distance = 1.893X1019 Km (1 mark)

2 Task developed by Erin Nield and Glenda Chidrawi, Knox Grammar School, 2015

Task 4 – Size and scale of the universe

1) 150, 000,000 Kilometres (1 mark must have units)

2) Because the distances in space are so large that using km would mean that the numbers are so large that they are not manageable. (1 mark)

A bigger unit was needed so the AU was created, using the standard of the distance to the sun. (1 mark)

3) Km is a relative small unit and measuring the distances in space would produce numbers to many powers of 10 (1 mark).

The AU already a big unit on measurement, so the distances in space would be more manageable to compare the distances of objects in the solar system. (1 mark)

4) AU is convenient since the distances in our solar system are relatively small.

Stars are much further away, so to keep the numbers manageable we need to use another unit that covers a bigger distance; therefore, we use light years. (1 mark)

Task 5 – A celestial street directory

1) An imaginary sphere around the earth, with earth at its centre. (1 mark) All celestial objects are considered to lie on the surface of this celestial sphere. (1 mark)

2) They would be able to use the stars to find north or south, depending on the constellations of the time, as these will be fixed in the sky. (1 mark) The obvious method would be to locate the Southern Cross and use it to determine the direction of south. They would then travel in the opposite direction – North. (1 mark)

3) The constellations visible in the northern and southern hemisphere are different. (1 mark) An explorer from the northern hemisphere would be used to navigating with constellations visible in the northern sky. In the southern hemisphere he would not be able to see any familiar constellations to navigate by. (1 mark)

3 Task developed by Erin Nield and Glenda Chidrawi, Knox Grammar School, 2015

4) Because they used the stars and constellations to navigate by (1 mark), they would have associated patterns of starts with animals, myths and stories to develop “street map” in the sky. These constellations could then become signs in the sky that could be passed to other people or down in generations. (1 mark)

5) RA 19h DEC -200 (1 mark each including units – Total 2 marks if units missing half mark)

6) Positioning by GPS uses triangulation of 3 satellites in the sky that orbit around the earth – these can then calculate position. (1 mark) The stars are fixed in the sky and these do not change – position is relative to these stars. (1 mark) In that sense being relative to the satellite or the constellation is similar. (1 mark)