SCIOS Primary - Issue 1 (March 2024)

JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

VOLUME 72 MARCH 2024

SCIOS: To Know

CONTENTS CONTENTS

This journal aims to promote the teaching of science with a focus on classroom practice. It provides a means of communication between teachers, consultants and other science

WELCOME FROM THE EDITOR

educators. Opinions expressed in this publication are those of the various authors and do not necessarily represent those of the Science Teachers’ Association of Western Australia (STAWA), the editorial committee, or the publisher.

STAWA Office Unit 1/7 Gympie Way,

FEATURED ARTICLE A Day in the Life of the Synergy Schools Solar Car Challenge - The Bits You Don’t See!

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TALK LIKE A SCIENTIST

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UPCOMING EVENTS Big Coffee Catch Up at the new STAWA Office

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CONSTAWA 42

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Early Career Primary Science Scholarship

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Open Lab Afternoons

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Science Talent Search

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STAWA Membership

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How to Contribute to SCIOS

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Advertising in SCIOS

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Willetton, WA 6155 CONTACT Phone: (08) 9244 1987 Email: admin@stawa.net Web: www.stawa.net

Editorial Committee Allan Knight John Clarke - STAWA Lyndon Smith Mady Colquhoun Editorial Correspondence admin@stawa.net Graphic Designer Pamela Getalado Marketing & Communications Coordinator Contact email: admin@stawa.net

Advertising in SCIOS If you would like to advertise in SCIOS, please follow the link here to express your interest and submit your deliverables.

© 2024 The Science Teachers’ Association of Western Australia (STAWA). All rights reserved. No part of this publication may be reproduced or copied in any form or by any means without the written permission of STAWA. Unsolicited material is welcomed by the Editor but no responsibility is taken for the return of copy or photographs unless special arrangements are made.

ISSN 0157-6488

WELCOME FROM THE EDITOR About the Editor Mady Colquhoun is the Chair of the STAWA Primary Science Committee, the CONSTAWA Convenor, SCIOS Primary Editor and a member of the STAWA Board. She was previously a Primary Science Specialist for over 10 years. Currently, through STAWA, Mady now supports teachers of primary science.

Welcome to the first issue of SCIOS - Primary for 2024!

SCIOS has been updated to cater specifically for Primary Science Teachers and you will have a 'bite-sized' issue delivered to your email each term! We are sure these shorter targeted issues of SCIOS will fit in readily with your busy schedule.

Each issue will have 1-2 articles of specific interest to primary teachers. These may include teaching practices or research, laboratory activities, assessment practices, interesting resources or activities, and of course – sharing what other teachers are doing in primary science!

Talk Like a Scientist will continue to tackle the language of Science and how to ensure we are on the right track. Ideas of these for this are welcome.

Of course, we welcome your input in other ways. If you have an interesting idea to share, please contact us at admin@stawa.net. We will help you develop your article, and this can be used as part of your Professional Development.

To keep you up to date, we will also include promotional information about upcoming STAWA Primary Science events.

We would like to meet you at a Coffee Catch-Up or Open Lab somewhere this year.

This new PDF format will enable easier access and the ability to download for repeated viewing without having to log into the SCIOS link via the STAWA website (Please note that all previous online SCIOS issues are still available via the STAWA website. You will need your STAWA log-in details to access past issues).

There is also a Calendar of Events for Primary Science on the STAWA website with a wide range of non-commercial science class and whole school opportunities.

We welcome feedback and ideas for the new look SCIOS - Primary which can be sent to admin@stawa.net.

Which articles would you like to see? Let us know.

Let's celebrate Science teaching in Primary Schools.

Mady Colquhoun (SCIOS - Primary Editor)

A DAY IN THE LIFE OF THE SYNERGY SCHOOLS SOLAR CAR CHALLENGE - THE BITS YOU DON’T SEE! Mady Colquhoun

Chair of the STAWA Primary Science Committee and Volunteer at the Synergy Solar Car Challenge 2023

After the registrations have been done, the solar car kits have been packed and sent out, the questions have been answered… then what?

At schools, it is all Go! Go! Go! for students to develop and refine the production of their solar cars before their race day.

BUT what happens on the race day? Each school team arrives at the venue, and it works seamlessly. So, what has occurred prior to allow this to happen?

It is 7 am - the truck and lots of people arrive at the school for the ‘bump-in’. Who are they? STAWA staff, STAWA volunteers, Synergy staff and the all-important racetrack set builders.

First – we unload all the gear into the hall or gym and find all the furniture needed to set up the construction stations for teams to work at. The Synergy tablecloths – which are surprisingly heavy – are put on all tables with new solar car kits - and sanitizer of course. Sometimes up to 40 tables need to be set up – taking a long time. The solar car kits have been packed over the past few weeks at STAWA headquarters and are brought to every venue around the state to ensure all teams begin with a new kit – enabling a Fair Test.

The shade shelters and tracks are also being unloaded for setting up on the oval or other designated areas. Finding a flat and level place for the tracks is paramount and once determined – shelter and track equipment is distributed and set up! Many hands are needed.

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The whole time, the weather forecast is being watched keenly. If too cloudy, out come the batteries and the solar cars need to be made into battery operated cars with teams needing to be ready to adjust their construction technique. Not this time – we have a cloudless sky!

Back in the construction area, PA systems, registration systems, food and other essentials are being put out and tested if required. The MC is getting his music going to set the atmosphere and making sure the PA system is clearly heard by all. Often the host school Principal or school Liaison Officer will pop in to check all is going as planned. The regular school classes still operate and there may be classes using the rest of the facilities. School does not stop just because the Solar Challenge is in town.

Once the inside construction area is ready, we all head outside to assist with the tracks, shelters and other essential structures as school teams will be arriving soon. Time goes quickly.

As primary school teams arrive and register, they are able to check out their equipment box, get their additional items approved (e.g. simple tools) and inspect the track – looking for the upcoming sun position and the nuances of the tracks. Then it is time to start!

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Once the welcomes, introductions and rules have been discussed, the building begins with a strict time limit. Staff are there as viewers only – students teams need to take full responsibility for their design and construction process. They are able to access trial tracks outside to fine tune their solar panel position and car construction – but the main racetracks are out of bounds. STAWA volunteers wander, keeping an eye on things and answering questions about construction – there seem to be a million!

The final ‘bell’ is rung, and all teams move outside to begin the races!

The inside STAWA and Synergy teams then start refreshing all the tables and construction kits.

Excess tables are folded and stored if the number of secondary teams is less than the primary teams. Some volunteers and staff remain outside to help with marshalling, race procedure, result recording etc. The MC works the crowd and introduces each team – sorting the random race order. His job goes all day both inside and outside to keep teams on track, as well as keeping teachers and parents in line and back from the track. Enthusiasm is welcome on the sidelines, but the teams need to be left to race their cars and sort any issues themselves.

This day is sunny and not too hot – however it is exhausting being outside working the crowd, keeping the students focused and supportive, plus getting the races run and the results recorded to set up semi-finals and grand finals. Everyone needs to keep hydrated and most can take turns being in the shade or in the sun – except the MC. We send him water bottles to keep him going.

Secondary teams are arriving already and checking out the facilities, racetracks and inside construction areas. As the primary teams are heading home either victorious or just excited from being in a great experience, it is time for a bit of lunch for those behind the scenes.

It all happens again after lunch with the secondary teams keenly participating.

While the secondary races are on – the inside area needs to be fully emptied and packed up into the truck with the gear that goes from school to school. Most tables were supplied by the school and need to be stored back in their designated spots while the remainder of the gear is packed into crates. We leave all the truck packing to the experienced team as there is all the outside gear to be packed and fitted in. They know how it fits so we just pack gear and shift it to the entrance. Lots of work.

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Once the secondary schools are heading off, it is all hands on deck to pull down all structures, pack them in to their storage containers and bring them to the truck, leaving it all for the ‘roadies’ who know how to fit it all in. They will head off on the long trek to Geraldton where it is all happening again in a few days. Some of the outside gear is also pretty heavy so I am happy for others with more muscle, to shift these to the truck.

It was a long but very productive day - and the sun shone brilliantly. The cars ran well, and the student teams focused on their task.

Without the STAWA volunteers, this metropolitan competition day would have been a much more challenging process to complete. Synergy staff are terrific, and some will travel to the regional areas but not all. With so much needing to be set up in a short time before students arrive it has been an eye opener. If you are available in future years to volunteer to help when the Synergy Solar Challenge comes to your area – PLEASE DO! Or if you are bringing an enthusiastic team – at the very least – please thank the helpers on the day or perhaps send a ‘thank you’ afterwards. Above all, use courtesy and respect for all those who are working hard to make the competition fair and equitable as well as fun.

Without the support from STAWA staff and volunteers plus Synergy staff – your students would not have this amazing opportunity.

Best wishes to all teams competing this year and keep a close eye out on the STAWA website for expressions of interest for the 2025 competition.

2024 COMPETITION DATES DATE

EVENT

HOST SCHOOL

Tuesday, 5 March

Bunbury

Newton Moore SHS

Wednesday, 6 March

Collie

Amaroo Primary School

Thursday, 7 March

Albany

St. Joseph’s College

Tuesday, 12 March

Perth North Metro

St. Mark’s ACS

Thursday, 14 March

Geraldton

Geraldton SHS

Tuesday, 19 March

Perth South Metro

Southern River College

Thursday, 21 March

Kalgoorlie

Goldfields Baptist College

Tuesday, 26 March

Grand Final

Murdoch University

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TALK LIKE A SCIENTIST!

Underpinning everything we teach in Science is the Science Inquiry Skills process. This leads students to develop an understanding of how science is designed to enable valid and accurate data to be collected to answer the allimportant Testable Question.

These skills and the inbuilt scientific language used are taught in various depths from pre-primary to Year 12, so it is important to ensure we are using the appropriate terminology for our students and using it consistently. High schools will introduce higher levels of terminology as students are ready.

We will explore SIS words in the next few issues of SCIOS Primary.

Investigation An investigation is the scientific process of answering a question, exploring an idea, or solving a problem.

Investigations can cover different forms of questioning and data gathering: Fair Test Investigation Carrying out a survey Classifying Observing or measuring something over time Using second-hand (or secondary) data

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Experiment

vs.

An experiment is the scientific process of answering a question and involves the structured approach looking for the relationship between changed and measured variables. This is now usually referred to in the primary curriculum as a Fair Test Investigation.

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Testable (Investigable) Question This is a specific question in a Fair Test Investigation that can be scientifically tested as it clearly identifies the single changed and measured variables and asks about the relationship between them. It is developed after a general question has been introduced and options explored.

General Question This is a starting point for investigation design.

A general question about something may be used to initiate discussion and begin the planning of an investigation but does not have specific variables mentioned and is too broad to be tested in a single Fair Test investigation.

For example – How can we make toy cars move further after rolling down a ramp?

Once discussion has occurred considering resources and identifying the variables to be changed and measured, an investigation can be planned leading to a clear Testable (Investigable) Question.

It is best written in a consistent format. Some examples of this are -

vs.

If we change the ..… what will happen to the ..... ?

Or What will happen to the.............. if we change the ..…?

Or What is the effect of changing ….. on............... ?

For example – If we change the slope of a ramp, what will happen to the distance a toy car will roll after leaving the base of the ramp?

A prediction about this specific investigation can then be made.

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Hypothesis

Prediction

A hypothesis is NOT a prediction and is more suited to secondary science. Perhaps this could be introduced to higher-level students in years 5 and 6 though this is not required in the primary curriculum.

In the primary curriculum, we are usually looking for a prediction rather than a hypothesis, especially in lower years. A prediction states what the student thinks will happen in response to a specific Testable Question and the actual investigation being undertaken by them. It does not always need to include evidence or an explanation. Younger students may simply have a guess or perhaps may base their prediction on something they have read or seen, or even what parents have said!

However, a higher order prediction in years 4 – 6 might be expected to include a reason, which may be based on some prior experience or scientific knowledge.

A prediction only relates to the actual investigation being designed – it is a ‘one off’ idea.

Acceptable predictions may be incorrect or correct, as long as they are clearly and appropriately referring to the specific investigation.

Students need to review their prediction after data is collected and analysed, to see if their original idea is supported or not supported.

Predictions are best made after the investigation has been completely designed.

How can you make a prediction if you do not understand the investigation?

A hypothesis is a scientific statement based on available information that can be tested by some form of investigation. There is no scientific explanation included in the hypothesis.

When appropriate, the statement expresses an expected relationship between the independent and dependent variables for observed phenomena.

vs.

A hypothesis could be – Species diversity will be higher in an undisturbed bushland area than in bushland rehabilitated after disturbance.

This a general statement that can be tested by a designed investigation for a specific situation or specific conditions. Ideally, many investigations would be conducted to test the veracity of the hypothesis.

This is different to the general question which precedes investigation design in primary science which is just that – a question.

A hypothesis can also be developed based on direct observations. For example, someone may be in a garden and notice that the bees are mostly visiting yellow flowers.

A hypothesis could then be developed based on this observation. E.g. Bees prefer yellow flowers to other coloured flowers.

The related general question for primary science may be – What colour flowers attract more bees in my garden?

Confused?

Primary Ask a general question → design a relevant investigation including a testable question → make a prediction Higher level Develop a hypothesis based on theory or observation → design a relevant investigation including a testable question → make a prediction

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The STAWA Primary Science Committee invites you to our...

BIG COFFEE CATCH-UP happening on Thursday, 21st March at the new STAWA Office

Unit 1/7 Gympie Way, Willetton, WA 6155 Drop in anytime from 3:30 pm - 6:30 pm Light refreshments provided and meet other science teachers and the STAWA Primary Science Committee. Let us know how we can help you.

New to teaching primary science?

This is a great networking opportunity to connect with other primary science teachers.

Come and say Hi! SCIOS PRIMARY

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STAWA Early Career Primary Science Scholarship Are you an early career Primary Science Specialist? If yes, then read on.

If you have been teaching primary science for 5 years or less – or even if you are just about to begin this rewarding career – AND you have not attended CONSTAWA before, we invite you to apply for this scholarship.

The value of the scholarship will be personal science resources of your choice to the value of $200 plus 1 year’s membership to STAWA (current value $155). Both current members and non-members of STAWA are eligible to apply.

WHAT DO YOU NEED TO DO? 1. Let us know why you think attending CONSTAWA will be of benefit to your science teaching (½ to 1 page).

2. Ask your line manager or principal to support your application and attendance at CONSTAWA 2024, including confirming your role as an early career science specialist for this year (1/2 page).

3. Make sure you include your personal details.

4. Email your application as one document (1 –2 pages total) to john@stawa.net by Thursday, March 28th. Use this title on the email – Application for Primary Science Scholarship.

WHAT’S THE CATCH? None really - except that you need to be registered to attend CONSTAWA as the scholarship will be awarded to the recipient at CONSTAWA.

NOT SURE ABOUT CONSTAWA? Check out the STAWA website - registrations are open now!

COME ON - WHAT ARE YOU WAITING FOR? SUBMIT YOUR APPLICATION BY THURSDAY, 28 MARCH 2024

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Are you happy to host a Primary Science Laboratory Visit for interested teachers in your area?

This is a great opportunity for Primary Science Specialists to see how others operate either in their purpose-built laboratory or a re-purposed room. Of course, it is a great opportunity to network too.

Teachers are welcome to drop in anytime between the hours listed for your lab (we suggest about 2 hours after school on the day of your choosing).

Please note: No afternoon tea or any other provision is required and all attendees are reminded that no food or drinks are allowed to be consumed in science laboratories.

Even more importantly – no-one will expect you to tidy up your lab after the days teaching!

We accept the realities of teaching and are keen to see labs in their working state.

We welcome purpose-built labs, re-purposed spaces, shared spaces as well as common or wet areas being used as a lab. Teachers are teaching in all sorts of laboratories and there will be others keen to see how you are working successfully in your space. You may also glean some ideas to adapt or adopt!

Would you like to offer your lab to be part of this program? Let us know. We need both NOR and SOR labs! Please email admin@stawa.net with your preferred date and time and we will be in touch.

Remember, as the host or as an attendee, you are able to use these sessions for PL records.

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MEMBERSHIP INFORMATION Here are just some of the benefits and opportunities for STAWA Members. Please check our website for details, and to find out what else STAWA does - PLUS what STAWA can offer you! (www.stawa.net).

SERVICES AND SUPPORT Resources A range of resources for both Primary and Secondary teachers is available on the website. Look for the Resources Tab. There are resources available to members and non-members. Members can also share resources through the STAWA website. You can download resources directly from the website or request to upload resources by contacting the Office (admin@stawa.net).

Catalist (Secondary teachers) Catalist is an email communications list which reaches over 800 Science Educators and is used to share information, ask questions, and discuss current issues. To subscribe to Catalist, look under the Teachers Tab on the website.

Australian Science Teachers’ Association (ASTA) Affiliation Full fee-paying members enjoy the benefits of affiliated membership to the national association. This includes access to ASTA’s online journal, Teaching Science, and the Chrysalis online learning community.

PUBLICATIONS STAWA Members receive: SCIOS (STAWA online journal) STAWA SPARKs! (Primary Science Committee online publication) Teaching Science (ASTA journal), Spotlight on STAWA (e-newsletter) Information about Science activities for students and teachers Professional Development & Conference programs

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MEMBER DISCOUNTS Members receive discounts for STAWA Professional Development Workshops, a range of services and attractions, STAWA texts and resources, plus attendance at STAWA Conferences and events, including: CONSTAWA (WA Science Educators Conference) Future Science (WA Science Educators Conference) Psychology Teachers Convention Marine and Maritime Teachers Convention CONASTA (Australian Science Educators Conference, ASTA) PROFESSIONAL RECOGNITION STAWA recognition of teacher achievement and service through annual awards – de Laeter Medal Jeff Cahill Early Career Teacher Award.

Support for primary Science teachers is given through the STAWA Early Career Primary Science Scholarship.

OPPORTUNITIES Teaching employment opportunities, curriculum review and development, government policy input, science equipment advice and professional development.

An independent voice through STAWA’s representatives on many education bodies and committees.

WELCOME PACK New members receive a Welcome Pack containing a Members USB, Pen, and Notepad.

STAWA LIFE MEMBERSHIP Each nomination for STAWA Life Membership is considered on its individual merits.

Nominations, accompanied by relevant supportive evidence, must be submitted to the President of STAWA. Life Membership, if awarded, is bestowed at the AGM. Please refer to the specific details on the STAWA website.

STUDENT OPPORTUNITIES Science Talent Search Physics Day Synergy Schools Solar Challenge MEMBERSHIP QUERIES If you have any queries with regards to your membership, please email us at admin@stawa.net.

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HOW TO CONTRIBUTE? CAN YOU CONTRIBUTE TO SCIOS?

YES, of course you can. Contributions from teachers, laboratory technicians, students, academics and industry are all welcome.

We are keen to increase the number and variety of types of articles published in the SCIOS. So, if the answer is YES to any of the following questions, please consider submitting an article to the editor.

Have you recently conducted an experiment (investigation or hands-on activity) that worked well?

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

Have you tried a new teaching technique that really engaged your students?

Do you have some helpful hints for new (and not-so-new) teachers?

Are there some safety hints and tips that you would like to pass on?

Are you using some new technology that has improved the effectiveness of your students’ learning?

Are your students involved in a science project outside of school?

Have you recently attended a useful/interesting professional development activity?

Email your contributions to admin@stawa.net.

GUIDELINES FOR AUTHORS

These notes are a brief guide to contributors who should also refer to recent issues of the journal for guidance with style Longer articles - should not normally exceed 3000 words plus figures, tables and any references. Please use headings and sub-headings to give your article structure.

Shorter articles - We also welcome shorter articles of approximately 500-1000 words plus figures, tables and any references. Again, use of headings and subheadings may assist to give your article structure.

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Send the following to the editor: 1. Please send your document as a word file with photographs and other images embedded where you need them to be.

2. Photographs and other images (e.g. diagrams) should be sent as separate files.

3. Photographs often increase the clarity and interest level of your work. Send your photographs as .tiff or highest quality .jpeg files with a resolution of at least 300 dot per inch (dpi). Note to teachers: a signed parent permission slip must be obtained for any photographs of students to be included in SCIOS. 4. Copyright for any part of your contribution that is copyright of a third party needs to be obtained in writing (email acceptable).

COPYRIGHT

No other publisher should have published your manuscript, nor should you submit for publication elsewhere. If SCIOS publishes your manuscript then your text and graphics will become copyright of STAWA. STAWA will, however, agree to your use of the contents of your paper for most reasonable non-commercial purposes.

Contact admin@stawa.net to submit your articles

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ADVERTISING IN SCIOS We are currently trialing the new format of SCIOS targeted to Primary and Secondary Teachers.

If you are interested to advertise for SCIOS, please follow the link here to submit your interest and the deliverables.

ADVERTISING PRICES A4 Full page $50 + GST

A5 or 1/2 page $25 + GST

A6 or 1/3 page FREE

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