SCIOS Secondary - April 2024

JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

VOLUME 72 APRIL 2024

SCIOS: To Know

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 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.

CONTENTS

CONTENTS

Welcome from the Editor

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FEATURED ARTICLES The Times are a Changin’, The Chemistry Language is Changin, It’s no longer what I learned in Uni.

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Ammonia Synthesis

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Editorial Correspondence admin@stawa.net

STAWA Membership

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Graphic Designer Pamela Getalado Marketing & Communications Coordinator - STAWA Contact email: admin@stawa.net

How to Contribute to SCIOS

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Advertisements

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STAWA Office Unit 1/7 Gympie Way, Willetton, WA 6155 CONTACT Phone: (08) 9244 1987 Email: admin@stawa.net Web: www.stawa.net

Editorial Committee Allan Knight Bailey Brown Dallas Bruce John Clarke - STAWA Lyndon Smith Mady Colquhoun

Advertising Enquiries Email: admin@stawa.net Phone: (08) 9244 1987

© 2023 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 Allan Knight is one of the science curriculum consultants with School Curriculum and Standards. He has taught science, including senior school chemistry and physics, at high school and been a university chemistry lecturer. He has co-authored a number of senior secondary chemistry textbooks and written teacher resources for senior secondary physics for WA and other Australian states.

Welcome to the first issue of SCIOS - Secondary

Regular readers will note this is an updated format for SCIOS. To share ideas and strategies specifically targeted at secondary teaching, we will have a ‘bite sized’ issue each term. Each issue will have 1-3 articles on the same variety of topics as previously (teaching practices, teaching research, laboratory activities, assessment practices etc.) and continue to include promotional information about upcoming STAWA and other science events that may be of interest to teachers.

The 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 all the previous online SCIOS issues are still available via the STAWA link.

We are sure these shorter targeted issues of SCIOS will fit in readily with teachers’ busy schedules.

We welcome feedback on the new look SCIOS - Secondary which can be sent to admin@stawa.net.

In this issue, an update on the IUPAC naming of organic compounds relevant to the teaching of Years 11 and 12 ATAR Chemistry. As well, information on research into new ways to synthesize ammonia, approximately 70% of which is used in the agricultural industry. This is important as the current production process consumes large amounts of energy and emits large amounts of carbon dioxide.

Allan Knight (SCIOS Editor)

THE TIMES ARE A CHANGIN’, THE CHEMISTRY LANGUAGE IS A CHANGIN’, IT’S NO LONGER WHAT I LEARNED IN UNI (Organic Edition)

Lyndon Smith It has come to my attention that over the last 25 years, IUPAC has made various changes to their recommendations which have not been incorporated into West Australian syllabus nor our textbooks.

In a previous time, this might not have been an issue, however, I find my students are seeking information on the Internet, and what we’re teaching and the information that Wikipedia, IUPAC and the Royal Chemical Society offers as answers, differs from our teaching.

I’ve collected the recent IUPAC recommendations (the most recent 25 years), and summarised them here. I would encourage teachers and examiners to consider that there could be alternate answers to their questions.

I’m eager to avoid the conflict that a teacher faces when a student says, “I looked this up on Wikipedia, and you’re wrong.”

YEAR 11 CHEMISTRY 2023 Unit 1 – Chemical fundamentals: structure, properties, and reactions Properties and structure of materials Science Understanding IUPAC nomenclature is used to name straight and simple branched alkanes and alkenes from C1–C8.

Chemical reactions: reactants, products, and energy change Science Understanding the mole is a precisely defined quantity of matter equal to Avogadro’s number of particles the mole concept relates mass, moles, and molar mass and, with the Law of Conservation of Mass; can be used to calculate the masses of reactants and products in a chemical reaction

YEAR 12 CHEMISTRY 2023

Unit 4 – Organic chemistry and chemical synthesis Properties and structure of organic materials Science Understanding 4. IUPAC nomenclature is used to name organic species, including those with a parent chain of up to 8 carbon atoms with simple branching and one of the following functional groups: alkenes, alcohols, aldehydes, ketones, carboxylic acids, esters, SCIOS SECONDARY 1

amines, and amides 9. empirical and molecular formulae can be determined by calculation and the structure of an organic compound established from the chemical reactions they undergo, and other analytical data The International Union of Pure and Applied Chemistry (IUPAC) communicates its recommendations via the Blue Book, the Red Book, the Green Book, and the Gold Book with reference to their monthly journal. Most of the following changes are at least 25 years old.

IUPAC have issued updated versions of the Red Book (Nomenclature of Inorganic Chemistry) and the Blue Book (Organic Nomenclature) along with a version of the Gold Book (Compendium of Chemical Terminology) and the Green Book (Quantities, Units and Symbols in Physical Chemistry). There are significant changes that will affect chemistry teaching in secondary schools.

Blue Book: https://iupac.org/what-we-do/books/bluebook/ Gold Book: https://goldbook.iupac.org/ Green Book: https://iupac.org/what-we-do/books/greenbook/ Red Book: https://iupac.org/what-we-do/books/redbook/ PAC = “Pure and Applied Chemistry” is the official monthly journal of IUPAC. Preferred IUPAC names – PIN – alternates; some to accept and some current names to reject

“A major new principle is elaborated in these Recommendations. The concept of ‘preferred IUPAC names’ is developed and systematically applied. Up to now, the nomenclature developed and recommended by IUPAC has emphasized the generation of unambiguous names in accord with the historical development of the subject. In 1993, due to the explosion in the circulation of information and the globalization of human activities, it was deemed necessary to have a common language that will prove important in legal situations, with manifestations in patents, export-import regulations, environmental and health and safety information, etc. However, rather than recommend only a single ‘unique name’ for each structure, we have developed rules for assigning ‘preferred IUPAC names’, while continuing to allow alternatives in order to preserve the diversity and adaptability of the nomenclature to daily activities in chemistry and in science in general.

Thus, the existence of preferred IUPAC names does not prevent the use of other names to take into account a specific context or to emphasize structural features common to a series of compounds. Preferred IUPAC names belong to ‘preferred IUPAC nomenclature’ Any name other than a preferred IUPAC name, as long as it is SCIOS SECONDARY

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unambiguous and follows the principles of the IUPAC recommendations herein, is acceptable as a ‘general’ IUPAC name, in the context of ‘general’ IUPAC nomenclature.”

-Blue Book Para P–10 The “Preferred IUPAC Name” (PIN) might not always be the systematic name. Some examples you might have met are listed below.

P-34.3.1 Acids Retained names (can be used in publications)

Preferred IUPAC Name (PIN)

Systematic Name

acetic acid

acetic acid

ethanoic acid

benzoic acid

benzoic acid

benzenecarboxylic acid

butyric acid

butanoic acid

formic acid

formic acid

methanoic acid

oxalic acid

oxalic acid

ethanedioic acid

palmitic acid

hexadecanoic acid (16 carbons)

stearic acid

octadecanoic acid (18 carbons)

terephthalic acid

benzene-1,4-dicarboxylic acid

P-34.3.2 Ketones and Aldehydes Retained names (can be used in publications)

Preferred IUPAC Name (PIN)

acetone

propan-2-one

ethylene glycol

ethane-1,2-diol

glycerol

propane-1,2,3-triol

phenol

phenol

Systematic Name

benzenol

(Blue Book – P-14.3.4.1)

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Omitting numbers in nomenclature – change in required locants

The locant is not omitted from propan-2-one, butan-2-one, prop-2-enoic acid and prop-2-ynoic acid although unambiguous without a locant. IUPAC specifically recommends propan–2–one and 2–methylpropane.

There are some cases where the number (the locant) is omitted.

1. Certain functional groups can only occur at a particular position, so simply stating the group defines the position unambiguously. The most common examples are the aldehyde and carboxylic acid groups, which can only be at the terminal C. 2. With (mono)-cyclic compounds carrying a single substituent, all positions are equivalent. The position of the substituent is defined as the 1-position, and is omitted from the name.

3. When all positions are full e.g., octachloropropane. There are only eight positions possible on propane, and "octachloro" means that all of them are Cℓ.

Do not write 1,1,1,2,2,3,3,3-octachloropropane – the numbers are omitted.

Functional groups that define the position The aldehyde and carboxylic acid functional groups can occur only at the end of a chain. When one of these is the main functional group, its position is defined as "1".

Thus butanal (aldehyde) and butanoic acid (carboxylic acid) have the indicated functional group at the 1-position.

Similarly, butanedial and butanedioic acid have one functional group at each end; there is no other possibility, and IUPAC omitted the numbers.

Cyclic compounds with one substituent All positions on a ring are equivalent. If there is one substituent, that substituent defines the "1" position. Thus, bromocyclobutane and bromobenzene do not need numbers. There is only one possible compound of each name, and the bromo position is defined as "1". This applies to single ring compounds, where all positions on the ring are equivalent.

Special cases There are several chemicals, generally small ones, where the number for a substituent is commonly omitted, even though they do not quite fit one of the specific exceptions discussed above. However, they do fit the general criterion that the number is not needed, because there is no other choice. A list of some of those special cases follows.

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Methanol Alcohols usually need a number, but there is only one carbon here, so no number is needed.

Ethanol There are 2 carbons, but they are equivalent. There is only one alcohol possible based on ethane.

Ethene and propene.

Double bonds usually need a number. But these cases are unambiguous simply because the molecule is small, and there is only one possible structure. However, note IUPAC requires propan–2–one and 2–methylpropane.

Use “line formula” not “structural formula” – 1994

“Line Formula” has replaced the term “structural formula” as all representations are structural.

A two-dimensional representation of molecular entities in which atoms are shown joined by lines representing single or multiple bonds, without any indication or implication concerning the spatial direction of bonds. For example, methanol is represented as:

H H C O H H

PAC, 1994, 66, 1077. (Glossary of terms used in physical organic chemistry (IUPAC Recommendations 1994)) on page 1136

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Empirical formulae – Organics must be written in the form C₈H₈Br₂Cℓ₂F₂I₂ – CH first then alphabetic order while inorganics are in alpha order BrCℓH₃N₂NaO₂Pt IR-4.2.1 – The Red Book Empirical formulae The empirical formula of a compound is formed by juxtaposition of the atomic symbols with appropriate (integer) subscripts to give the simplest possible formula expressing the composition. For the order of citation of symbols in formulae, see Section IR-4.4, but, in the absence of any other ordering criterion (for example, if little structural information is available), the alphabetical order of atomic symbols should be used in an empirical formula, except that in carbon-containing compounds, C and H are usually cited first and second, respectively.

Empirical Formula

Examples: 1. BrCℓH₃N₂NaO₂Pt 2. C₁₀H₁₀CℓFe Note 1: In organic chemistry C and H are listed first, then the other elements in alphabetical order.

Note 2: This differs from the molecular formula, in which the subscripts indicate how many of each element is included and which is an integer multiple of the empirical formula. For example, the empirical formula of glucose is CH2O while its molecular formula is C₆H₁₂O₆.

Note 3: The empirical formula is the information provided by combustion analysis, which has been largely superseded by mass spectrometry, which provides the molecular formula.

Should we adopt the E-Z protocol? cis-trans nomenclature applies only to those alkenes where the double bonded carbon atoms each only have one H atom attached to them.

For example, trans-but–2–ene and cis-but–2–ene.

Configurational isomer (Molecular) E/Z isomerism

trans-but–2–ene

cis–but–2–ene

For alkenes where the carbon atoms each have different non-H atoms (or groups) attached to them E/Z nomenclature is needed.

The E/Z Naming Protocol – superior to cis-trans For alkenes the terms cis and trans may be ambiguous and have therefore largely been replaced by the E, Z convention for the nomenclature of organic compounds.

Source: PAC, 1996, 68, 2193 (Basic terminology of stereochemistry (IUPAC Recommendations 1996)) on page 2203 Blue Book (Guide), p. 149.

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For each carbon of the double bond in question: Rank the two atoms directly attached to the carbon by atomic number. Higher atomic number = higher seniority: e.g. I > Br > Cl > F > N > H (Note IUPAC has abandoned the term “priority” in favour of “seniority”.

For both alkenes, compare Br vs F on the first carbon, and Cl vs H on the second carbon.

The atom with the higher atomic number is senior.

Configurational isomer (Molecular) The alkene where the highest seniority groups are on the same side is Z. The alkene where the highest seniority groups are on the opposite side is E. E/Z isomerism

Geometric isomer – obsolete term – use strongly discouraged – 1996 geometric isomer [obsolete terminology] usage strongly discouraged – 1996 https://doi.org/10.1351/goldbook.G02620 Geometric Isomer

Obsolete synonym for cis-trans isomerism. (Usage strongly discouraged).

Source: PAC, 1996, 68, 2193. (Basic terminology of stereochemistry (IUPAC Recommendations 1996)) on page 2209

Isomers : renamed – 1996 discouraged term for constitutional isomers.

Structural Isomers

Note: The term “structural isomer” is discouraged, because all isomers differ in structure and because isomers may be constitutional or conformational.

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Conformation isomer

Conformation refers to the spatial arrangement of atoms in a molecule that can be determined through single-bond rotation. Examples include cis-trans or E/Z conformations.

Constitutional isomers

Constitutional isomers have the same molecular formula, but different connectivity. For example, propan-2-ol and propan-1-ol, butane and 2-methylpropane are constitutional isomers.

No longer do we name an alkene by finding the longest chain with the double bond– now simply the longest chain. Examples below-note new terms “ethenyl”, “methylidene”, “ethylidene” etc.

Nomenclature involving a double bond

Previously the molecule was named using the longest chain including the double bond The nomenclature now gives seniority to the longest chain.

The principal chain has the greater number of skeletal atoms. In acyclic parent structures the order of seniority between unsaturation and length of chain given in earlier recommendations is reversed. Thus, the first criterion to be considered in choosing a preferred parent acyclic chain is the length of the chain; unsaturation is now the second criterion.

Blue Book – P-44.3.2 Hyphens – When a name needs to break over two lines where does the break occur?

2020

It is recommended that when breaking a name over two lines keep the locant and its component together. For example, in the pronunciation of ‘1,2-dicholorobutane’ it was concluded that the ‘1,2’ is closely associated with the name component ‘dichloro’.

In general, locants are to be considered part of the name component that follows.

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Accordingly, the hyphen between the locant or locant set and the name component must be considered as a non-breaking hyphen. e.g. 1,2–dichloro– butane not 1,2– dichlorobutane

Source: Pure Appl. Chem. 2020 IUPAC Recommendations Albert J. Dijkstra*, Karl-Heinz Hellwich, Richard M. Hartshorn, Jan Reedijk and Erik Szabó End-of-line hyphenation of chemical names (IUPAC Provisional Recommendations) Received October 16, 2019; accepted January 21, 2020

AMMONIA SYNTHESIS

The synthesis of ammonia is important for many industries, in particular agricultural industries. Ammonia is used to produce nitrogen-based fertilisers including ammonium nitrate and urea. These fertilisers are vital in our current agricultural practices however, the Haber-Bosch process used to produce ammonia uses large quantities of energy accounting for about 2% of the world’s energy usage. As well, the steam reforming process which is used to get the hydrogen needed to synthesise the ammonia release large amounts the greenhouse gas carbon dioxide. The total emissions associated with ammonia (direct and indirect emissions in its production and carbon dioxide released when urea is applies to soil) is estimated to be about 2% of global emissions.

Increasing global population means there is a need to at least maintain and even increase world-wide agricultural output. Thus, ammonia production needs to continue and so there is a need to find ways to produce ammonia that eliminate its contribution to greenhouse gas emissions, and much research is going on in this area.

We reprint here, with permission, an article originally published in Chemistry World in October 2023 describing some research to produce ammonia without the use of fossil fuels as a feedstock and so eliminate that component of the emissions arising from the current production process.

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LASERS AND LITHIUM TEAM UP FOR AMMONIA PRODUCTION AT AMBIENT CONDITIONS Author: Fernando Gomollon-Bell Lasers could revolutionise nitrogen fixation, offering a new way to synthesise ammonia under ambient conditions. For the first time, researchers have used commercial carbon dioxide lasers to break the nitrogen–nitrogen triple bond, offering a new green alternative to the Haber–Bosch process.

The international team of researchers used lasers to convert lithium oxide into metallic lithium, which spontaneously reacts with nitrogen in air to form lithium nitride.

This salt is easily hydrolysed into ammonia, breaking all current records in terms of yield.

Source: © Huize Wang et al 2023

The new laser-based process is more efficient at producing ammonia than the conventional Haber–Bosch process

‘We have introduced a pioneering concept, [which] harnesses high-energy lasers to facilitate the conversion of various oxides into nitrides,’ says first author Huize Wang, from the Helmholtz Institute for Renewable Energy, in Germany. ‘We have achieved an unprecedented yield […] under room temperature and atmospheric pressure conditions, notable when compared to other methods,’ he adds. The yield is two orders of magnitude higher than other state-of-the-art solutions, including electrochemical and mechanochemical methods.

‘It’s a new method for the production of green ammonia,’ says Victor Mougel, an expert in the electrochemical transformation of small molecules based at ETH Zurich, Switzerland. ‘[Alternative] methods are potentially more sustainable than the SCIOS SECONDARY

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Haber–Bosch process, which is very energy intensive as it operates at high temperature and pressure and […] contributes to carbon dioxide emissions.’ As the process works in ambient conditions it ‘offers operational flexibility, as well as the environmental benefits’. This process could also allow ammonia to be produced where it is needed, cutting the cost of transportation.

The team generated metallic lithium from lithium oxide, thanks to an infrared laser that provides enough energy to dissociate the lithium–oxygen bonds. When exposed to air, metallic lithium spontaneously binds nitrogen breaking the nitrogen–nitrogen triple covalent bond and generating lithium nitride. ‘[We then] hydrolyse this lasergenerated lithium nitride to obtain ammonia gas and lithium hydroxide,’ explains Wang. Moreover, this approach offers the opportunity for chemical cycling. ‘A laser [can] induce the conversion of lithium hydroxide back into lithium nitride, effectively closing the lithium cycle,’ he adds. ‘This [is] also another novel concept – the conversion from hydroxide to nitride.’

Ifan Stephens, an expert in electrochemistry and nitrogen fixation at Imperial College London, UK, is still sceptical. ‘I’m not certain [these] high rates can be sustained for long periods of time,’ he says. ‘Moreover, […] the fact that it is a batch process, as opposed to a continuous process, would pose significant limitations to its viability.’ In contrast, electrochemical technologies work continuously, which ‘offers a significant advantage over the new laser-induced method’, according to Stephens. Additionally, the energy needs of the lasers could pose problems for scaling-up ammonia synthesis. ‘If you […] make ammonia on a small scale, as a fertiliser for remote locations, then the energy efficiency becomes less important,’ he adds.

‘Compared to electrochemistry, our method offers significant advantages [such as] desolvation and simplification,’ argues Wang. Plus, ‘the scale-up […] presents the most significant challenge for all emerging approaches for ammonia synthesis’. The researchers envision scaling up the process by distributing lithium oxide powder on a gridded surface, then irradiating the arrays of reaction cells with the laser, sequentially. Additionally, researchers have observed similar behaviour with other oxides, such as magnesium, aluminium, zinc and calcium – although the yield is lower. ‘[It] could be because these other oxides are more difficult to dissociate and hydrolyse,’ explains Stephens. However, the reactivity of alkaline and alkaline earth metals towards nitrogen seems promising. ‘Our recent work shows that more abundant metals, such as magnesium and calcium can also dissociate nitrogen,’ he says.

References

H Wang et al, Nat. Commun., 2023, 14, 5668, (DOI: 10.1038/s41467-023-41441-0) SCIOS SECONDARY

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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 SCIOS SECONDARY

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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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Website: https://scienceiq.net ScienceIQ is an online science quiz for school teams of four students.

Teams have one hour to complete up to 12 science questions and problems in two separate rounds of competition. Each round is a week apart and teachers choose the days and time to do each quiz. To win, students will need to finish in the shortest time with the most questions correct.

Participation certificates, first, second and third place prizes, and other great stuff.

TERM 3

TERM 4

Years 6 and 9

Year 8 and a joint Years 5 & 6 competition

Rd 1 week of 12 Aug Rd 2 week of 19 Aug

Rd 1 week of 4 Nov Rd 2 week of 11 Nov

Registration fee: $25 (+ GST) per year group per school ScienceIQ will test student skills and understandings of the Natural Sciences: astronomy, physics, chemistry, Earth science, and biology.

Register via the STAWA website.

Log-in details and instructions to access the practice quiz will be sent to the teachers of the registered schools prior to the competition date.

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School Registrations for the 2024 Science Talent Search are NOW OPEN! Register here WHAT IS THE SCIENCE TALENT SEARCH? An amazing opportunity for your students to do their own real science.

WHO IS IT FOR? Students from Kindergarten to Year 12 can enter, though different categories have some specific age requirements.

Make sure you check the rules for each category.

CAN GROUPS OF STUDENTS ENTER? Yes - be sure to check the requirements.

WHAT CATEGORIES ARE THERE? Science Investigations Science Communication - including posters, videos and photography Engineering

HOW MANY CATEGORIES CAN MY SCHOOL SUBMIT? There are requirements for schools to provide teachers to judge entries over a certain number of student entrants, so be sure to check this out very early.

WHERE CAN I FIND MORE INFORMATION? Look under the Student Activities tab on the STAWA website where all your questions will be answered.

NEVER BEEN INVOLVED WITH STS? Why not have a go this year? Perhaps start with just a few student entries and learn how it all happens.

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