CELEBRATINGCELEBRATING 1010 YEARSYEARS OFOF SCIFESTSCIFEST

Contents

ISTA Council Executive and Branch Representatives ISTA 2 Welcome Niall O'Connor 3 Diary Dates and Corporate Sponsors ISTA 4 Chairman’s Report Seán Fogarty 5-7 News & Views Mary Mullaghy 8-9 Schrödinger at 75 10 Senior Science Quiz National Final 2017 Mary Mullaghy 11 Naughton Foundation Awards 2017 Rachel Naughton 12-13 SciFest Project Manager SciFest 13 JCT Science Team JCT 14-17 Water Explorer Workshops GAP 17 Hexagonal Thinking Sinead Kelly 18-19 ISTA Annual Conference ISTA 20-22 Pioneers of Science Education Dr. Peter E. Childs 23-26 Periodic Table of Poems - New book Peter Davern 26 ESA Teacher Workshops Stephanie O'Neill 27 of Education Trinity 28-29 BT Young Scientist 2018 Mary Mullaghy 30 Launch of SciFest Sheila Porter 31-32 Sky and Space Seosamh Ó Braonáin 32-33 Science on Twitter ISTA 33 Top Leaving Cert Students Mary Mullaghy 34 Planet Maths Paul Holland 35 Junior Cycle Science Declan Kennedy 36-38 Energy Ted Forde 38-39 CROSSWORD Win €20 Randal Henly 40

March Edition's Featured Article Turn to pages 31-32 for Sheila Porter's article on the Launch of SciFest 2018 'Celebrating 10 years of Science for All'

Front Cover Picture Source: https://www.limerickpost.ie/2018/02/05/scifest-2018-launches-for-sec- ond-level-students-in-limerick/ Picture: Shane O'Neill

SCIENCE | Vol. 53 | Number 2 | March 2018 1 IRISH SCIENCE TEACHERS' ASSOCIATION

ISTA Council Executive Association President Dr. Conor O'Brien. Past Chairman of PharmaChemical Ireland...... [email protected] Chairperson Seán Fogarty. Rocklands, Hempfeld, Enniscorthy, Co. Wexford...... [email protected] Vice-chairperson Mr. John Loughlin. 17 Drom Oir, Knocknacarra, Galway...... [email protected] Honorary Secretary Dr. Maria Sheehan. St Caimin’s Community School, Shannon, Co. Clare...... [email protected] Past-chairperson Stephanie Leonard. Intermediate College, Killorglin, Co. Kerry...... [email protected] Treasurer John Lucey. ‘Copsewood’, Rock Road, Mallow, Co. Cork...... [email protected] Assistant Treasurer Joe Griffn. Intermediate School, Killorglin, Co. Kerry...... [email protected] Membership Secretary Dr. Declan Kennedy. Department of Education, UCC...... [email protected] Website Administrator Mary Mullaghy. 26 Bailis Manor, Athlumney, Navan, Co. Meath...... [email protected] Editor of SCIENCE Niall O'Connor. 78 The Strand, Donabate, Co....... [email protected]

ISTA Branch Representatives Cork Sean Finn. 32 Old Avenue, Glanmire, Co. Cork...... [email protected] Donegal Dr. David Doherty. Gortlosky, Donegal Town, Co Donegal...... [email protected] Dublin Dr. Bryan Smith. 53 Weirview Drive, Stillorgan, Co. Dublin...... [email protected] Lynn Anderson. 65 Donnybrook Manor, Donnybrook, Dublin 4...... [email protected] Mary Sheridan. 83 Lambourn Park, Clonsilla, Dublin 15...... [email protected] Galway James Stephens. Banavane, Ballinamore Bridge, Ballinasloe, Co.Galway...... [email protected] Kerry Una Moroney. Intermediate College, Killorglin, Co.Kerry...... [email protected] Kildare: Dorothy Fox. Scoil Conglais, Baltinglass, Co Wicklow...... [email protected] Kilkenny Aodhagán Ó Súilleabháin. Heywood Community School, Ballinakill, Co.Laois...... [email protected] Limerick/Clare Maria Sheehan. St.Caimin’s Community School, Shannon, Co.Clare...... [email protected] Monaghan/Cavan Catherine Murphy. Carnbane, Smithboro, Co Monaghan...... [email protected] John Galligan. Royal School Cavan...... [email protected] North Midlands Irene O’Sullivan. Moate Community School, Moate, Co.Westmeath...... [email protected] Sligo Lorna Davey. Na Caisil, Drumiskabole, Ballisodare, Co Sligo...... [email protected] Tipperary Paddy Daly. 9 The Spa, Clonmel, Co. Tipperary...... [email protected] Waterford: Mary McDonagh. De La Salle College, Waterford...... [email protected] Wexford Seán Fogarty. Rocklands, Hempfeld, Enniscorthy, Co. Wexford...... [email protected]

2 www.ista.ie IRISH SCIENCE TEACHERS' ASSOCIATION

elcome to the March edition of SCIENCE. What a fantastic achievement it has been so far for WSciFest, celebrating 10 years of science for all. We have seen their pioneering project work grow from strength to strength and hope to see it continue to flourish. Check out page 13 for an opportunity to join their team. The Annual ISTA Conference 2018 will be held in Athlone IT from March 23rd-25th. Turn to pages 20-21 for the full programme of exciting primary and secondary workshops and guest speakers taking place. Early bird registration is now open at: www.istaconference.com. It'd be great to see you there!

Lastly a huge thank you to everyone who has updated their membership recently, it really does help to support everything ISTA Website www.ista.ie the ISTA organises on your behalf as a voluntary organisation. If you have an article or photo you'd like to submit or have teaching & learning ideas you would like to share, I would love to hear from you. You can contact me at: istaeditor@gmail. com

Don't forget to follow the ISTA on Facebook @IrishScienceTeachersAssociation, Twitter @IrishSciTeach and through our website www.ista.ie

ISTA Facebook Page Editorial Team Editor Niall O'Connor. 78 The Strand, Donabate, Co.Dublin...... [email protected] Assistant Editor for Biology Siobhán Sweeney. 35 Coliemore Road, Dalkey, Co Dublin...... [email protected] Assistant Editor for Chemistry Mary Mullaghy. Eureka Secondary School, Kells. Co.Meath...... [email protected] Assistant Editors for Physics Richard Fox. Wesley College, Ballinteer, Dublin 16...... [email protected] Seosamh Ó Braonáin. Wesley College, Ballinteer, Dublin 16...... [email protected] Assistant Editor for Primary Science Dr. Maeve Liston. Mary Immaculate College, Limerick...... [email protected]

SCIENCE | Vol. 53 | Number 1 | November 2017 3

DIARY DATES

Keep an eye on:

PDST Biology, Physics, Chemistry teams are on the road with Resource Workshops www.pdst.ie

SciFest Regional Finals - A list of dates and venues can be found at www.scifest.ie

18th March: Physics Busking - Big Day Out 12-6pm Merrion Square, Dublin www.physicsbusking.ie

24th - 25th March: ISTA Annual Conference, Athlone IT www.ista.ie www.istaconference.com

22nd - 28th April: Tech Week. www.techweek.ie

2nd June: Physics Busking - Bloom 10am-4pm Phoenix Park, Dublin www.physicsbusking.ie

6th - 7th June: RDS Primary Science Fair www.rds.ie

8th - 10th June: ICASE World STEM Conference www.icaseonline.net

21st - 24th June: Robert Boyle Summer School www.robertboyle.ie

26th - 27th June: 7th Annual BASF Summer School for Chemistry Teachers. Eureka Centre . Full details will be emailed to all ISTA members nearer the date.

5th - 6th September: Schrödinger 75 - What is Life National Concert Hall www.tcd.ie/biosciences/whatislife

29th September: Frontiers of Physics, O'Brien Centre for Science, UCD www.iopireland.ie

5th - 6th October: Féilte - Lifelong Learing: Making a Difference, Mary Immaculate College, Limerick www.teachingcouncil.ie

21st October: ChemEd Ireland,

4 www.ista.ie CHAIRMAN'S REPORT

s I begin writing this, my fnal report for the journal as your chairman, I am thinking of just how fast the time has fown since I became chairman. I Awish to thank all who have helped me in my role as chairman – whether it be those who helped run various events including branch meeting, the national science quiz and the annual meetings or those on council or the offcers, a big thank you for your help over the past two years but also thanks on behalf of all our members for all the great work you do for the association.

There are many challenges ahead for science Annual Conference Seán Fogarty teachers. The importance of science in modern Chairman society is huge and a properly educated population is important if the current anti-science backlash is to be stemmed. John von Neumann worried about science losing public support: “The interests of humanity may change, the present curiosities in science may cease, and entirely different things may occupy the human mind in the future”. While he may have been somewhat Just a brief reminder that the 56th Annual pessimistic, it is true that in this Trump and Conference of the Association takes place this Social-Media dominated era that there is an anti- year in Athlone over the weekend of the 23rd - 25th science sentiment that likes to blame science for of March. I know that the North Midlands branch many of the world’s problems and leads people has been working hard putting together a great to reject scientifically validated facts. Other line-up for the weekend with excellent speakers factors that also increase the difficulty of teaching and workshops that should make it a great event science is an overly safety cautious society that as usual. More information on this will appear on results in the likes of banning of Borax for slime our website soon, so check the website closer to experiments and wanting to end experiments the event. to grow bacteria in petri dishes along with other activities that get students’ excited about science. Trial of practical assessment for the As teachers of Junior Certificate science we Leaving Certificate science subjects have, despite the above issues, the task of encouraging the natural curiosity of our students Recently the State Exams Commission carried so that those who are inspired by science go out trials of a mode of practical assessment which on to study it at Leaving Cert and further. We is being considered for use as part of the leaving also have the task to pass on to all students the certificate science subjects examinations. It is skill of critical thinking associated with science an exciting development to see that practical so that they are better placed to analyse the assessment could become a reality for our leaving facts that they ultimately will have to decide on certificate students in the not too distant future in this scientific world, even if they do not keep and we in the ISTA welcome this development. on science in their subsequent studies. This is While the SEC wanted to use this trial to check the a tall order and is one that must go beyond the reliability and validity of the method chosen there science classroom and involve a whole school are also other factors highlighted by the exercise. approach. I remember during my own leaving From talking to those involved factors like the extra certificate studies, one essay we were asked to workload for the teacher, cost, disruption to other write for English class. The essay was on the classes etc. may need to be considered also. pros and cons of nuclear power and came at the time of the Three Mile Island nuclear accident While cover was provided for teachers involved in in the US (but long before Chernobyl). The the assessment this still put extra work on them essay, research, discussions and the feedback it in preparing work for classes they missed and generated was as important in forming opinions then the work of following up on this as well as as any science or physics class. Likewise, today catching up on the missed class time. There is subjects from art to religion can all have a part to also the practical work of preparing solutions and play in the battle to have a scientifically educated other resources for the assessment and this incurs population. More will need to be done to all a cost for the school which is expected to have teachers on board if we are to encourage this the chemicals etc. needed for the assessment. whole school approach We asked members involved to give feedback through an anonymous survey. This survey My hope at the end of my term of chairman of revealed that the majority are pleased with the your association is that it will continue to help our process in itself but raised the points I mentioned members in all areas of their science teaching above as concerns that will need to be addressed. careers and in meeting the challenges we face. Nearly three-quarters of those who responded I also hope that we will continue to make links to stated that their schools were not currently in a organisations that promote scientific education in position to adequately host these assessments. various ways and that fear of how these links are Reasons included the cost, lack of lab facilities perceived or outdated views shall not hinder us and the knock-on effect on other science classes. from doing what’s best. Those schools who were in a suitable position mentioned factors such as availability of new labs as a reason they are in a position to host practical assessments. The ISTA has written

SCIENCE | Vol. 53 | Number 2 | March 2018 5 CHAIRMAN'S REPORT MARCH 2018

to SEC for a copy, when available, of the facilities by all entrants to the BT YS 120 teams which is a great response report they are drawing up regarding the competition brings up some points. As for what is a challenging competition success or otherwise of these trails from a teacher who has attempted to get and is also it's first outing. It is hoped their perspective. We await this report with groups into the competition andChairman's have to run this competition Report every two anticipation. had students regularly enter the SciFest years. I must sincerely thank Seosamh competition, I am aware how the lack of Sommers of Air City Flyers of California facilities affects their abilities to achieve for his most generous offer to sponsor their project goals. But I do feel that the this competition and for the opportunity Your association needs you. YS competition in its aim to promote and for the ISTA to become involved in it. reward the best in science is fair and I sincerely hope that this competition There has been lots happening at national does achieve this goal. It would be to will grow in strength in the future and branch level of the association recently. the detriment of the overall competition generating even more interest in Between the rounds of CPD on the Earth if it were to attempt to insist on a level STEM-based subjects in our students. & Space section of the new JC course and playing field for all entrants and this Already we have learnt lessons and this year’s coursework-b, other branch would result in the exclusion of some got ideas from this year’s competition meetings, National Science quiz, the AerPrize exceptional talent. The competition has that we will be able to use to make it competition and a presence at the BT many rewards for all categories, and this an even more exciting competition next Young Scientist competition. All this work is helps recognise and acknowledge the time around. So watch this space for undertaken by members who give of their time work done by pupils from secondary and more. on a voluntary basis, and if it weren't for them, primary schools all over the country. there would be no association. Occasionally we get calls and correspondence which I did call for the provision of more would indicate that the some are under the science resources for all schools. With impression that we have a full-time staff along investigative and discovery learning now with offices – that we most definitely do not, part of the curriculum it is reasonable so apologies if queries and requests are not that laboratories in our schools should be responded to immediately but all of us in such that students can undertake more the association do endeavour to respond as realistic investigations for competitions quickly as possible to requests and queries such as the BT YS or SciFest and also we get from members and others. for general project work in TY and other Ten things to know about areas. In addition to this I also called The running of a local branch requires the for the provision of lab technicians in You may have seen a science support of its members, who, if they do not our schools - after all these are the put themselves forward to take on roles within TV series “10 Things to Know norm in the rest of Europe. While both About...” Presented by Aoibhinn Ni the branch run the risk of losing their branch. of these measures would definitely The running of the National CPD program, Shuillebhainn, Kathriona Devereux and help improve the facilities available to Jonathan McCrea. The series aired on offered to each branch, by the central council students wanting to enter the competition along with online membership application and RTE One in November/December and I also suggested that there needs to be focused on a wide spectrum of topics, renewal process has reduced considerably more co-operation between school and the workload on branch officers. So I would from human health to the environment third level facilities as well as industry and smart technologies. This is the call on members to be willing if at all possible, locally where possible. These facilities to get involved with their local branch and to second series, and it's a follow-on from may be able to provide help and support three series of The Science Squad help out in whatever role they can and maybe for the likes of the YS competition and even at a national level if they so wish. which aired on RTE from 2012-2014. with other projects. However these and We were contacted by the producers, other comments I supplied in response ‘New Decade TV Ltd” who were to the initial query were not included wishing to link with the ISTA in making BT Young Scientist Query in the final article that appeared in the these programmes more accessible Sunday Times, they were obviously to teachers and students. I am glad not controversial enough to warrant to be able to tell you that we have inclusion. I have included them here as I now arranged with the company to believe that all students require sufficient put the links to the series on the ISTA and satisfactory support in their science website and you can now find them in studies in general and we must move the ‘Resources’ section of the ISTA. forward with more resources and support ie website. The funders of the series, Shortly after this year's BT Young Scientist for science in school starting with the who include RCSI, Teagasc, HEA, competition, I was contacted by a journalist modernisation of labs and equipment in IRC, EPA and ESB have suggested from the Times who was writing a piece on the all schools that have not been updated putting together additional information winner and some controversy that surrounded in the last 10 to 15 years and that packs about some of the topics that are this year’s competition on Twitter. In general, laboratory technician be made available featured in the programme, e.g. ESB the issue was the support the contestant to all schools. are keen to connect in with schools in received from third level facilities. In my terms of providing more information response, I pointed out that we have not had on clean energy, smart technologies any complaints from members regarding and an innovative engineering repair the competition and so we at council have AerPrize Competition method they've helped develop for not discussed it. I also mentioned that as subsea electricity cables. The ISTA is long as the help was declared the rules of By the time you read this the final of our AerPrize competition will have taken delighted to have the opportunity and the competition were not breached and that will work with the company to help we had complete confidence in the fairness place in Cork on the 3rd of March. This competition will see two lucky winners develop these and bring them to you of the judging process and its ability to find shortly. students that have shown exceptional abilities get the chance to go to California to train and demonstrated originality along with clear for, and hopefully get, their private pilot contributions to their projects. licence. This is a wonderful prize, and I would like to thank all the teams who In my reply, I went on to say that access to entered the competition, we had over 6 www.ista.ie CHAIRMAN'S REPORT MARCH 2018

New Junior Cycle Course biology, it will still not be seen as part of design. science by students so inevitably science is being diminished by As a final point on this, our presenter did inform us that the JCT will be reporting this move. As we are still only in the second back to the NCCA on the concerns of year of this course, it is therefore hard teachers so I would hope that the NCCA to say if 200 hours is long enough,Chairman's the will listen to these Report and my renewed call feedback I have received so far is that the for full clarification of this ‘syllabus’. course is taking a lot of time, especially if it is to be done right. It is a great pity that I made a few comments in my last just as the policy on STEM education is chairman’s report regarding the launched we are in fact cutting back on Your Opinion new Junior Cycle science Syllabus science education. Along with this, the and its implementation. It has been emphases of this syllabus seems to have I would be very interested to hear from pointed out to me that “what has shifted from scientific knowledge to the members what their feelings are on the been published by the NCCA is a process of science. While hugely important, new Junior Certificate Science course Curriculum Specification for Junior I do wonder can the process be properly – as discussed above – both positive Cycle Science. This is a different explored without basic knowledge. and negative, with regard to the clarity document to the syllabi that heretofore of the specifications, the length of time would have been our curricular While many of the comments I have made allocated for the course, assessment of document, for Junior Cycle reform is here and previously are my own, they the course and any other issues such as different than the reform of a single are reflecting what I and others in the how it prepares students for the leaving subject. The specification 'specifies' association have picked up from talking to certificate science courses. Please feel how the reform of the subject Science teachers at various events throughout the free to email me at snjnfogarty@gmail. sits within the reform of the entire year and not just my "personal musings". com. lower post-primary curriculum, as The reaction of teachers at the first envisaged in A Framework/or Junior official in-service I attended this February I would also be interested if members Cycle (2015)”. However, while the confirmed what I had already heard. have any concerns on the knock-on use of the term Syllabus may not be While the presenter did an excellent job effects the introduction of new subjects the title assigned by the NCCA, it is, covering the various items on the day's at leaving certificate, such as PE, may however, a more accurate term to agenda she could still not answer the many have on the provision of subjects such use as Dr. Declan Kennedy affirms, questions asking when a ‘proper syllabus’ as physics and chemistry which have a in an article in this journal, outlining or clarifications etc. would be issued. This low uptake in some schools. the distinction between syllabus and is not to say the presenter was in any way specification. I am not sure if what the deficient in their facilitation of the day, NCCA produced meets the definition rather to say that the NCCA has left all of STEM Education Implementation of a Specification either. If one looks at us with a substandard syllabus. the 187 page GCSE ‘Specification’ you Advisory Group will see a level of detail totally lacking The day also left me and others with In my last report, I mentioned the in our specifications. All I will say is information overload, especially with regard release of the STEM Education Policy that whatever it’s called it still does not to these classroom- based assessments. Statement and Implementation Plan clarify to an acceptable level what is or I for one will be making a reporting for Schools. These have now been is not on the course and I would repeat booklet for the two CBA's – similar to released (available at https://www. my call for a clarification document to the coursework B booklet – to guide my education.ie/en/The- Education- be issued at this stage. This does not students through the process of filling it in System/STEM-Education-Policy/). mean that there are not items on the and to facilitate assessment. I will make Implementation will take place over new course that teachers are delighted copies available on our website or you can three phases from 2017 – 2026 and to embrace – I myself am delighted email me at [email protected]. will be led and coordinated by the to see the ‘Earth & Space' section Curriculum and Assessment Policy Unit on the course, and indeed teachers One item in the notes from the day that in the Department. An Implementation nationwide will always be delighted with particularly annoyed me was the assertion Advisory Group will oversee new approaches and methodologies. that “Teachers were an integral part of the implementation of the actions in the subject development group for JC Science STEM Education Policy Statement and Another worrying aspect raised and the various consultation processes. regarding the new Science course Implementation Plan as well as phase They helped to shape, in a direct way, the 2 and phase 3 Implementation Plans. is the reduction in hours to 200. learning outcomes of JC Science, which While we were told that this is now The Implementation Advisory Group will informed the Features of Quality for the be chaired by Ruth Carmody, Assistant a guaranteed 200 hours and other Classroom Based Assessments (CBAs)”. pacifying comments, previously our 240 Secretary, Department of Education The fact is that the voice of teachers was and Skills. I am glad to report that hours was only a maximum. However, completely ignored. The Hyland report with new timetabling pressures such as the ISTA has a representative on this (commissioned by the ISTA and available group. The ISTA will represent members reduction in the number of classes per on our website) clearly showed that syllabi week and the inclusion of 400 hours opinions and suggestions in our input which consist of just a list of learning to this group, the first meeting of which, of wellbeing in the junior cycle, it is outcomes without any depth of treatment likely principals will now be forced to to agree terms of reference, will take are not of international standard. Yet, this place soon. We will keep you informed reduce science towards the minimum is exactly what the NCCA used as the 200 hours. Whether or not we can of the progress of the STEM policy template for the Junior Cycle Science implementation in the journal. include some of the science course in syllabus! The ISTA expressed our concerns the wellbeing hours is yet to be seen. to the NCCA on several occasions but, It is also unclear how this might work as pointed out in the Hyland Report, our for science as the content of wellbeing voice was ignored. That is why the ISTA classes must be defined and even had to commission an independent expert with science content such as human to review the work of the NCCA in syllabus Seán Fogarty

SCIENCE | Vol. 53 | Number 2 | March 2018 7 NEWS AND VIEWS

Minister of State for Higher Education, Mary Mitchell O'Connor, TD, launched the 11th Education Matters - Ireland’s Yearbook of Education in the National University of Ireland on Merrion Square. It is a record and think-tank on education policy, practice and innovation. This issue marks 30 years of Education Matters and was edited for the third time by Guidance Counsellor, columnist and broadcaster, Brian Mooney.

ESA Teacher Workshops New Director of the National Museum of The closing date for applications Ireland for the summer and autumn workshops is 21st March. ESERO is Lynn Scarff, the Director of Science Gallery Dublin, offering a bursary of up to ¤150 to will leave her post in May to become the new Director 12 teachers. of the National Museum of Ireland. She is a founding member of the Science Gallery, which is celebrating its 10th anniversary this year and took over the role of director in 2014. Since then, Scarff has been credited for expanding the research of the organisation, securing a number of research grants and continuing the annual growth of visitor numbers.

Science Technology in Action

The 13th edition of Science Technology in Action was launched recently and hard copies have been delivered to schools, while all the lessons are also available online. It contains lots of lessons suitable for TY and might inspire project ideas for SciFest, BT Young Scientist Exhibition and other competitions.

Keep up-to-date

A comprehensive list of all competitions, news and events is available on our website: www.ista.ie You can also keep up-to-date with our Facebook and Twitter @IrishSciTeach SFI have asked that we use #ibelieveinscience when tweeting this year.

Prof Luke O’Neill - Keynote speaker at the Annual Conference in Athlone IT

Luke O’Neill, TCD Professor of Biochemistry won the Innovation Award. Luke who was also recently announced as being in the top one per cent of most-cited researchers in his field, is a world leader in the area of inflammation and immunology. Published in several top academic journals, his work has seen practical benefits from lab work to start-ups, industry collaborations, patents and licenses. Also responsible for the formation of two campus companies, much of his work is focused towards developing new drugs to combat inflammation and the diseases it causes such as multiple sclerosis, Parkinson’s disease, Alzheimer’s disease and rheumatoid arthritis. Provost Patrick Prendergast said that O’Neill is “making a real difference in society” through his research and the industry implications. “Trinity academics have consistently achieved excellence in discovery and innovation, and Luke is one of our great exemplars in that field”, he added.

8 www.ista.ie NEWS AND VIEWS

by Mary Mullaghy

ICHEC (Irish Centre for High- End Computing) is looking for your student's help in naming Ireland's newest ReelLIFE SCIENCE 2017 supercomputer which will be made available to all The winners of ReelLIFE SCIENCE researchers in Ireland. The 2017 are announced as Sooey National SciFest Winner 2017 supercomputer will be School, Co. Sligo at primary school installed in 2018 to replace level, Davitt College, Castlebar, Co. Aaron Hannon, from St Muredach's College, “Fionn”, the current system in Mayo at secondary school level, and Ballina, Co. Mayo, won the top award, the SFI use since 2013. The naming Corofin Foróige Club at Community Intel ISEF Award at this year's SciFest National competition looks to shine Level. Their short science videos were Final. His project was “EnableArm: The Shaving a light on a shortlist of six selected from almost 200 entries, Device for People with Limited Hand Dexterity”. pioneering Irish scientists produced by over 1,500 participants The award includes an all-expenses-paid trip to and to educate young in 83 schools and community groups Pittsburgh, Pennsylvania to represent Ireland at the students about their lives and around Ireland. Selecting the best Intel ISEF 2018 competition next May. Aaron also achievements. Students are videos to share the €5000 prize fund won the Boston Scientific Medical Devices Grand encouraged to vote for a were Trinity College Dublin Professor Award.Aaron's teacher, Mr Kevin Boyle, won the candidate accompanied by a of Biochemistry and Fellow of the Royal Intel Teacher of Excellence at the National Final. His short essay, poster or video Society Prof. Luke O’Neill, NASA and award is an all-expenses-paid trip to attend the Intel to support their choice.The Lockheed Martin aerospace engineer ISEF competition in Pittsburgh in May. The Boston Competition Candidates: Amber Gell and BT Young Scientist & Scientific Grand Award consists of a trophy and a Kay Antonelli - Computer Technologist of the Year 2017, Shane cheque for €500. programmer / Francis Curran from Dublin. Beaufort - Hydrographer / Nicholas Callan - Inventor and experimental physicist / Ellen Hutchins - Botanist / Richard Kirwan - Geologist / Eva Philbin - Chemist

Prizes: 16 Raspberry Pi-Top devices for primary and secondary classrooms. These build-it-yourself Raspberry Pi laptops are particularly suited to introduce coding and computer science to children through practical experiments and inventions. ICHEC will also provide coding tutorials for the winning classes.

To enter the competition, visit nameourcomputer.ichec.ie. Submissions can take the form of a short essay, poster or video. Students are encouraged to research all candidates and incorporate their research into their final submission.

Submissions for the most popular candidate will be judged by a panel to select the winning entries based on content, technical and artistic merit. All submissions must be made before 12:00 Friday 20th April.

Global Citizenship through Science

A new resource has been created for JC Science teachers by the national programme for Global Citizenship Education/Development Education in Ireland. The resource is available for download and we will soon be uploading the guide as Gaeilge.

The resource allows teachers to explore Global Citizenship through Science and allow students to explore science through a global lens. The resource is aligned to the new JC specification and the suggested activities are intended to meet the learning outcomes.

SCIENCE | Vol. 53 | Number 2 | March 2018 9 Schrödinger at 75

Marking the 75th anniversary of Erwin Schrödinger's 1943 What is Life?'" lectures at Trinity College Dublin 5th — 6th September 2018

Tickets — €100 Register — tcd.ie/biosciences/whatislife 1943 "The Future of Life" — Keynote by 2018 Daniel DENNETT, Tufts University, USA

Danielle BASSETT Kathryn HOLT Linda PARTRIDGE University of Pennsylvania, USA University of Melbourne, Australia Max Planck Institute for the Biology of "The Future of Complex Systems" "The Future of Infectious Diseases" Ageing, Germany & and Institute of Healthy Ageing, University College London, UK Linda BUCK Leroy HOOD "The Future of Ageing" Fred Hutchinson Cancer Research Institute for Systems Biology, USA Center, USA — 2004 Nobel Prize in "The Future of Healthcare" Murray SHANAHAN Physiology or Medicine Google Deepmind & Imperial College "The Future of Perception" Saul KATO London, UK University of California, "The Future of Artificial Intelligence" Philip CAMPBELL San Francisco, USA Springer Nature, UK "The Future of Computational Biology" Beth SHAPIRO "The Future of Scientific Publishing" University of California, Santa Cruz, USA Christof KOCH "The Future of Extinction" Karl DEISSEROTH Allen Institute for Brain Sciences, USA Stanford University, USA "The Future of Consciousness" Thomas SÜDHOF Stanford University, USA — 2013 "The Future of Brain Editing" Nick LANE Nobel Prize in Physiology or Medicine "The Future of Molecular Neuroscience" University College London, UK Jennifer DOUDNA "The Future of Bioenergetics" University of California, Berkeley, USA Susumu TONEGAWA "The Future of Gene Editing" Ottoline LEYSER Massachusetts , , UK USA — 1987 Nobel Prize in Physiology or Medicine Bernard FERINGA "The Future of Plant Life" , Netherlands "The Future of Memory Engrams" — 2016 Nobel Prize in Chemistry "The Future of Chemistry" John O'KEEFE University College London, UK — 2014 Kay TYE Nobel Prize in Physiology or Medicine Massachusetts Institute of Technology, USA Michael GAZZANIGA "The Future of Systems Neuroscience" "The Future of Emotion" University of California, Santa Barbara, USA Svante PÄÄBO Ada YONATH "The Future of Cognitive Neuroscience" Max Planck Institute for Evolutionary Weizmann Institute of Science, Israel Anthropology, Germany — 2009 Nobel Prize in Chemistry "The Future of Ancient DNA" "The Future of Structural Biology"

Luke O'Neill, Trinity College Dublin Tomás Ryan, Trinity College Dublin Mike Murphy, University of Cambridge Dave Fahy, Black Square Events Cliona O’Farrelly, Trinity College Dublin Zhanna O'Clery, Trinity College Dublin 10 www.ista.ie SENIOR SCIENCE QUIZ NATIONAL FINAL 2017

Colaiste Chríost Rí, Capwell Road, Cork overall winners for 2017. Dr. Jennifer Cleary (Quizmaster), Dr. Conor O’Brien (Honorary President of ISTA), Luke Quigley, Michal Polak Szarkowicz, Maxim Chopivskyy, Ms Susan O’Connell (Teacher), Mr. Enda Dempsey (BPCI) & Ms. Mary Mullaghy (National Quiz Coordinator).

he National Finals of the annual facilitated the Regionals Rounds during Congratulations and well done to ALL ISTA Senior Science Quiz took place Science Week (Sarah Brusey, Maura who participated. Tin the Tercentenary Hall in Trinity Conneally, Brendan Duane, Yvonne Biomedical Sciences Institute on Saturday Higgins, Michelle Lyons, Mary McDonagh, Colaiste Chríost Rí, Capwell Road, 25th November. It was full to capacity with Siobhán Mc Cormack, Tríona Mulcahy, Cork 50 teams of Leaving Certifcate science Catherine Murphy, Sam Pearson, Seamus Crescent College Comprehensive, students representing 22 counties from all O’Donghaile, Aodhagan O’Suilleabhain, Dooradoyle, Limerick around Ireland and their teachers. Almost Seán Reidy, Maria Sheehan & Brian 1100 Leaving Certifcate students took part Smyth). Thanks also to the Dublin Branch St Gerard’s Bray, Co. Wicklow in the Regional Finals held during Science of ISTA who organised the Final. A Week and the top 150 LC students were special thanks to Prof Luke O’Neill who St. Michael’s, Listowel, Co. Kerry invited to the National Finals sponsored by welcomed us to Trinity College, Dr. Conor BioPharmaChemical Ireland O’Brien, current Honorary President of Coláiste Padraig, Lucan, Co. Dublin ISTA, Dr. Jennifer Cleary who acted as The charity associated with the quiz this guest quizmaster, BioPharmaChemical Ashton School, Blackrock Road, year was the Irish Kidney Association Cork highlighting organ donation. Thanks Ireland main sponsor, Trinity College who provided the venue. Also thanks to CJ to Colin White IKA National Projects The High School, Zion Road, Rathgar, Fallon, Folens, ICI, IoP Ireland, RSC, SEAI Manager for attending the quiz and Dublin accepting a small donation. Thanks also & StudyClix who provided spot prizes and to Enda Dempsey who represented last but not least the students and their St Mary’s CBS, Portlaoise, Co. Laois BioPharmaChemical Ireland. teachers who attended. Calasanctius College, Oranmore, Co. Thanks to all the local coordinators and Galway their teams in the 14 Branches who Davis College, Mallow, Co. Cork

John Daly ISTA Dublin Branch (Head Judge), Dr. Conor O’Brien (Honorary President of ISTA), Dr. Jennifer Cleary (Guest Quizmaster), Enda Dempsey (BioPharmaChemical Ireland, main sponsor) Ms. Mary Mullaghy (ISTA Quiz Coordinator) & Colin White (National Projects Manager - Irish Kidney Association)

SCIENCE | Vol. 53 | Number 2 | March 2018 11 NAUGHTON FOUNDATION AWARDS 2017

hirty-six students from all around the country were presented with the Naughton Awards in the Trinity Biomedical Sciences Institute recently. They recognise the ambition and talent of students in science, engineering, technology, and maths. They Tare due to the generosity and vision of the Naughton family, who have been instrumental in enabling increased focus on STEM. The Naughton scholarships were initiated in 2008 in response to universities reporting that they were not getting enough good applicants to the STEM subjects and employers reporting that there were insufficient talented applicants for jobs in engineering, technology, science, and computer science.

In the same year that the Naughton scholarships were launched, the Science Gallery in Trinity College was opened, which is also supported by the Naughton Family. Both the Science Gallery and the Naughton Scholarships are about encouraging and enabling young people's passion for STEM. by Rachel Naughton County Carlow

Dillon Cotter, St. Mary’s Academy CBS, Carlow

Theoretical Physics, Trinity College Dublin

County Cavan

Ciara Finan, Loreto College Cavan

Nanoscience, Physics and Chemistry of Advanced Materials, Trinity College Dublin

County Clare

Fiona Neylon, Coláiste Muire, Ennis

Biological and Chemical Sciences, Engineering, University College Dublin Advanced Materials, Trinity College Dublin Dublin Fingal County Cork County Kilkenny Jean O’Brien, Castleknock Community Daragh Crowley, Beara Community College, Dublin 15 Oscar Crowley, Kilkenny College School, Castletownbere Theoretical Physics, Trinity College Dublin Engineering, Trinity College Dublin Electrical and Electronic Engineering, University College Cork Dublin South County County Laois

Ruth Moriarty, Bruce College, Patrick’s Jack Dunne, St Michael’s College, Ciara Burke, Scoil Chríost Ri, Portlaoise Hill, Cork Ballsbridge Engineering, University College Dublin Theoretical Physics, Trinity College Theoretical Physics, Trinity College Dublin Dublin County Leitrim Clíona Nic Shuibhne, Coláiste Cois Life, Laura Willis, St. Mary’s Secondary Lucan Nuala Parkinson-Coombs, St. Clare’s School, Mallow Comprehensive School, Manorhamilton Engineering, University College Dublin Engineering, University of Limerick Computer Science and Language, Trinity County Galway College Dublin County Donegal Kate Duggan, Coláiste Iognáid, Galway County Limerick Emily McGill, Abbey Vocational School, Donegal Town Human Genetics, Trinity College Dublin Finn Hourigan, Castletroy College, Newtown, Limerick Applied Physics, Keith Scully, Portumna Community School Chemical and Biochemical Engineering, Dublin City Physics, National University of Ireland, University of Limerick Galway James Kirwan, S.J., County Longford Dublin 1 County Kerry Derek Shaw, Mercy Secondary School, Mathematics, Trinity College Dublin Niamh O’Connell, Gaelcholáiste Chiarraí, Ballymahon Tralee Dublin Dun Laoghaire / Rathdown Engineering, University College Dublin Engineering, University College Dublin James Callanan, , County Louth Kilmacud Road County Kildare Harry Foley, De La Salle College, Engineering, University College Dublin Ben Kelly, Confey Community College, Dundalk Leixlip Molly Gray, Mount Anville Secondary Engineering, National University of School Nanoscience, Physics and Chemistry of Ireland, Galway 12 www.ista.ie NAUGHTON FOUNDATION AWARDS 2017

County Mayo Eoghan Moylan, Scoil Mhuire Strokestown Athlone Aaron Hannon, St Muredach’s College, Ballina Engineering, National University of Science, University College Dublin Ireland, Galway Engineering, Trinity College Dublin County Wexford County Sligo Michael Mitchell, St. Gerald’s College, Joseph Wickham, St Peter’s College, Castlebar Aoife Kearins, Ursuline College Sligo Wexford

Nanoscience, Physics and Chemistry Mathematics, Trinity College Dublin Aeronautical Engineering, University of of Advanced Materials, Trinity College Limerick Dublin County Tipperary County Wicklow County Meath Conor Nolan, St Mary’s Secondary School, Newport Arthur Johnson, East Glendalough Ruth Sherlock, Scoil Mhuire, Trim School Physics, University of Limerick Engineering, University College, Dublin. Engineering, University College Dublin Breana O’Gorman, Ursuline Secondary County Monaghan School, Thurles

Oran McElligott, St. Macartan’s College, Process and Chemical Engineering, Monaghan University College Cork

Science, University College Dublin County Waterford

County Offaly Darragh McGrath, St Augustine’s College, Dungarvan Callum Dempsey, Banagher College, Coláiste na Sionna Chemical and Biochemical Engineering, University of Limerick Theoretical Physics, Trinity College Dublin County Westmeath

County Roscommon Aisling Benson, Our Lady’s Bower,

Applications are invited for the position of SciFest Project Manager.

SciFest is a programme of STEM fairs for second-level students. It is offered at local, regional, and national levels and is characterised by a strong commitment to inclusivity and diversity. Now in its tenth year, the programme attracted 10,000 participants in 2017 and continues to expand rapidly. The newly created role of project manager provides an opportunity for an enthusiastic person with a passion for STEM education to make a major contribution to the future development of the programme. The successful candidate will have a background in STEM and fundraising expertise and experience. For further details please visit www.scifest.ie/projectmanager SCIENCE | Vol. 53 | Number 2 | March 2018 13 JUNIOR CYCLE SCIENCE Our Ongoing Conversations Junior Cycle for Teachers (JCT) Support Service The JCT Science Team

unior Cycle for Teachers the talking points around the changes in Specification shows “how junior Junior Cycle Science – from the purpose cycle science is linked to central (JCT) is a dedicated of the changes to the curriculum, to how features of learning and teaching Jcontinuing professional these changes can be managed, and their outlined in the Framework for development (CPD) support meaning for us and our students. Through Junior Cycle.” (2016, p.6). The these articles we hope to promote thinking Science Specification outlines service of the Department of and invite conversation between us as examples of how the learning in Education and Skills. Our aim Science teachers, for it is ultimately us as Junior Cycle Science is linked to is to support schools in their teachers who will enact the Specification particular statements of learning with our students in our classrooms. To and key skills, which informed the implementation of the new help bring about a deep, meaningful and writing of the learning outcomes. It Framework for Junior Cycle lasting change in Science education, we provides a rationale and aims for (2015) through the provision of as Science teachers benefit from having Junior Cycle Science, as well as a a shared understanding of the purpose of description of each of the strands appropriate high quality CPD for the changes in Junior Cycle Science, and and its learning outcomes. The school leaders and teachers, and the broader Junior Cycle reform. Science Specification describes the provision of effective teaching expectations for students, which Some of your questions “links learning outcomes with

and learning resources. annotated examples of student As you are no doubt aware, we have Why do we have a specification instead work” (p.15). been supporting Science teachers in the of a syllabus? What is the difference? enactment of the Curriculum Specification for Junior Cycle Science (Science Specification) for this last number of years. By the time you read this edition of SCIENCE, every Science teacher in Ireland will have received a core CPD workshop from the JCT Science Team in 2017/18. Many of you will have attended some of our elective offerings, from evening branch workshops hosted by ISTA, to webinars, and our full-day STE(A)M in Junior Cycle CPD events. You may have also met us at various conferences and events, such as the ISTA national conferences in Limerick and Kildare, and at recent Chem-Ed and IOP Conferences. As fellow Science teachers, The Science specification, assessment guidelines, sample questions and it has been our pleasure and privilege to annotated examples of student work are available at www.curriculumonline.ie work with you, our colleagues, all across Ireland these last number of years. Thank Our previous curriculum documents were you sincerely for your positive engagements known as syllabi. In the case of the 2003 These examples are developed with us on CPD, and for asking the questions Science Syllabus, “topics and sub-topics by teachers and students in Irish that need to be asked in a time of significant are described, together with associated Science classrooms and are curriculum change in lower post-primary learning outcomes. In general, these updated on an ongoing basis. education. As much as the process of are presented in an increasing order The purpose of the examples Science teaching and learning unfolds in of difficulty—later investigations and of student work is “to show the our classrooms, so too has the process of experiments build upon and extend the extent to which the learning teachers’ professional learning – and we as knowledge and skills developed earlier.” outcomes are being realised a Science Team are on this learning journey (p.5). With a curriculum specification, in actual cases” (p.15). In this with you. Conversation is key to this student we are presented with a document that regard, the Science Specification and teacher learning (“Talk is the sea upon describes what students should be able and its associated assessment which all else floats” – James Britton, 1970). to do at the end of a unit of learning, with guidelines, along with annotated We have been listening to you, and talking the possibility of flexible teaching and examples of student work, are with you, on CPD around the country, and learning approaches to reach those end intended to be a set of interactive, here we would like to share some of the points (Walshe, 2015, pp. 99-100). All online resources, accessible by recurring questions you have asked. This subjects are moving to specifications as teachers, students and parents. part of this wider curricular reform and is the first in what we hope will be a series In short, a syllabus is a curriculum of articles in which we address some of the design principles that underpin all specifications are the same. The Science document which describes an 14 www.ista.ie JUNIOR CYCLE SCIENCE TEAM MARCH 2018

Your Science Team are:

overview of subject content and lists This further promotes the ideals of what is to be taught. A specification an inclusive education and supports is a more comprehensive document the vision for Junior Cycle, which because it shows how a subject sits “places students at the centre of the within a system change, as opposed educational experience, enabling to the changing of a single subject and them to actively participate in their it is interactive, with the purpose of communities and in society and to be exemplifying the changing expectations resourceful and confident learners in for Science learning as the subject all aspects and stages of their lives” progresses. (NCCA, 2011, p.9). The learning outcomes seem If learning outcomes were unpacked and a detailed list provided to schools, broad – could we be given a in their ability to use and apply science in their it would be done so in the absence everyday lives”. (Science Specification, 2016, p. more detailed list of what they of knowledge about local context. 5). There is a strong focus on engaging students entail? This could lead to a defining of a with contemporary issues in Science and society curriculum path that is not suitable through evaluation, critique and argumentation. This is a question we are regularly to the students in your classroom. This is a welcome addition, for “learning asked. Let’s explore this a bit further… This could limit the learning of your outcomes that include argumentation and critique students, or pitch the learning at a The Science Specification states that are at the evaluation and synthesis end of the level that is not appropriate to their “Science is not just a tidy package of learning taxonomy, and have been up to now age and stage. knowledge, nor is it a step-by-step omitted from science curricula in Ireland; yet it approach to discovery” (Science is only by engaging in these kinds of practice But beyond local context - why not Specification, 2016, p.4). If the vibrant, can students begin to understand how scientific specify? Why not provide a ‘depth of ever-changing discipline of Science is to knowledge develops – to begin to get a feel for treatment’? The conversation on the be truly experienced in our classrooms, the nature of the discipline”. (Walshe, 2015, extent to which learning outcomes then this must be reflected in how we p.111). Being and becoming a scientist involves should be specific or generic is part frame our expectations for student more than just acquiring a set of facts - “An of an international discourse on how learning. One challenge to Science accumulation of facts is no more science…..than curriculum is framed and regulated. On education internationally has been that a pile of stones is a house” (Henri Poincaré). As the one hand, too much prescription school Science sometimes projects to students are given rich opportunities to develop can inhibit authentic responses to teachers and students a rather simplistic as scientists throughout Junior Cycle, they will local environments and needs, as and narrow account of the world of gain science understanding, develop scientific outlined above. On the other hand, too Science. This view is problematic in skills and learn to value the discipline of science, little guidance can lead to an under- that it introduces students to a naïve the work of scientists and the interplay between specification of how learning should version of the nature of scientific inquiry, Science and society. Through ‘unpacking’ progress (McPhail, 2016, p.526). As through suggesting a linearity of steps learning outcomes on CPD, we have had you will recall from your core CPD and a bias towards experimental conversations about the understanding, skills and workshops, we have stressed the point investigations as being ‘true Science’, values students can develop, and the possibilities that Science teachers are the ones discounting any other processes or for students on this Science learning journey. best placed to know how, and in what experiences as being scientific in directions, learning should progress in The nature of the learning outcomes in the nature. The learning outcomes in the our classrooms. Guided by the learning Science Specification is such as to allow Science Specification are responsive outcomes, the relevant action verbs teachers and students to be responsive to to these challenges, as they aim to within them, and the needs of our Science learning in local as well as global “develop students’ evidence-based students, we develop the curriculum circumstances. Further, they celebrate that understanding of the natural world narrative. Flexible routes, all guided learning is not linear, and give a degree of and their ability to gather and evaluate by the same learning, all moving to freedom to teachers and students to develop evidence: to consolidate and deepen the same end point at the end of the curriculum narrative that is suitable for their skills of working scientifically; to Junior Cycle. This is another benefit of their classroom, in their school and for their make them more self-aware as learners teachers unpacking learning outcomes community. and become competent and confident collaboratively on CPD and in subject SCIENCE | Vol. 53 | Number 2 | March 2018 15 JUNIOR CYCLE SCIENCE TEAM MARCH 2018 departments. This professional discourse celebrate that learning is non-linear and curriculum is inclusive and equitable. allows for subject expertise amongst us as provide autonomy to the teacher to develop teachers to help define what is appropriate and guide the path of learning according to The 2003 syllabus (p.5) states that for our students, and for our discipline. the age and stage of their students. “at higher level a deeper and more analytical treatment is required”. In If curriculum paths become over-specified, As we have explored on our CPD days, terms of the examination, the most a number of challenges may arise (for a it is still important to be able to audit our recent Chief Examiner’s Report for more comprehensive discussion on this engagement with the learning outcomes the Junior Certificate Examination in matter, see Approaches to specifying individually and within our subject Science (SEC, 2010, p.29) stresses curriculum areas of learning, by Mark departments. Through collaborative that “In preparation for the Higher Priestley, 2017). planning and decisions around agreed Level examination in particular, key learning and assessment checks, we candidates should practise questions - Specific statements of can ensure we are cohesive in our subject that not only require knowledge learning outcomes may end up as departments whilst still having autonomy but also scientific reasoning skills standard assessment checks, leading to frame learning as we see fit in our including deductive reasoning”. Whilst to assessment dictating the level and classrooms. For more supports on this, this valid recommendation, based on directions of learning. For example, please check out the planning section of evidence of candidate performance, a biology learning outcome from the our website. is pointed to the Higher Level paper, 2003 Syllabus (p.16), OB67, states that we cannot assume that reasoning students should be able to “list three Why common level? skills need only be developed when common illnesses caused by viruses and students access a pre-determined three caused by bacteria”. Outcomes such The Framework for Junior Cycle (2015, ‘level’ of knowledge. There is the as this could lead to a narrowing of the p.29) states that student engagement notion out there that we are born with curriculum and a reduction of learning to with common level “has the advantage of a fixed intelligence, one that can be an assessment performance. ensuring that students are not directed measured on an IQ test and one that into a particular level of learning at too remains fixed no matter how much - Over-specified outcomes risk early a stage in their academic and we learn or how hard we work. This becoming ‘tick-box’ in nature. This can personal development. This approach will can lead to ‘bell curve’ thinking, with lead to teaching to the test, strategic enable students to have the experience notions of fixed ability underpinning compliance and performing to the letter of and aspiration to achieve to their highest the structures of schooling, and curriculum expectations, rather than the possible level so that they have greater ceilings placed on achievement due spirit. options available to them at senior cycle, to an over-focus on what learners including studying at higher level in the - Detailed outcomes have a ‘cant’ do (See Florian, 2012, for a Leaving Certificate examination.” Heretofore tendency to become statements of content more detailed discussion on this). there were areas of the curriculum that to be mastered. This can be particularly Dweck (2008) would refute this, she were exclusive to the level of examination challenging if teachers try to audit existing argues that it is not what intelligence the student was taking. For instance, a content and assessments against the you are born with that matters but the student being assessed at a higher level in outcomes of the new curriculum. This mindset that you adopt throughout Science would be exposed to the ecological is a concern we have explored with life. She believes that intelligence is concepts of “interdependence” and a “food lots of teachers on our core CPD days a quality that can be developed and web” (2003 syllabus, p. 16 – learning - if we try to 'shoehorn' the content and changed, she calls this the ‘growth’ outcome OB62), yet a student being experiments of the old curriculum into the mindset. If we accept Dweck’s assessed at an ordinary level in either a Science Specification, it not only becomes findings, which are compelling, mixed or streamed setting may be excluded fragmented, but also feels unwieldy. This then the role of the teacher and the from this knowledge that their peers had can lead to a sense of slow progress in the curriculum to promote the notion that access to. There are similar examples in classroom in terms of planning and course everyone can grow and develop is Business Studies, History, Geography and coverage. Further, there is a risk of not vital. By engaging with learning at a other subjects. A curriculum should not seeing the wood for the trees and losing common level, we are sending out decide what knowledge a student has the sight of the broader aims and rationale clear messages about our belief as ability to know or not. To divide students of Science education, and the vision for educators that effort can make a into different levels at this stage of their Junior Cycle. difference and that all students can education would be to underestimate improve. - Seeking clarification on student potential in all areas of learning broad outcomes can lead to a “spiral of and could result in cutting them off from The net for capturing students’ specification” (Wolf, 1995, in Priestley, future possibilities within that subject area multifaceted abilities has grown, 2017), where outcomes are translated and indeed within society. Again, this and the system now acknowledges into a large set of unwieldy standards and comes back to the way we frame learning achievements in other areas through benchmarks. This has been the case in – are we framing learning as a fixed body the classroom-based assessments other countries, where over-specifying of knowledge that is accessible to some and the final assessment. The CBAs added unnecessary layers of complexity but not others, or are we choosing to be and SEC grade are not exit exams for and bureaucracy, making courses difficult inclusive of the needs of all students in our students from the education system. to teach. classes? The Science Specification, like The aim of the Junior Cycle Profile in other subjects, is constructed in such a of Achievement (JCPA) is to offer - Finally, outcomes that are laid way that all learners will be exposed to the parents/ guardians a clear and broad out as a linear list and with levels, suggest same concepts, skills, experiences and picture of their child’s learning journey that learning is a linear process. The opportunities and will be assessed in the over the three years of junior cycle: learning outcomes in Junior Cycle Science same way so that their experience of the 16 www.ista.ie JUNIOR CYCLE SCIENCE TEAM MARCH 2018

‘Essentially, the purpose of References assessment and reporting at this stage of education Department of Education and Skills (2015). A is to support learning.’ Framework for Junior Cycle. (Science Specification p.21) Dweck, C. S. (2008). Can personality be Subjects being assessed at a changed? The role of beliefs in personality common level takes account of the and change. Current directions in different ways and pace that students psychological science, 17(6), 391-394. learn, it remains true to the varied skills and abilities of students, and Florian, L. (2012). Preparing teachers to it ensures that students are not work in diverse classrooms: key lessons for prevented from future opportunities the professional development of teacher at Leaving Certificate as all students educators from Scotland’s Inclusive Practice will experience the same curriculum Project. Journal of Teacher Education, 63(4), 275-285. FREE Water Explorer at Junior Cycle. Fundamentally it is Workshops with GAP more inclusive of all student abilities McPhail, G.J. (2016). From aspirations to Ireland and skills. But schools are real places, practice: curriculum challenges for a new with varying and diverse contexts. ‘twenty-first century’ secondary school. The Water Explorer encourages Unless these aspirations are richly students aged 8-14 from 11 Curriculum Journal, 27, 518-537. enacted in our classrooms, they will countries to take bold and powerful remain as aspirations in curriculum National Council for Curriculum and action to save our precious water through fun, interactive water saving documents. Research (such as Assessment, NCCA: Pantic & Florian, 2015) indicates missions. that inclusive school practices and - (2016) Curriculum Specification for Junior Global Action Plan Ireland provides cultures, teacher collaboration and Cycle Science. free Kickstarter workshops to a supportive school community are registered schools to introduce key to engage with approaches - (2016) Guidelines the Classroom Based the programme and tackle the first to learning that are inclusive of all Assessments and Assessment Task challenge together. Water Explorer is students and exclusive of none. As (Assessment Guidelines): Science (1st a web-based programme that is fully you will have experienced on your Edition). supported by GAP Ireland's staff in CPD days, we have continually Ireland. emphasised the value of collaboration - (2011) Innovation and Identity: Towards a as the foundation of our professional Framework for Junior Cycle learning, and to challenge - (2006) The Science Teacher Guidelines for assumptions of “teaching as an the 2003 Junior Certificate Science Syllabus. individualistic classroom activity” (Pantic & Florian, 2015, p.346). By - (2003) Junior Certificate Science Syllabus promoting these collaborative ways of (Ordinary Level and Higher Level). working when it comes to curriculum sense-making and teaching, learning Pantic, N, Florian, N. (2015). “Developing and assessment approaches, you and teachers as agents of inclusion and social your colleagues promote inclusive justice”. Education Inquiry, 6(3), 333-351. science education, which a common level curriculum advocates for. Priestley, M. (2017). Approaches to specifying curriculum areas of learning. We hope you find the content of this Stirling: The Stirling Network for Curriculum article helpful and informative, and Studies. we welcome your suggestions for further questions to inform future State Examinations’ Commission (2010). contributions from the Science Team. Chief Examiner’s Report for Junior Certificate What are your burning questions? Science. What would you like to ask? What do you think? Get in touch with a Walshe, A. (2015). From Curriculum to member of the team in your region, Classroom in Upper Second Level Science. or email [email protected]. Keep an Doctoral Thesis . eye out for our stand at the ISTA Annual Conference in Athlone this year and come to our workshop. We look forward to continuing the conversations! Kickstart Workshop in St. Patrick's Girls' National School

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HEXAGONAL THINKING Through H.O.T. Hexagon Linkages Sinead Kelly St. Oliver's COmmunity College, Drogheda

sing High Order Thinking hexagons It is the simplicity of ‘Hexagonal Thinking’ that makes it so attractive for the students – they are simple shapes that to make links with learning allows can be used for: students to ‘think about their U - Keywords - building scientific literacy skills thinking’. - Equations

Using hexagons to impact learning, the driving force - Science images & links for any teacher. The hexagons are used as a vehicle to move students from lower order of thinking to higher - Understanding concepts order. Hence, this is why H.O.T is placed in-front of the - Linking concepts together word hexagon. Student's learning becomes visible and often stimulates discussions. - Identify misconceptions

It is the link between them that is important. Joining the - Used as a revision tool hexagons creates links between multiple ideas as seen in the images of students work below. It encourages Hexagons can be used as: a starter activity, during a unit movement from lower to higher order thinking as the of work or at the end, a revision activity, individual work or links help with understanding. group work.

Figure 1

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HEXAGONAL THINKING MARCH 2018

Figure 2

Figure 1 – an example of 5th year students work linking topics to cells. Figure 2 - A junior science work sheet. Keywords that the students cut out and rearrange and make links.

The activity allows time to slow down learning, refocus and link it all together!

Students do need a few attempts at using the hexagons before they get the hang of them. It is not straight-forward for them in their first attempt.

The focus is ‘student learning’ and hexagons can be used for;

● Assessment for learning (Afl)

● Assessment of learning (AoL)

● Assessment as learning (AaL)

This then also allows the teacher to follow-up on the learning when needed – were you can spot mistakes or misconceptions.

Worksheets can vary and be adapted. Here are a few examples. Powerpoints can be made.

If you want more information on worksheets, I am happy to email on what I have done. Or, if you already use Hexagons it would be great to share materials. Contact me at [email protected] or on Twitter @townsendsinead

H.O.T Hexagon Linkages stand at FEILTE 2017.

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ISTA Conference

Athlone Institute of Technology 23rd – 25th March

Friday 5:00 – 7:00 Registration 6:30 – 7:30 Welcome reception: Wine, tea /coffee and biscuits 7:30 – 8:00 Official Opening 8:00 – 9:00 Keynote speaker: Professor Niall Moyna 9:00 – 12:00 Finger food, Music Saturday 8:30 onwards Registration 9:00 – 9:45 Biology Lecture Chemistry Lecture Physics Lecture ‘Pharmacogenomics Using ‘Dry Ice’ ‘If it doesn’t work its and Personalised demonstrations & Physics’ Medicine’ experiments to Geoff Autey Dr Carmel Kealey teach Junior Cert Science. Dr Declan Kennedy & Sean Finn 9:45 – 10:30 Workshops Amgen Biotech Experience PDST: Leaving Certificate Chemistry Experiments CASTeL: Greener Greens-Sustainable Food SEAI: Energy in Action Med Tech: Lesson Plan Kits for JC 10:30 -11:00 Tea/Coffee in the exhibition area 11:00 – 11:45 Literacy lecture JCT Workshop RSC ‘Breach the jargon CBAs + SLAR Learn Practical Skills and barrier’ Resources William Hirst 11:45 – 12:30 Professor Robin Millar, University of York, Science Education Group Using diagnostic questions to access our students’ understanding of science. 12:30 – 2:00 Lunch and visit exhibitors 2:00 – 2:45 Biology Lecture Chemistry Physics Lecture Honeology Lecture 21st Century Physics Dr James Brennan, Magic Workshop Samir Moezzi Dr Tom Patton, Adrian Allan Dr John Barrett 2:45 – 3:30 Workshops JCT: Learning Outcomes in Action Alan Pickwick: Earth and Space: Dr Jeremy Airey: Action Research for Teacher Science on Stage Science Gallery: STEM in the Classroom

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ISTA Annual Conference Athlone I.T. 2018 Primary Science Programme—Saturday 24th March 2018 Primary delegates are also welcome to attend any of the second level sessions. See second level times below and timetable in conference programme.

Time Primary Science Session Description Second Level Session Times

8.30am on 8.30am Registration/Exhibits Registration and Exhibits 9.00–9.45 9:00-10:30 (45min) (90min) 9.30-10.30 Sound - Ideas for the Primary Classroom (60min) Hands on workshop going through the basics you need 9.45-10.30 to know to teach Sound at Primary level. Una Leader (45min)

10.30-11.00 10.30-11.00 Coffee Break Exhibitions (30 min) Coffee Exhibitions (30 min) (30min) 11.00-11:45 11:00-12:30 11.00-12.00 STEM in the Primary Classroom (45min) (60min) Classroom approaches developed and used by primary teachers currently enrolled in the MA in STEM Edu- cation at Mary Immaculate College. Sharing experi- ence and insight of classroom experience of innovative STEM lessons. Anne O Dywer, Miriam Hamilton & 11:45-12:30 (45min) Ciarán O Conghaile

12.00 – 12.15 Transfer between sessions (15min)

12.15-13.15 Using SEAI resources to teach science (60min) Primary teacher Sinead Lally, will show you how Sus- 12.30-14.00 tainable Energy Authority of Ireland’s resources can Lunch / Exhibitions help you teach energy within the SESE curriculum, (1hr 30 min) from infants up to 6th class. She will share with you her experiences in the classroom. Sinéad Lally

13.15-14.00 Lunch/Exhibitions (45min)

14.00-15.00 Teach the Language to improve their learning of 14.00-14.45 14:00—15:30 (60min) Science and Literacy (45min) (90 min) An interactive presentation providing novel ideas for improving pupils’ familiarity with new words and ideas. Dr William Hirst 14.45-15.30 (45min)

15:00-15:30 Where do we go from here? Summary of all CPD (30min) available for Primary Science in Ireland. Chance for teachers to have their say on what they would like to see at future ISTA conferences. Una Leader 15:30-16:00 Meeting for delegates interested in being part of the 15.30-16.15 (45min) (30min) ISTA Primary Science Committee

Supported by 16.15-17.00 -ABM (45 min)

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PIONEERS OF SCIENCE EDUCATION #3 Jane Marcet Peter E. Childs Emeritus Senior Lecturer, Deptartment Of Chemical Sciences, University of Limerick

many doctors were, and had been taught n this series I will look at some of by Joseph Black, and he lectured on the pioneers of science education chemistry at Guy’s Hospital, London and I(PoSE), either in terms of pedagogy, was elected a Fellow of the Royal Society. curriculum development or science When Jane became interested in chemistry education research. Some of them have after attending Humphry Davy’s lectures an Irish connection, but all have had an at the Royal Institution, husband and wife infuence on the teaching and learning collaborated, working in a home laboratory. of science in Ireland. In PoSE #1 we Jane’s father lived with them and when looked at Maria Edgeworth, who was a he died in 1817, his legacy enabled her husband to give up medicine and devote friend of Jane Marcet, and in PoSE #2 himself fully to chemistry. The Marcets at Richard Dawes, a pioneer of child- had four children, one of whom (François centred science in context. In PoSE #3 Marcet (1803–1883) became a famous we look at the life of Mrs Jane Marcet, physicist. Sadly John Marcet died in 1822 one of the earliest popularisers of and Jane spent the rest of her long life as science, especially for women. a widow. The Marcet’s were part of a wide literary and scientific circle, which included Figure 1. Jane Marcet in old #3 Jane Marcet (née Haldimand): Maria Edgeworth (PoSE #1). In one of age (1 January 1769 – 28 June 1858) her letters Maria gave a description of the ‘Populariser of chemistry’ Marcet family: book, published in two volumes, and it gave an up-to-date view of the "We came here last Friday, and have spent Introduction state of chemistry at that time. It was our time most happily with our excellent published anonymously at first, as If Jane Marcet was known for nothing but friend Mrs. Marcet. His children are all women authors ere uncommon and her influence on the young Michael Faraday, so fond of Dr. Marcet, we see that he is she may have been trying to protect then she would be rightly famous. She was their companion and friend. They have all her husband’s reputation. There was the successful author of popular science been happily busy in making a paper fire- much debate about its authorship and books, particularly her Conversations balloon, sixteen feet in diameter, and thirty some people claimed it as their own in Chemistry, first published in 1805. feet high. A large company were invited to work! It was not until the 12th edition Faraday read it when he was an apprentice see it mount." (Edgeworth, 1895, p.354). in 1837 that Mrs Marcet was revealed bookbinder, and he credited it as one of The table below shows the main dates in the influences that drew him to natural her long life and Figure 1 shows her in old philosophy. Her long life overlapped those age. of Maria Edgeworth (PoSE #1) and Richard Dawes (PoSE #2). However, her contribution 1769 Born 1st. January in London was not in school education but in writing what we might today call self-help 1785 Her mother died or popular science books. She was born in 1785 Married John Gaspard Marcet London on New Year’s Day 1769 to Anthony 1806 First edition of Conversations in Francis Haldimand (1740-1817) and his Chemistry wife Jane (d. 1785), who were Swiss. Her father was a successful businessman in 1817 Her father died London. Jane was one of 12 children and 1822 Her husband died was well educated at home in Latin and 1858 Died 28th June in London in chemistry, biology, history and other subjects. Following the Swiss tradition, girls Table 1 and boys were educated in the same way. Conversations in Chemistry She took over running the house when her mother died in 1785, acting as hostess to Mrs Marcet is best known for her popular gatherings of scientific and literary people. science book, Conversations in Chemistry, She studied art with Joshua Reynolds and first published anonymously in 1806 Thomas Lawrence and later this helped (Figure 2). The book sold like hot cakes her to illustrate her own books. In 1799 she and went through 16 editions in England married the Swiss Huguenot exile John and at least 23 pirated editions were Gaspard Marcet (1770-1822), a physician, published in America, where it became and after their marriage the Marcet’s lived a popular school text book, especially in Figure 2. Frontispiece of in London. They had four children. Her girls’ schools. It was also translated into Conversations in Chemistry husband was interested in chemistry, as Italian, French and German. It was a large (1807)

SCIENCE | Vol. 53 | Number 2 | March 2018 23 JANE MARCET MARCH 2018

In the preface to the book Mrs Marcet explains conversations a forum in which they could MRS. B. her reasons for writing the book, after she participate in subjects otherwise dominated had attended Humphry Davy’s lectures at the by men.” (Fyfe, 2004) Conversations were You have misconceived the idea of Royal Institution in London. supposed to be good for learning because decomposition; it is very different breaking up information into small chunks of from mere division. The latter simply “In venturing to offer to the public, and more dialogue, and interspersing it with interplay reduces a body into parts, but the particularly to the female sex, an Introduction between the fictional characters, made it former separates it into the various to Chemistry, the author, herself a woman, more palatable. In the opening conversation ingredients, or materials, of which conceives that some explanation may be Caroline says she is uninterested in it is composed. If we were to take required; and she feels it the more necessary chemistry (quoted in Lindee, 2001, p. 11). a loaf of bread, and separate the to apologise for the present undertaking, as several ingredients of which it is her knowledge of the subject is but recent, and Caroline. To confess the truth, Mrs. B., I am made, the flour, the yeast, the salt, as she can have no real claims to the title of not disposed to form a very favourable idea and the water, it would be very chemist. of chemistry, nor do I expect to derive much different from cutting or crumbling the entertainment from it. I prefer the sciences loaf into pieces. On attending for the first time experimental which exhibit nature on a grand scale, to An extract from Conversations in lectures, the author found it almost impossible those that are confined to the minutiae of Chemistry (Marcet, 1817, 7-8) to derive any clear or satisfactory information petty details. from the rapid demonstrations which are usually, and perhaps necessarily, crowded Mrs. B. I rather imagine, my dear Caroline, into popular courses of this kind. But frequent that your want of taste for chemistry As noted above, Mrs Marcet had opportunities having afterwards occurred proceeds from the very limited idea you received instruction in drawing and of conversing with a friend on the subject entertain of its object.... [Nature's laboratory] so she was able to illustrate the book of chemistry, and of repeating a variety of is the Universe, and there she is incessantly herself. Figure 3 shows an example experiments, she became better acquainted employed in chemical operations. of one of her drawings. with the principles of that science, and began to feel highly interested in its pursuit. It was You are surprised, Caroline; but I assure then that she perceived, in attending the you that the most wonderful and the most excellent lectures delivered at the Royal interesting phenomena of nature are almost Institution, by the present Professor of all of them produced by chemical powers. Chemistry, the great advantage which her previous knowledge of the subject, slight as Below shows a typical extract from the book, it was, gave her over others who had not showing its conversational format between enjoyed the same means of private instruction. Mrs B. and the two girls: Every fact or experiment attracted her MRS. B. attention, and served to explain some theory to which she was not a total stranger; and she If every individual substance were formed had the gratification to find that the numerous of different materials, the study of chemistry and elegant illustrations, for which that school would, indeed, be endless; but you must is so much distinguished, seldom failed to observe that the various bodies in nature are produce on her mind the effect for which they composed of certain elementary principles, were intended. which are not very numerous.

Hence it was natural to infer, that familiar CAROLINE. conversation was, in studies of this kind, a most useful auxiliary source of information; Yes; I know that all bodies are composed of and more especially to the female sex, whose fire, air, earth, and water; I learnt that many education is seldom calculated to prepare years ago. their minds for abstract ideas, or scientific language. MRS. B.

As, however, there are but few women who But you must now endeavour to forget it have access to this mode of instruction; and I have already informed you what a great as the author was not acquainted with any change chemistry has undergone since it book that could prove a substitute for it, she has become a regular science. Within these thought that it might be useful for beginners, thirty years especially, it has experienced Figure 3. A drawing from as well as satisfactory to herself, to trace the an entire revolution, and it is now proved, Conversations in Chemistry steps by which she had acquired her little that neither fire, air, earth, nor water, stock of chemical knowledge, and to record, can be called elementary bodies. For an She continued to update and revise in the form of dialogue, those ideas which she elementary body is one that has never the book in successive editions, right had first derived from conversation.” been decomposed, that is to say, separated until the end of her life, writing to into other substances; and fire, air, earth, leading scientists to confirm the latest (Marcet, 1817, Preface i-ii) and water, are all of them susceptible of discoveries. Mrs Marcet and Michael decomposition. She wrote it specifically for women and Faraday kept up correspondence girls and it was presented in the form of a EMILY. throughout her life, and she would conversation between Mrs. Bryant (B) and contact him for information on the her teenage pupils Emily and Caroline. This I thought that decomposing a body was most recent developments in order was a common style for educational books in dividing it into its minutest parts. And if so, to update her Conversations. For the 19th century. “The conversational format I do not understand why an elementary example, when Faraday’s discovery had been a typical format for introductory substance is not capable of being of the link between light and works since the late eighteenth century. It decomposed, as well as any other. magnetism was announced in the particularly appealed to female writers, who press, Mrs. Marcet wrote to ask found in its imitation of private domestic 24 www.ista.ie JANE MARCET MARCH 2018

Faraday for more information (letter dated to me, and saved me. I could trust November 24, 1845): a fact, and always cross-examined an assertion. So when I questioned Dear Mr. Faraday, — I have this morning Mrs. Marcet’s book by such little read in the “Athenaeum,” some account experiments as I could find means to of a discovery you announce to the public perform, and found it true to the facts respecting the identity of the imponderable as I could understand them, I felt that I agents, heat, light and electricity; and as I had got hold of an anchor in chemical am at this moment correcting the sheets of knowledge, and clung fast to it. Thence my “Conversations on Chemistry” for a new my deep veneration for Mrs. Marcet: edition, might I take the liberty of begging first, as one who had conferred great you would inform me where I could obtain personal good and pleasure on me, and a correct account of this discovery. It is, I then as one able to convey the truth fear, of too abstruse a nature to be adapted and principle of those boundless fields to my young pupils; yet I cannot make up of knowledge which concern natural my mind to publish a new edition without things, to the young, untaught, and making mention of it; I have, therefore, kept inquiring mind. back the proof sheets of the ‘Conversation on Electricity,’ which I was this morning You may imagine my delight when I revising, until I receive your answer, in came to know Mrs. Marcet personally; hopes of being able to introduce it in that how often I cast my thoughts sheet. backwards, delighting to connect Figure 4. Jane Marcet in the past and the present; how often, https://skullsinthestars.com/2014/10/14 middle age on the cover of when sending a paper to her as a jane-marcet-educates-michael-faraday/ Jane Marcet: An Uncommon thank-offering, I thought of my first Woman, B. Polkinghorne instructress, and such like thoughts will Other writings (1993) remain with me.” https://skullsinthestars.com/2014/10/14/ Although she is best known for Mrs Marcet’s influence Conversations in Chemistry, Mrs Marcet jane-marcet-educates-michael-faraday/ was a prolific writer on many topics. She The popularity of Conversations in wrote many other books: for example, Chemistry is one indication of its impact: Mrs Marcet’s legacy Conversations in Political Economy (1816); 16 editions in England and 23 (pirated) Conversations on Natural Philosophy Jane Marcet did not teach formally or editions in the USA, which together sold open a school, unlike Maria Edgeworth (1820); Conversations on Vegetable 160,000 copies. Physiology (1829); and Mary’s Grammar or Richard Dawes, but her writings had an enormous impact on the public (1835). We must remember that Jane We have mentioned already the impact understanding of science and on Marcet was writing at a time when formal on Michael Faraday. When Jane Marcet science education. She wrote in the age education was limited to a few, mostly boys, died in 1858, M. De la Rive, a friend of when science was not yet part of the when girl’s education was almost non- Faraday was asked to write a biography of formal school curriculum at any level, existent and when science did not have a her. De la Rive had heard about Marcet’s despite the pioneer activities of people well-defined role in the school curriculum. influence on Faraday’s and asked to him like Maria Edgeworth (PoSE #1) and Her books were intended for girls and young to confirm the story. This is what Faraday Richard Dawes (PoSE #2). Science women of the middle and upper classes, replied: who might not have had formal education, was only just starting to penetrate certainly not in science, and was intended “Your subject interested me deeply every the secondary schools (public and to provide them with the background to way, for Mrs. Marcet was a good friend grammar schools) and the elementary understand popular scientific lectures and to me, as she must have been to many schools when she died. Many people, make intelligent conversation at social of the human race. I entered the shop of especially women, received their gatherings. This was how Conversations a bookseller and bookbinder at the age science education through her books. in Chemistry was used in of 13, in the year 1804, remained there Her main impact was in making but in America it was widely used as an eight years, and during the chief part of science a respectable subject for elementary science textbook, particularly the time bound books. Now it was in those girls and women to study, before it in female academies. Boston Girls’ High books, in the hours after work, that I found became part of the school curriculum School is credited as being the first girls’ the beginning of my philosophy. There and before education for girls was school in America to teach science with were two that especially helped me, the widely available. She also advocated laboratory instruction in 1865, and they “Encyclopædia Britannica,” from which teaching chemistry to beginners using used Conversations in Chemistry as their I gained my first notions of electricity, simple laboratory experiments and textbook. In America, where the book was and Mrs. Marcet’s “Conversations on she integrated experiments into her extensively pirated, the ‘authors’ started to Chemistry,” which gave me my foundation books. This approach to teaching add study questions, glossaries, guides to in that science. chemistry was very influential in the experiments and critical commentaries, America where her books were used as thus foreshadowing the general chemistry Do not suppose that I was a very deep textbooks, especially in girls’ schools. thinker, or was marked as a precocious Lindee (2001, p. 23) comments on her learning packages of today. person. I was a very lively, imaginative influence: person, and could believe in the “Arabian Nights” as easily as in the “Despite competition from dozens “Encyclopædia;” but facts were important of other texts, Jane Marcet's

SCIENCE | Vol. 53 | Number 2 | March 2018 25 JANE MARCET MARCH 2018

Conversations on Chemistry dominated Lindee, S.M. (1991) ‘The American Career New Book - Grab a copy! elementary chemical instruction in these of Jane Marcet' s Conversations on academies. Administrators could have chosen Chemistry, 1806-1853’. Isis, 82 (1), 8-23. The Periodic Table of Poems texts that emphasized useful applications is a new paperback book by or spiritual lessons. They chose instead a Available online: https://repository. Peter Davern, a lecturer in presentation novel for both its attention to upenn.edu/cgi/viewcontent. the Department of Chemical Sciences at the University of chemical theory and its advocacy of hands-on cgi?article=1023&context=hss_papers Limerick. It contains a collection laboratory instruction for beginners. It was not Accessed 16/1/18 of 93 short poems written to simply a matter of teaching the principles of celebrate the chemical elements baking or soap making. Academy chemistry, at Rosenfeld, L. (2001) ‘The Chemical Work that make up our universe. Each least in those schools that used Marcet's text, of Alexander and Jane Marcet.’ Clinical poem explores the properties Chemistry, 47(4), 784–792 of a different element and was serious chemistry for beginners: an is accompanied by a set of up-to-date review of European chemical Available online at: explanatory notes; these notes theory, illustrated by experiment, requiring are complemented in many an understanding of chemical terminology http://clinchem.aaccjnls.org/content/ instances by a playful, hand- and facility in the manipulation of laboratory clinchem/47/4/784.full.pdf Accessed drawn illustration that further equipment and chemicals.” 12/11/17 emphasises a particular fact about the element in question. As noted above, Alexander and Jane Marcet Other Resources: worked closely together until his early death, Few, if any, books on the although only Alexander had formal chemical Jane Marcet, https://en.wikipedia.org/wiki/ periodic table of the elements training. (Rosenfeld, 2001; Dreifuss and Sigrist, Jane_Marcet Accessed 12/11/17 have treated their subject in this way, making “The Periodic Table 2012). Accessed 16/1/18 of Poems” quite a unique and noteworthy body of work. Small “More decisive than either partner’s single wonder then that the book’s contribution, the complementarity between his H. Rossotti, (2007) ‘The woman that back cover includes the following chemical knowledge and her popular-science inspired Faraday.’ Chemistry World, June, 58-61 Available online: http://www.rsc.org/ affirmative endorsement from writing, energized within a supportive scientific Eric Scerri, an internationally images/Woman%20that%20inspired%20 and literary circle of friends, culminated in the recognised authority on the making of a bestseller.” (Dreifuss and Sigrist, Faraday_tcm18-87904.pdf history and philosophy of the 2012, p.27) periodic table: “Peter Davern’s Accessed 16/1/18. new book is full of delightful Although Alexander was an FRS and a poems about many of the respected scientist in his own right, his chemical elements that inhabit achievements have been eclipsed by the fame the periodic table. In addition of his wife Jane. The pen is indeed mightier than the accompanying text makes the pipette! meaningful references to the properties of the elements and their compounds and will be of interest to chemistry students as References well as their instructors.” “The Periodic Table of Poems” (ISBN-10: 1978415079, ISBN-13: 978- Dreifuss, J-J. & Sigrist, N.T., (2012). ‘The 1978415072, 260 pages) is published by CreateSpace Independent Publishing Making of a Bestseller: Alexander and Jane Platform, 2017. It is available on Amazon.co.uk, retail price: £ 9.80. Marcet’s Conversations on Chemistry.’ Ch. 2 in For Better or For Worse? Collaborative Couples in the Sciences, Lykknes, Annette, Opitz, Donald L., Van Tiggelen, Brigitte (Eds.) Springer, 19-32

Edgeworth, M. (1895). The Life and Letters of Maria Edgeworth. Hare, Augustus John Cuthbert, ed. Boston and New York: Houghton, Mifflin and company. p. 354.

Fyfe, A. (2004) Preface to reprint of the first edition of Marcet’s Conversations on Chemistry, Bristol: Thoemmes Press

Available online: https://research-repository.st-andrews. ac.uk/bitstream/handle/10023/8133/ Fyfe_2004_Chapter_intro_on_marcet_AAM. pdf?sequence=1 Accessed 16/1/18

Photo by: ATDPhotoshop 26 www.ista.ie

ESA Summer & Autumn Teacher Workshops 2018: Who? ESA is organising two teacher workshops open to primary and secondary school teachers of STEM-related subjects residing and working within any of ESA’s Member and Associate States*. The two workshops include outstanding four-day programmes. What? Primary and secondary school teachers will have the opportunity to participate in practical sessions dedicated to their respective student age group. Inspired by real and actual ESA space missions and programmes, participants will be given stimulating talks and training on how to include space in their lessons to make science and technology exciting for their students. Organised around three main space themes, Space Exploration, Earth Observation and Technology, the workshop, identical in both editions, will provide teachers with a unique professional development opportunity, and, through training sessions, will demonstrate how space can be used to teach Science, Technology, Engineering and Mathematics (STEM) curricular subjects in school. The workshops will feature keynote lectures from top-level space experts and visits to the ESTEC facilities. During the hands-on sessions, participants will explore and discuss classroom experiments and demonstrations.

Where? Both workshops will take place in Leiden, the Netherlands, close to ESA’s ESTEC establishment. When? The summer workshop will begin at 09:00 CEST on Tuesday 10th July and will conclude at 16:30 CEST on Friday 13th July 2017. A day will be dedicated to visiting ESTEC as well as the Space Expo museum. The autumn workshop will begin at 9:00 CEST on Thursday 4th October and will end at 16:30 CEST on Sunday 7th October 2017. On this last day, workshop participants will visit ESTEC and take part in the ESTEC Open Day. How to book? Teachers wishing to participate in one of the workshops should complete the online-application form which can be found at the link at the bottom. ESERO Ireland will offer a bursary of up to €150 per teacher to help cover flight costs for up to 12 teachers attending. Bursary application forms will be emailed to the teachers who have been accepted onto the courses. This list will be provided to ESERO Ireland from ESA. In the event of more than 12 Irish teachers being accepted on the courses the bursary will be offered on a lottery basis. The bursary will be paid after the course has taken place on receipt of application form and relevant receipts for transport, meals etc. The deadline for receipt of applications for both workshops is 21 March 2018, 09:00 CET. Successful applicants will be informed before 30 March 2018. Attendance to the entire workshop is mandatory For more info visit and to register http://esero.ie/upcoming-workshop/esa-summer-and-autum-teacher-workshop/

ESA Member States: Austria, Belgium, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Luxembourg, The Netherlands, Norway, Poland, Portugal, Romania, Spain, Sweden, Switzerland and the United Kingdom. Associated states: Canada and Slovenia

SCIENCE | Vol. 53 | Number 2 | March 2018 27

MASTER OF EDUCATION (M.Ed.) IN SCIENCE EDUCATION

APPLY NOW

Why Choose an M.Ed. in Science Education? Who is this Course for? This course gives students the academic and practical skills The course is suited to science educators at all levels. they need to develop a critical understanding of the role of It is especially suitable for individuals who wish to gain the science in society. academic theory and research skills needed to enhance their The course explores the scientific method through theories of career opportunities. learning and engagement while providing opportunities for This programme also caters for students with backgrounds students to experience frontier research in science education, in social science and humanities who have a professional research and communication. interest in science or education. Modules are delivered by scientists, educators and experts from both the School of Education and Science Gallery Dublin. Course Modules Structure 1. Academic Literacy and Research Methods The programme has taught and research components and 2. Science in Society may be taken on a one year full-time basis or on a two year or The role of science in society, including: citizen science, three year part-time basis. history, politics and ethics. The taught component includes four modules, each including 3. Learning Theories 25 hours of direct contact time, and an academic literacy and Academic theories that inform science education in both research methods module, formal and informal education regimes. Modules are organised outside of normal work hours, such as 4. Communicating Science during the evenings and at weekends, and are held in Trinity College. Best practices for public engagement and communicating science, including: media, evaluation, publishing and The research component involves carrying out a research reflective practice. project and completing a dissertation under the guidance of a supervisor. 5. Frontier Research & Current Debates Pressing topics and concerns in the field.

APPLICATIONS ARE NOW OPEN www.tcd.ie/education/programmes/masters/science The Master of Education (M.Ed.) in Science Education is a School of Education programme at Trinity College Dublin.

For further information: Email: [email protected] Tel: +353 (0)1 896 3568 or +353 (0)1 896 1290 @ScienceTCD

Trinity College Dublin, The University of Dublin www.tcd.ie/education/programmes/masters/science

28 www.ista.ie

MASTER OF EDUCATION (M.Ed.) IN MATHEMATICS EDUCATION

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Why Choose an M.Ed. in Mathematics Who is this Course for? Education? The course is suited to mathematics educators at all levels of the education system, but particularly second level teachers. It This programme aims to act as an enhancement course for is also for other suitably qualified professionals working in the developing high quality mathematics educators. It intends to area of mathematics education, training and support. address mathematical content knowledge along with exploring mathematical practices for teachers and highlighting current national and international issues in mathematics education. Course Modules The course is rooted in practical experience while emphasising 1. Academic Literacy and Research Methods the theoretical study of education. 2. Studies in Mathematics Education Overall the strand aims to integrate theory with practice and is Examine the philosophy of mathematics education and intended for practitioners who wish to gain a comprehensive explore learning theories in teacher education and models and contemporary understanding of mathematics education of teacher knowledge in the classroom. through a research-based programme. 3. Geometry and Trigonometry Structure Appraise theories of geometry or proposals seeking to improve the efectiveness of teaching and learning in The programme has taught and research components and may geometry. be taken on a one year full-time basis or on a two or three year part-time basis. 4. Best Practices in Mathematics Education The taught component includes four mathematics education Explore emerging best practices and developments in modules and an academic literacy and research methods teaching and learning mathematics. module. 5. Frontier Research and Current Debates in STEM Modules are organised outside of normal work hours, such as Education during the evenings and at weekends, and are held in Trinity Investigate frontier research as well as the most pressing College. topics and concerns in the field. The research component involves carrying out a research project and completing a dissertation under the guidance of a supervisor.

APPLICATIONS ARE NOW OPEN https://www.tcd.ie/Education/programmes/masters/mathematics The Master of Education (M.Ed.) in Mathematics Education is a School of Education programme at Trinity College Dublin.

For further information: Email: [email protected] Tel: +353 (0)1 896 3568 or +353 (0)1 896 1290

Trinity College Dublin, The University of Dublin www.tcd.ie/Education/programmes/masters/mathematics

SCIENCE | Vol. 53 | Number 2 | March 2018 29 BT YOUNG SCIENTIST & TECHNOLOGY EXHIBITION

2018 Mary Mullaghy

ISTA Award at BTYSTE 2018

th Dr Conor O'Brien, Honorary President of the Irish he winner of the 54 BT Young Scientist Science Teachers' Association presents the ISTA & Technology Exhibition (BTYSTE) was Award to Molly Browne & Sinéad Moynahan, Coláiste Simon Meehan, a Transition Year student Treasa Cork for their project "A Quantitative Study T To Show the Effect of Female Role Models on Girls from Coláiste Choilm, Cork. choosing STEM subjects at Second Level" in the His project entitled ‘Investigation into the Antimicrobial Social and Behavioural Sciences Intermediate Group effects of both aerial and root parts of selected plants Category. against Staphylococcus’ aureus’. Simon Meehan presented his project in the Biological and Ecological section of the Intermediate category. The award includes the largest prize fund yet of €7,500, the BTYSTE perpetual trophy and an exclusive trip to Bletchley Park in the UK, the famous World War II coding centre.

In addition, and uniquely this year, the winner will have the opportunity to represent Ireland at the Contest for Young Scientists, taking place in the RDS, Dublin in September 2018. This will be only the second time in the 30-year history of the competition that Ireland will host this prominent international event. The coveted prize was presented to Simon by Minister for Education and Skills Richard Bruton and Managing Director of BT Ireland, Shay Walsh.

ISTA Stand – Míle buíochas Thanks to all the members who helped out at our stand at the RDS this year, namely Rory Geogehegan, Gary Galvin, Belinda Grehan, Yvonne Higgins Vallely, Aodhagán O’Suillivan, Hilary Rimbi, Séamus Donnelly & Mary Mullaghy. Crea Brady, Rathoath College, using an astronomical telescope at our stand as featured in the Irish Examiner.

30 www.ista.ie LAUNCH OF SCIFEST 2018 Celebrating 10 years of Science for All Sheila Porter Founder and CEO of the SciFest STEM Fairs Programme

such as SciFest and I’m really looking forward to seeing this year’s projects.”

One of the alumni present at the launch, Frank O’Meara Haslam, had travelled from Roscommon. Frank attended St Mary’s Secondary School in Edenderry and along with classmates, Darragh McConaghy and Graham Regan won the Intel Best Project Award at SciFest@ AIT in 2010. Their project was called ‘Man, Machinery and Magnets’. Frank went on to do a BSc in computer games development in IT Carlow. He is now a software developer with Aladdin Schools. Frank really enjoyed participating in SciFest and was delighted to be invited back by the school to judge at a SciFest@ School. It was nice to see Frank’s former teacher, Mary Farrell who recently retired, itting in the The Vintage Teapot putting her expertise and experience anyone - people who are curious, people tearooms in Cathedral Street to good use by judging at this year’s who like initiating change, anyone who in Dublin with some of the SciFest@School in St Mary’s. We wish likes challenging themselves and most of S all, anyone who wants to make a positive young people who had participated in Mary all the best in her retirement and look forward to seeing her at a number of impact on the world. You really don’t know SciFest in the ten years since it was SciFest@School fairs in the Offaly region! all you’ll gain - all the skills you’ll learn, all frst launched and listening to them the experiences you’ll have until you give reminiscing about their experience of Aoife Kearins who competed in the it a try.’ SciFest 2016 National final was invited SciFest brought home to me just how The SciFest programme was initiated to much participating in SciFest means to to the launch. She is currently studying maths in Trinity College. Speaking of promote a love of STEM and to provide a young person. SciFest Aoife said ‘SciFest gave me a platform whereby every second the opportunity to turn my ideas into a level student in Ireland whatever their We were in the Vintage Teapot attempting tangible project, to take my passion and background, circumstances or intellectual to warm up after a very successful if use my skills to create a project that really ability would have the opportunity to somewhat cold photoshoot with Mr Richard could make a difference. As well as that, participate in a science fair. With some Bruton TD, Minister of Education and Skills SciFest gave me the opportunity to meet 10,000 students from almost 300 schools to launch the SciFest 2018 programme. so many amazing people I couldn’t have presenting more than 4,400 projects in Also attending the launch was Margie met otherwise. It gave me the platform to SciFest 2017 the programme is well on McCarthy, Head of Education and Public talk about and share my idea with people its way to achieving its aim. In total more than 50,000 students have participated in Engagement with Science Foundation it impacted, and with people it didn’t. SciFest in the ten years. Ireland (SFI). SciFest is funded primarily by I’d recommend SciFest to absolutely SFI, Boston Scientific and Intel Ireland.

Speaking at the launch Richard Bruton said: “I’m delighted to launch this year’s SciFest and I’d like to congratulate the team on the 10-year anniversary of the programme. I’m passionate about ensuring our young people are given the opportunity to develop an interest and a passion for the STEM subjects and our recently launched STEM strategy emphasizes the Government’s commitment in this area. Problem-solving, creativity, critical thinking and adaptability are just some of the key skills that students develop in learning the STEM subjects – these skills are crucial in preparing our children to flourish in a Conor Foy, SciFest winner 2013, Margis McCarthy, SFI, Christopher Carragher, modern society. I especially welcome and Overall SciFest winner 2014, Caolann Brady, Overall SciFest winner 2016 and encourage outside of school initiatives Sheila Poerter, SciFEst Founder and CEO SCIENCE | Vol. 53 | Number 2 | March 2018 31 LAUNCH OF SCIFEST 2018 MARCH 2018

Dates and Venues for SciFest@College 2018 Regional STEM fairs

A SciFest@School fair can take place anytime throughout the school year. Teachers are asked to visit the website http://scifest.ie/ scifestschool for more information or email [email protected].

The 16 regional SciFest@College STEM fairs take place in April/ May (See table above). Students enter online at http://scifest.ie/ scifestcollege-entry-forms

Note: Before students can enter their projects in a SciFest@College STEM fair their teacher must have registered his/her contact details on the online entry system at http://scifest.ie/online-entries-teachers. Once registered teachers have access to their SciFest Teacher Portal.

Completed entries for SciFest@College must be submitted by Friday 16th March 2018 or Friday 11th, May 2018 in the case of St Mary's College, Derry.

56th ANNUAL ISTA CONFERENCE POEM

It all goes on in A.I.T. JCT and CBA’s This man will help atone. Again in our tagline,

Its number fifty six They’ll set you up for easy SLAR’s From Trinners we got Luke With such a group of O’Neill experts there the weekend And what it is, I’ll have you know PDST Enda Carr, has Airey brought is sublime. in from afar Who’s held in high regard A fab scientific mix. Check our pricing you will With Action Research something He’s on with Mr. Pickwick see, The choice that they will offer newer Who shoots us for the stars. The bank you will not break Down there are full five star T. Council cash you might procure. And finally there’s Samir The smarter ones are With lectures, talks and workshops Nugent’s back with science on stage calling in, Whose name I could not rhyme The door will be ajar. Their latest tricks are all the rage. the early bird to take. But what important I am told To start a weekend that will trill Moving forward with our science MM and Chairman Seanie Is that you give him time. F, Professor Niall blows whistle shrill Is what we all aspire, Our second clearance of the Dublin City Uni’s best have helped bring to Kealey, Antey, Murphy, Hirst decks fruition, Sets the tone for all the rest. Will help with this desire. Again we raise the bar while Stevie and his gang of troops Chairman Digby and his team DK keeps it ultra-cool With Gerry Hyde from SEC Are really on a mission. Can hold their heads up with While Allen sparks it up, We surely got a star. esteem. We’re spoilt for choice And from doctors 3 Sligo IT I’ve set out there just what’s to that’s for sure Some great acts they have flown be from York We get honey in a cup. With all those brilliant A very busy day, With other experts up from Cork. Prof. Robin Miller runs completely on minds his own Then afterwards we have a ball David King brings team of seven So to Athlone you all must And what we don’t understand of And dance the night away. go that’s what the scribe They’ll leave you in scientific science opines. heaven Moving forward with the science 32 www.ista.ie MARCH 2018 SKY & SPACE Feb - Aug 2018: It's all about Mars Seosamh Ó Braonáin Wesley College, Co.Dublin

017 was a great year for to the South later in the night from the end approach (technically called “opposition”) seeing Venus and Jupiter of April onwards. ). is at the end of July. but not so good for Mars. 2 As I write, Mars is approximately 230 At the moment, Jupiter and Mars are This was because Mars was very million km form Earth so it takes light visible low in the South before dawn. distant from Earth, on the far about 13 minutes to travel from Mars to When the clock go forward on March side of the Sun, so it appeared us. At its closest approach at the end of 28th, the following few days around 7 am relatively faint. This year Mars is July , it will be just 57 million km away, or could be a good time to spot Mars almost just 3 light minutes distance. exactly due South. Through April to June, going to get spectacular: in July it Mars is getting closer and brighter but will be at its closest approach to The two diagrams below are from the less convenient to spot at 3-4 am. From Earth, brighter than any star, only Fourmilab website. If you go through the the end of July, after midnight, a very Venus will appear brighter this “Yoursky” mapping page, there is a link bright red Mars can be seen low in the year. further down headed “Solar System live: south.( If you or your students are on interactive orrerry” which allows you to see summer holidays further south such as where each planet is located in its orbit on in Spain or France, you will more easily any given date. They show the position see Mars higher above the horizon.) (Venus and Jupiter will have good of the inner planets on 20th February and From then until the end of the year, it can visibility again this year also. Look at the end of July (Earth is the circle with be seen earlier in the night and higher in for Venus in the West in the evenings the cross). You can see that Earth’s orbit the sky, and will be getting dimmer each from mid-March to October and Jupiter is bringing it close to Mars and the closest week. Those months could be a good time for our students to try to spot Mars as it is still bright but getting noticeably dimmer as it gets further from us in the second half of this year. Over the past two years our school’s Year 1 and 2 students have been having a great time making models that show relative planet sizes or their relative orbital distances. Watching Mars from March on as it gradually brightens and then becomes dimmer will be a great opportunity to directly observe the motion of the planets and to bring home in concrete terms what these models have been telling them in more abstract terms.

The predicted brightness of Mars is shown in the chart here, from in-the-sky.org (recall that the lower the magnitude number, the brighter the object: the brightest star Sirius has magnitude -1.5)

REFERENCES Planet position predictions: http://www.fourmilab.ch/yoursky/ In the Sky magnitude predictions: https://in-the-sky.org/graphs.php

SCIENCE | Vol. 53 | Number 2 | March 2018 33 TOP LEAVING CERTIFICATE STUDENTS AS PER STATE EXAMS COMMISSION

Institute of Biology Ireland Medal Awards 2017 The Institute of Biology of Ireland awards Medals to the highest performing students in Leaving Certificate Biology Examinations 2017. Congratulations to all involved.

1.Ciara Durkan, Colaiste Naomh Mhuire, Clochar na Trocaire, Naas; Ms Marion Moloney

2. Aine Ni Uiginn, Laurel Hill Colaiste FCJ, Cnoc na Labhras, Luimneach

Keith Coughlan, Hazelwood College, Dromcollogher, Co. Limerick

3. Ned Quirke , Clonkeen Road, Blackrock, Co. Dublin

Institute of Chemistry Ireland Medal Awards 2017

The ICI honoured the top Leaving Cert chemistry students

1.Emily McGill, Abbey Vocational School, Donegal Town

2.Diarmuid O’Donoghue, Ashton Comprehensive School, Blackroad Road, Cork City

3.Jack Patrick Murphy, Christian Brothers School, Bakers Road, Charleville, Co. Cork

4.Eamonn Michael Fennelly, St. Kiernans College, College Road, Kilkenny

5.Mark James Fortune, Scoil Na Mbraithre Criostai, Durlas, Co Thiobraid Arann

6.Callum Dempsey, Banagher Community College, Banagher, Co Offaly

7.Ryan James Bell, , Mount Merrion, Blackrock, Co Dublin

Institute of Physics Ireland Medal Awards 2017

The IoPI honoured the top Leaving Cert physics students

1. Maxime Gadioux, Coláiste Einde, Salthill, Galway

2. Oisin McEnroe, Dublin. 34 www.ista.ie PLANET MATHS

Paul Holland

Formerly Presentation College, Co.Galway

Length of a circle = 2∏r, r = radius of the circle almost have a 2-D situation and our familiar formula for the length of a Rather than simply applying the formula, you circle is adequate. could try confirming the value of ∏. Draw a circle of a certain radius, measure its length Activities with an opisometer and ruler, and determine ∏ by appropriate division. If it’s a fine day, go 1. We have 2 formulae for the length outside and have your students lay out a length of a circle. Use both of them to of rope. Have one student hold it and another measure the lengths of circles with hold the other end while walking in a circle with a radii (as measured on the Earth’s trundle wheel. You can do different variations on surface) of 1 km, 50 km, 100 km, this experiment and accuracy might be lacking 500 km…… How far can you extend sometimes. But, although you might not get ∏ the circles before length = 2∏r starts calculation accurate, you will probably agree that giving outright inaccurate results? the people who came up with that awful number Put another way, when would people knew what they were doing. The formula for the who believed in a Flat Earth start length of a circle is o.k in our limited world anyway. having doubts about their theory? When would the locals on the moon, θ = r/R Now, in your mind, extend your circle outside the Jupiter or the sun start having similar Sinθ = x/R school boundary, beyond the horizon, to Hamburg, doubts? to Hong Kong… Think carefully – would someone x = RSinθ with the means of measuring these distances, 2. If you have a globe with latitude radii and circle lengths, come up with the same circles (or a ball with similar x = RSin(r/R) value for ∏? Or maybe get a globe, measure the markings), string, opisometers, rulers, distance r along the surface from the Pole to a line you could try confirming the accuracy Length of circle girding the of latitude - a circle around the globe. Check the of your more complicated formula sphere l = 2∏x length of the circle and see if length = 2∏r works I = 2∏RSin(r/R) so well any longer, or if ∏ seems to have changed. Final words Multiply above and below the line Our formula would be fine on a Flat Earth but The foregoing may seem a bit by r on our (nearly) spherical Earth, the (nearly) true irrelevant but it may be a useful formula for the length of a circle is slightly more exercise in showing how problems complicated than what we’re used to. with theory we take for granted can lead to deeper insight. Flat Earth theory collapsed because, beyond a certain point, it didn’t work. So did Leave the r at the end intact and Newtonian mechanics and we got rewrite the formula making use of Einstein’s General Theory of relativity the fact that which, in time, will probably be itself superseded. And – inadequate R = Radius of the Earth (or any sphere) theory stays useful just as long as you know how far you can push it r = Radius of a circle on the sphere’s surface, measured from the centre of the circle along the Derivation of the formula curved surface

Warning – convert your calculator to radian mode. Radians relate naturally to distances. Degrees we have are a human invention from the time we thought the sun went around the Earth and that there r = radius of circle drawn along were about 360 days in a year. ∏ radians = 180 the curved surface of the sphere degrees. R = radius of sphere For small distances where r is negligible compared to R, r/R 0. As X 0, (SinX)/X 1. This important x = radius of circle measured in limit is stated without proof. If r, r/R, X, SinX 2-D =0 as opposed to being close to it, you have a mathematically hopeless situation or, more θ = angle at centre of sphere, practically, you don’t have a circle at all. What between radius of sphere and an matters is that for comparatively small circle radii, axis when compared to the radius of the sphere, you r = Rθ (standard formula, θ in radians)

SCIENCE | Vol. 53 | Number 2 | March 2018 35 JUNIOR CYCLE SCIENCE Syllabus or Specification? Declan Kennedy Department of Education, University College Cork (UCC)

Introduction It is interesting to observe that terms What does the term such as “outline” and "summary" are “specification” mean? his article arose as a result of commonly used to describe the meaning correspondence sent to the Hon of the term syllabus. Let us first consider the meaning of Secretary of the ISTA and discussed this word in general and then discuss T What is meant by the term when it started to become commonly at the ISTA Council meeting held on 3rd “curriculum”? used in education to describe a course Feb 2018. The correspondence referred of study. to the Chairman's Report written by Rowntree (1981) in A Dictionary of Mr Sean Fogarty, Hon Chairman ISTA, Education explains the term “curriculum” In the Longman Dictionary of the as “the total structure of ideas and which was published in a recent issue of English Language (1995) the word activities developed by an educational specification is defined as “a detailed SCIENCE. (Fogarty S, 2017). The writer institution to meet the learning needs precise description of something (e.g. of the letter was critical of the fact that the of students and to achieve desired a building or car) especially in the form Hon Chairman referred to the new Junior educational aims. Some people use the of a plan or proposal” Cycle science course as a “syllabus. The term to refer simply to the content of what is taught. Others also include the The Oxford Advanced Learner’s writer described this as one of the “factual teaching and learning methods involved, Dictionary (2002) defines specification inaccuracies” in the article published in how students’ attainment is assessed, as follows: SCIENCE and pointed out that “what and the underlying theory or philosophy has been published by the NCCA is a of education”. “An explicit or detailed enumeration or statement ….. A document drawn Curriculum Specifcation for Junior Cycle In the Longman Dictionary of the English up by the applicant for a patent, Science”. Since both terms are often used Language (1995) the word curriculum describing the construction and use interchangeably, I was asked to clarify is defined as “the courses offered by of his or her invention … A detailed the situation and undertook to write this an educational institution or followed description of the dimensions, by an individual or group”. Note that construction, workmanship, materials, article. this dictionary uses the plural “courses” etc. of work done or to be done, In consulting dictionaries, I decided to visit the rather than the singular form. prepared by an architect, engineer, UCC library to consult printed copies of large etc.” volumes of dictionaries rather than simply The Oxford Advanced Learner’s going online as I wished to ensure that the Dictionary (2002) defines curriculum This dictionary gives some examples sources consulted were trustworthy as printed as “the subjects that are included in a of the use of the word specification: publications of dictionaries are generally peer- course of study or taught in a school, “His distilled advice was ‘Work!’ reviewed prior to publications. college, etc”. Note that the dictionary without any specification as to what also uses the plural “subjects” rather the work should be’ and “A new house What is meant by the term “syllabus”? than the singular form. It gives as an built in accordance with my father’s example of the usage of this word in the specifications”. In the International Dictionary of Education sentence “Spanish is on the curriculum”. (1977) Page and Thomas define the term Note the use of words such as syllabus as “an outline or brief description of The term curriculum generally refers to “explicit”, “detailed” and “precise” to the main points of a text, lecture or course”. the overall programme of study followed describe the term specification. by students, e.g. in Ireland we refer to Rowntree (1981) in A Dictionary of Education the Junior Cycle curriculum, in the UK The use of “specification” in defines the term syllabus as “An outline of the they refer to terms such as the National Education topics to be covered in a course”. Curriculum and the Scottish Curriculum for Excellence. For the past thirty five years, I have In the Longman Dictionary of the English been visiting the Association for Language (1995) the term syllabus is defined In explaining the Curriculum for Science Education (ASE) conference. as “a summary of a course of study or of Excellence in Scotland, it is stated that The ASE is the UK equivalent of examination requirements” “the term curriculum is understood to the ISTA as it is the professional mean everything that is planned for body representing science teachers The Oxford Advanced Learner’s Dictionary children and young people throughout in the UK. I find the conference (2002) defines the term syllabus as “A their education and not just what very beneficial as it keeps me statement or outline of the subjects covered by happens in the classroom” (Curriculum up to date with developments in a course of teaching; a programme of study.” for Excellence, 2010). science education in the UK. Since This dictionary contains two examples of the some of my student teachers find usage of the word: “A play by Shakespeare Hence, we may conclude that the employment in the UK, it also helps is on our syllabus” and “He preached with term “curriculum” is a very broad term me to prepare them for teaching the nothing more than a syllabus of his discourse covering an entire range of different General Certificate of Secondary before him”. subject areas. Education (GCSE), and Advanced (A) level courses in the UK. During

36 www.ista.ie SYLLABUS OR SPECIFICATION? MARCH 2018 the ASE conference, I never miss a visit to the exhibition stands of the Examination Boards (also called awarding organisations). Unlike Ireland which has just one examination board (the SEC), there are several exam boards in the UK. These exam boards are independent organisations which set and mark exam papers for examinations such as the GCSE (taken around the age of 16) and A-level Table 1 It is appropriates to refer to the syllabi published by these examination programmes (usually taken around boards as “specifications” as the guidance provided to teachers is very detailed in the age of 18). The examination board terms of the depth of treatment of each topic being clearly specified. qualifications and assessments are regulated by a government organisation called The Office of Qualifications and Examinations Regulation (Ofqual). numbers summarised in Table 1. The full examinations include considerable documents may be downloaded using the detail about depth of treatment, In the UK the change from using the URLs given in the list of references. examination specification, practicals term “syllabus” to “specification” took and laboratory experiments and place around the Curriculum 2000 other advice for teachers and reforms. In keeping with the meaning In contrast, the Junior Cycle Science syllabus pupils. While learning outcomes of the term “specification”, the new (2015) does not satisfy the basic criteria to be are specified in all the syllabi, they specifications contain the syllabus but called a “specification” since it could not be are only one element of the detail with additional guidance on the scope described as a detailed or precise description provided". (Hyland A,2014). of the content which will be assessed, and does not specify any depth of treatment, clarifications on depth of treatment for Fig. 2. A synthesis of the Hyland Report teachers and details about assessment summarising the key findings has structure. also been published (Kennedy D, 2014) . It is interesting to note Some examples of exam boards are that the current Leaving Certificate EdExcel, OCR (Oxford Cambridge and syllabi in Biology, Chemistry and RSA Examination), and teachers are Physics easily satisfy the criteria free to choose which specification they to be referred to as "specifications" will adopt for their own students. since each syllabus contains details of depth of treatment, social and applied aspects as well as details of student and teacher activities and laboratory practical work.

Figure 2. The document published by the NCCA is more correctly called a syllabus rather than a specification since it is simply an outline of what is to be covered and does not specify depth of treatment or give any detailed or precise guidance to teachers. Figure 3 The three Leaving The final draft of the Junior Cycle Science Certificate syllabi currently being syllabus (2015) is only 26 pages in length of taught are detailed and precise which only 5 pages contain learning outcomes relevant to each strand of the syllabus, i.e. documents and hence are worthy of except for some general references, each the term "specification" to describe strand of the syllabus (Nature of Science, them. Biological World, Chemical World, Physical World, Earth and Space) are each described by The problems highlighted in the a single page of learning outcomes. Without Hyland Report are now being doubt, this document satisfies the criteria of experienced with the Junior Cycle Figure 1. Examples of four GCSE “outline” or “summary” as used to describe a Science syllabus and it is not specifications published by some of syllabus. surprising that the ISTA chairman the examination boards (awarding The Hyland Report stated that "it is high time that a organisations) in the UK. These clarification document was produced documents satisfy the criteria of The Junior Cycle Science syllabus (2015) removing all the ambiguities in the "Specification" as they specify the depth syllabus..... that is in line with the of treatment giving detailed and precise follows the same format as the proposed new Leaving Certificate syllabi in biology, chemistry reality of the assessment that will be guidelines to teachers on topics to be employed and that clearly identifies covered and laboratory practical work to and physics, i.e. essentially a list of topics and learning outcomes associated with each what will and will not be examined" be carried out. topic. In the Hyland Report (Hyland A, 2014), Professor Hyland voiced her concerns about Conclusions All of the specifications published by this format being used and stated “in every It is certainly appropriate to describe the exam boards are very detailed public examination system identified for this documents as shown by the page the Junior Cycle Science document report, the syllabi for the end of senior cycle as a syllabus as the document

SCIENCE | Vol. 53 | Number 2 | March 2018 37 SYLLABUS OR SPECIFICATION? MARCH 2018 simply contains an outline of learning Fogarty, S. (2017) Chairman’s Report, http://www.ocr.org.uk/qualifications/ outcomes to be achieved by students. It is Science (53) 1 p. 5 - 7.. gcse-twenty-first-century-science- clear that the word "specification" has the suite-combined-science-b-j260- same meaning in the world of education Hyland, A. (2014) The design of Leaving from-2016/specification-at-a-glance/ as it has in everyday usage, i.e. a detailed, Certificate science syllabi in Ireland: an precise description. The Junior Cycle international comparison. Dublin: Irish Science Oxford Advanced Learner’s Dictionary science syllabus does not give detailed and Teachers' Association. Available at: http:// (2002) 6th edition. Oxford: Oxford precise guidance to teachers regarding any www.ista.ie/wp-content/uploads/2016/11/The- University Press. depth of treatment or laboratory practical Hyland-Report-.pdf work and hence it is not appropriate to use Page, G and Thomas, J (1977) the term "specification" to describe it. Junior Cycle Science syllabus (2015). International Dictionary of Education Available at: http://www.curriculumonline. (1977). London: Kogan Page. ie/getmedia/153bc83f-9848-49f0-ad87- 0a0d6b9b596c/Specification-for-Jr-Cycle- Rowntree, D (1981) A Dictionary of REFERENCES Science-EV_20160126-(1).pdf Education. London: Harper and Row.

AQA Combined Science Specification Kennedy, D (2014) The Hyland Report - (2016). Available at:http://www.aqa.org.uk/ Implications for Science Education in Ireland, subjects/science/gcse/combined-science- Science (49) 3 p. 11 - 13. Availalbe at: http:// trilogy-8464 www.ista.ie/wp-content/uploads/2016/07/ Synthesis%20Hyland%20Report.pdf Curriculum for Excellence in Scotland (2010). Available at: https://education.gov. Longman Dictionary of the English Language scot/scottish-education-system/policy- (1995) 2nd edition. London: Longman for-scottish-education/policy-drivers/ cfe-(building-from-the-statement-appendix- OCR Gateway GCSE Combined Science incl-btc1-5)/What%20is%20Curriculum%20 Specification (2012). Available at: http:// for%20Excellence? www.ocr.org.uk/qualifications/gcse-gateway- science-suite-combined-science-a-j250- Edexcel Combined Science Specification from-2016/ (2016). Available at https://qualifications. pearson.com/content/dam/pdf/GCSE/ OCR Combined Science Twenty First Century Science/2016/Specification/GCSE_ Science Specification (2017). Available at: CombinedScience_Spec.pdf

ENERGY How the concept develops in Junior Science students Ted Forde Retired Chemistry Teacher

any of us are familiar with how there is heat loss involved in both cases, Some references will be made to the concept of heat evolved tiny in the case of the planets but more a study carried out by the present from the 19th century notion of easily observed in the case of the writer (3). The sample involved M pendulum. This heat loss allows us to a fuid, known as caloric, to the more ninety students taking ordinary level distinguish the future (towards which the junior science. In terms of gender, modern kinetic concept that explains pendulum slows) from the past. For further the sample was made up of 46 boys heat in terms of moving particles. discussion see his text. and 44 girls. There were 31 first year and 59 third year students. Twentieth century properties of heat are From a teaching perspective our current still evolving as Carlo Rovelli describes in ideas on how children’s ideas on energy his recent short text ‘Seven brief lessons develop are also intriguing. on Physics’ (1). Heat is an everyday phenomenon. So it is intriguing to see Driver (2) suggests that a difficulty for it described in a novel context. Rovelli students is that while we may observe suggests that there is a tie-up between energy changes it is not possible to observe heat and time. He tells us that, if there energy itself. were no heat exchange involved in such phenomena as the movement of In broad terms student ideas may be our planets or of a swinging pendulum, described as a progression from concrete we would be unable to distinguish the and personalized views of energy to more past from the future. Movements in both abstract concepts as shown in fig. 1. directions would be identical. However,

38 www.ista.ie ENERGY MARCH 2018

box pushed up to the top of a hill had followed on heat and fossil fuels. By no energy. selecting more examples students were encouraged to see the man Further questions on similar themes as just one of many energy agents. yielded the following: (iii) Similarly, students can be Most students agreed that work was encouraged to trace the energy done by a man who hammered a nail needed to put a statue or book in but not by a book that fell off a shelf. place and to consider how energy is dissipated into heat and sound Many students did not associate when either falls. plants with energy. Often this was said to relate to a plant’s lack of obvious (iv) Reference has already been Figure 1: General development of movement. made to difficulties some students student ideas on energy have with less overt forms of Human processes of circulation and energy such as plant energy, In the study students were given a number of respiration were rarely associated metabolism and circulation. When tasks. with energy. Human activities such as students come to deal with the sitting, sleeping or observing were not different forms of energy, standard (a) They were given ten diagrams and asked to considered to involve energy changes. laboratory experimentation plus select three that most reminded them, and three class discussion could be usefully that least reminded them, of energy. In relation to the television diagram, tried here. a number of students asserted that The diagrams consisted of (i) a potted plant (ii) A the only energy involved was when footballer running with a ball (iii) An electric lamp the device was switched on or off. (iv) A statue (v) A heating radiator (vi) A room Electrical, heat and sound energies REFERENCES containing only furniture (vii) A television (viii) a were ignored. train (ix) A yacht at sea (x) A girl eating an apple. (1) Rovelli, Carlo. (2014) Seven brief lessons on Physics, Allen (b) They were asked to divide six energy sources Lane, an imprint of Penguin Books. below into renewable and non-renewable ie oil, Some interpretations: wind, solar, gas, wave and tidal. Students were (2) Driver, R. et al. (1994) Making (i) In general, the development of also asked to explain the term ‘non-renewable’. sense of secondary science: student energy concepts suggested support materials for teachers, (c) They were asked whether they agreed with in fig. 1 was observed in this study. London: Routledge. each of the following two statements: Thus, as students transitioned from first to third year, there was a tendency (3) Forde, Ted. (2003) “When I am (i) Energy is the ability to do work for energy associations to move from watching television I am not using concrete to more abstract examples. any energy”, Irish Educational (ii) A man pushes a box up a hill Studies, Vol. 22, No. 3, Winter. and rests. After the rest the man has energy but (ii) There was also a tendency among the box has not. older students to move away from (4) Solomon, J. (1985), Learning purely human energy associations. and Evaluation: A study of School Study Results Children’s Views on the Social (iii) Girls tended to make more living Uses of Energy, Social Studies of (a) Diagrams: energy associations than boys. This Science, Vol. 15, pp. 343-371. finding was also noted in the literature The diagrams that most reminded students of (4) (5) Trumper, R. (1990) Being energy were, in decreasing order, “footballer”, constructive: an alternative “lamp”, “train’ and “girl eating”. Similarly, those that approach to the teaching of least reminded them of energy were “statue” and the energy concept –part one, “room”. More first-years opted for “footballer” and Some teaching suggestions: International Journal of Science “girl eating” whereas more third-years opted for (i) Of course there are many possible Education, Vol. 12, No. 4, pp. 343- “train” and “lamp’. No student made a connection 354. between the statue diagram and the idea of teaching approaches. However, potential energy. Not expected was the finding that classroom discussion can help making more girls than boys chose the footballer diagram students aware of their own everyday as their main energy association. energy concepts. Discussion can lead to students becoming clearer on why (b) Renewables: the scientific model is more satisfactory than their own everyday model. The difference between the ability of third-years (54%) and first-years (10%) to distinguish between (ii) The following example (5) is just one renewables and non-renewables was significant. suggestion in approaching the potential Boys had higher response rates than girls. There energy concept. It was used in relation were similar response rates to the request to to the diagram of the man pushing a box explain the term ‘non-renewable’. up a hill. First, the man was replaced by an electric motor. A discussion followed (c) Two statements: in which the teacher tried to shift the focus from that of a man, to that of (i) Most also agreed that energy is the ability to do potential and kinetic energy. Next, the work. diagram showed the electric motor replaced by a steam engine. Discussion (ii) However, about half the sample thought that a

SCIENCE | Vol. 53 | Number 2 | March 2018 39 CROSSWORD Win ¤20 Randal Henly First ISTA member to email correct entry wins Send your answer to: [email protected] via your ISTA registered email address.

SCIENCE Crossword November 2017 Answers

Well done to the winner: Máirín Nic an Iomaire

40 www.ista.ie

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