SCIOS Secondary - August 2024

JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

VOLUME 74 AUGUST 2024

SCIOS: To Know This journal aims to promote the teaching of science with a focus on classroom practice. It

CONTENTS

CONTENTS

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.

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 John Clarke - STAWA

WELCOME FROM THE EDITOR FEATURED ARTICLES Assessment Design - Short Answer Questions

1

Modernising the Teaching of Physical Sciences

8

STEMXX Sisters Featured on Bunbury Herald

16

Lyndon Smith

UPCOMING EVENTS Physics Day

18

Psychology Teachers Convention

19

Contact email: admin@stawa.net

ScienceIQ

20

Advertising in SCIOS

STAWA Annual General Meeting (AGM)

21

Future Science 2024

22

STAWA Membership

24

How to Contribute to SCIOS

27

Mady Colquhoun Editorial Correspondence admin@stawa.net Graphic Designer Pamela Getalado Marketing & Communications Coordinator

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 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 Term 3 2024 issue of SCIOS – Secondary!

In this issue, we publish the second of Heather Valentine’s articles on assessment following part one on multiple-choice questions in the previous issue. This article focusses on writing short answer questions. We also publish the outcomes of a workshop on the modernising of the teaching of the physical sciences. The workshop considered amongst other issues, what might be contributing to the reduced enrolments in senior secondary chemistry and physics as well as what might help to change this trend.

We hope these articles will provide stimulus for thought around these important aspects of our roles as science educators.

Allan Knight

(SCIOS - Secondary Editor)

ASSESSMENT DESIGN - SHORT ANSWER QUESTIONS Heather Valentine Heather has been a lower school science and Physics and Chemistry teacher for twenty years. Her recent role in Teaching and Learning has given her insight into the art of teaching and the science of learning. She is keen to share examples of best practice to peers.

This is the second of a two-part series on Assessment Design and follows the previous article on Multiple Choice Questions. In this article, I will be discussing Short Answer Questions that feature in most Science assessments.

SHORT ANSWER QUESTIONS can ask for precise or open-ended responses that can vary in length from one to eight marks. They are commonly used to ascertain basic knowledge and understanding of a topic.

ADVANTAGES Questions can reveal a student’s ability to describe, explain, reason, analyse, synthesise, and evaluate.

Gives opportunities for students to show higher level skills and knowledge by elaborating.

Provides an opportunity to assess a student’s writing ability.

Can be less time consuming to prepare than other item types.

Structured in a variety of ways that elicit a range of responses, from a few words to a paragraph.

LIMITATIONS Marking key must be explicit so there is no room for error.

Marking can be inconsistent if the marking key is vague or open to interpretation.

Favours students who have good writing skills.

Need to be well written for the standard of answers to be able to be differentiated in terms of assessment.

KEY FEATURES Link the item to a specific learning outcome. Provide a focus for students to use in their response.

Match the content of the question to the specific learning outcome.

Select verbs that match the intended learning outcome and direct students in their thinking.

Ensure there is just one correct response. Prewrite the marking key and have an exemplar.

Allocate marks to match the question requirements, the amount of writing space provided and time.

Match the number of marks to the length of the response required.

Give specific instructions to elicit the student response required.

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Factual questions test student memory and basic understanding.

The type of command terms used in short answer questions that require factual answers are outlined below with an example.

Define radial and bilateral symmetry as found in the body plans of certain invertebrates.

Identify the three major reasons for salination of the Murray River.

List two characteristics that distinguish fungi from plants.

Name the shapes of the following five molecules.

Outline three features of a disproportionation reaction.

Interpretive questions require the student to demonstrate they have processed the information supplied. Some examples are outlined below.

Compare the similarities between the structure of diamond and graphite.

Consider the effect of intermolecular forces on the freezing point of water.

Contrast the differences between the structure of diamond and graphite.

Distinguish between the electrical conductivity of graphite and diamond.

Evaluate the Arrhenius model of acids and bases to classify substances.

Combined factual and interpretive questions can assess a wider range of student achievement of the learning intentions.

A sample question with marking key is provided below.

Consider asexual reproduction and sexual reproduction in animals.

QUESTION

MARKS

Define asexual reproduction and sexual reproduction.

2

Asexual reproduction is the formation of offspring entirely from one parent. Cell division is via mitosis.

1

Sexual reproduction requires two different individuals (parents) that each produce gametes via the process of meiosis to produce the offspring.

1

Give two examples of each type of reproduction

4

Asexual - Parthenogenesis

1

Planaria

1

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Sexual - fertilisation in mammals

- fertilisation in earthworms

1

1

Interpretive

QUESTION

MARKS

Describe the advantages and disadvantages of each type reproduction

4

Advantage – Sexual reproduction produces a greater variation in offspring, a key to survival.

1

Disadvantage – Sexual reproduction requires finding a partner and this may not always be possible.

1

Advantage – Asexual reproduction requires no mate. Organism can replicate itself on its own.

1

Disadvantage – Asexual reproduction provides no genetic variation in a-changing environment.

1

TOTAL

10

Example: Year 8 Science

4 marks

Explain how you would design an experiment to investigate the importance of light to plant growth.

Include the type of organisms required, the control and variables, and the method of measuring results.

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Student (Imperfect answer) Put one plant under the light and another in a very dark closet.

Keep one plant in the sun, the other in the dark.

I would put one in the sunlight and one where there is no light.

You would need one plant near the light as the control and another away from the light as a variable.

Critical analysis Inconsistent references to the investigative process. The first two sentences describe actions while the third and fourth contain subjects.

Plants are variously referred to as another, the other, and one rather than specific descriptions.

Inconsistent use of variable terms. The concept of darkness has been expressed as no light and away from the light. Light is expressed as sunlight or sun.

Model answer To receive full credit, response must contain four (4) of the five (5) elements in the scoring rubric below.

To receive partial credit, the response must contain one, two or three of the elements below.

QUESTION

MARKS

Recognition that you need for two plants

1

Recognition that you need a plant grown in light and another plant grown in the dark

1

Recognition that you need to control all factors and conditions, except light.

1

Recognition that light is the independent variable

1

Recognition that plant growth is the dependent variable and must be quantitively measured

1

TOTAL

5

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Bear the following in mind when writing SAQs: Write questions clearly and concisely.

Avoid misleading questions.

Avoid introducing new language.

Include memory triggers.

Provide useful prompts.

Provide a plausible situation for the specific context.

Create an opening for an explanation without giving the answer away.

Consider the reading comprehension of the students.

Match the difficulty level to the students’ ability.

Factor the reading time into the mark allocation.

Consistent and correct mark allocation.

Provide students with a guideline for length of answers.

Provide proper page real estate for the length of student response.

Create questions that can be realistically answered in a few words or sentences.

Create questions that have a single focus.

Assess what you have taught.

Marking Rubric

Description

Definition

Supporting Details

Poor

No attempt to answer.

Incorrect answer.

Few or no details, that are loosely related to topic.

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Average

Limited or weak definition.

Insufficient or incorrect use of technical vocabulary.

Some additional information is provided.

Proficient

Some details and the definition is generally correct.

Inconsistent use of technical vocabulary.

Sufficient additional details that demonstrate an understanding of the concept.

Excellent

Strong and clear definition.

Thorough and correct use of technical vocabulary.

Many additional details provided to support the definition or concept.

5

Description

Writing Conventions

Poor

Limited or incorrect use of vocabulary related to the topic.

Many spelling and grammar errors.

Average

Proficient

Some vocabulary that is related to the topic.

Generally acceptable and relevant vocabulary.

Some grammatical errors related to spelling and punctuation.

Few spelling and grammatical errors that do not affect meaning.

Excellent Strong syntax and effective communication.

No spelling or grammatical errors.

Most or all spelling and grammar is correct.

This is part of an ongoing collaboration between Laetitia Riches, a Languages Teacher at Duncraig Senior High School, and I. This project all started as an incidental conversation we had when standing by the photocopier one day. Laetitia has been pivotal in the development of this project and her ongoing contribution is invaluable. I presented the findings on Multiple Choice Questions and Short Answers at the STAWA Conference in April of this year. The aim is to prepare two presentations each year at subsequent annual conferences.

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MODERNISING THE TEACHING OF THE PHYSICAL SCIENCES David Wood and Johanna Stalley David is a former education and school administrator and physics teacher. In retirement, David works in a voluntary capacity to represent the Science Teachers Association of Western Australia on the Einstein-First program. David’s interests and expertise include: school leadership, reform and improvement; curriculum reform; education program design and implementation; and advancing the science, technology, engineering and mathematics (STEM) in schools agenda.

Johanna has a passion for STEM education with a focus on engaging and inspiring students in mathematics and the sciences. She was the Project Officer on The STEM Learning Project for the Department of Education where she coordinated the development of STEM learning resources for WA primary and secondary students in alignment with the SCSA curriculum.

A 2½-hour presentation and discussion forum was held in the UWA Physics Department on Wednesday 26 June, 2024. We had 34 participants, 26 external (7 primary teachers and 9 secondary teachers, representatives from ACARA, SCSA and the Department of Education, universities and external STEM providers), and 8 Einstein-First team members. The purpose of the session was to hear from an inspiring leader from our physics community about the imperative of modernising the teaching of the physical sciences in Australian schools and to consider the importance and strategies to increase physical sciences enrolments across the board, and also from under-represented groups.

Renowned Australian Physicist, Distinguished Professor Susan Scott from the Australian National University spoke on the topic ‘Why modernise the teaching of the physical sciences.”

Following her talk and questions, a 45-minute forum explored strategies to attract and retain under-represented groups of students, including girls, into Years 11 and 12 Physics and Chemistry. Individual feedback was gathered from 20 of the external participants and each of the groups. The feedback is summarised below and provided in detail in the attachments, along with the list of external attendees.

PARTICIPANTS INDIVIDUAL FEEDBACK Take-aways from Distinguished Professor Susan Scott’s Presentation Participants were asked to briefly indicate their one or two ‘take-a-ways’ from Susan’s presentation. Verbatim responses were listed and categorised (Attachment 1). The number and percentage of responses in each category are presented in the hierarchy chart.

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Take-aways from Distinguished Professor Susan Scott’s Presentation Participants were asked to briefly indicate their one or two ‘take-a-ways’ from Susan’s presentation. Verbatim responses were listed and categorised (Attachment 1). The number and percentage of responses in each category are presented in the hierarchy chart.

Suggested actions to attract and retain more girls into Physics Participants were also asked to briefly suggest actions to attract and retain more girls into physics. As above, verbatim responses were typed, categorised and sorted (Attachment 2).

The number and percentage of responses in each category are presented in the following hierarchy chart.

Exploring possible factors for the decline in Physics and Chemistry enrolments Participants were asked to rank the proposed possible reasons for the decline in Years 11 and 12 Physics and Chemistry, with 1 being the ‘most significant’ and 7 being the ‘least significant’.

They were also asked to place a zero (0) against any that they considered had no impact.

The following table summarises the data. The average rank was determined by adding all values between 1 and 7 for each factor and dividing by the number of rankings given (removing the zeros). The Distribution of rank for each statement shows the number of 1s, 2s etc recorded for each factor.

Possible factors causing decline in Year 11 and 12 Physics and Chemistry enrolments

Distribution of rank for each AVERAGE RANK statement 0

1

2

3

4

5

6 7

Impact of technology on the way students now learn.

5.8

7

1

0

0

0

2

2 8

Shortage of qualified teachers with the knowledge and confidence to inspire students, particularly in Years 7-10.

3

1

5

2

6

4

1

2 0

Softening and broadening of university entry requirements, including less emphasis on pre-requisites.

2.4

1

8

4

3

3

0

0

Impact of ATAR ‘league tables’ on schools counselling’ students away from the physical sciences to protect their school’s the image.

2.1

0

7

8

4

5

2

0 0

Changing expectations of young people these days.

4.8

2

0

1

4

4

0

6

1

Out-dated science curriculum in middle school is acting as a disincentive for students to continue these subjects postYear 10.

4.8

0

0

1

1

5

10

3

1

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This group of participants considered the ‘Impact of ATAR ‘league tables’ on schools counselling’ students away from the physical sciences to protect their school’s image’ and the ‘Softening and broadening of university entry requirements, including less emphasis on prerequisites’ were the two most significant factors. Ranked third overall was the ‘Shortage of qualified teachers with the knowledge and confidence to inspire students, particularly in Years 7-10.’ A ‘Shortage of qualified teachers with the knowledge and confidence to inspire students, particularly in Years 7-10’ and ‘Out-dated science curriculum in middle school is acting as a disincentive for students to continue these subjects post-Year 10’ were considered to be somewhat significant, but not as influential as the first three. Most considered the ‘Impact of technology on the way students now learn’ as having little or no impact.

PARTICIPANTS FEEDBACK FROM GROUP DISCUSSIONS - SUMMARY (ATTACHMENT 3)

Participants discussed several proactive initiatives to attract and retain under-represented students, particularly girls, Aboriginal students, and those from lower-resourced communities in Years 11 and 12 Physics and Chemistry. These initiatives include various external programs such as extracurricular clubs, guest speakers, excursions, women in physics lectures, and support for remote schools. There is also a focus on improving transitions between school levels and integrating science literacy from an early age. Financial support for excursions and exploring ATAR bonuses for students from lower ICSEA schools were also highlighted.

To ensure teachers are knowledgeable and confident in teaching modern aspects of physical sciences, strategies include using subject specialists in initial teacher education, aligning curriculum changes with the Australian Curriculum, providing time and resources for teachers to engage with new materials, and upskilling teachers despite challenges like crowded curriculums. Additionally, participants stressed the importance of addressing inequities across schools, highlighting the need for a fair and equal education system. This can be achieved by removing administrative demands on teachers, ensuring appropriate pedagogies and skills, using data to respond to schools' needs, and promoting professional learning and collaboration. Further discussions centred around sustainable funding for extracurricular programs, support for out-of-field teachers, and improving the integration of everyday examples in science education.

ATTACHMENT 1: PARTICIPANTS INDIVIDUAL FEEDBACK Take-aways from Distinguished Professor Susan Scott’s Presentation Participants were asked to briefly indicate their one or two ‘take-a-ways’ from Susan’s presentation. Verbatim responses were listed and categorised (Attachment 1). The number and percentage of responses in each category are presented in the hierarchy chart.

MODERNISATION AND RELEVANCE (10, 30%) Need to link to modern science and new developments?

Include much more modern and relevant science to spark the girls interest.

Sparking interesting science for students.

Making a very visible connection with everything going on in science now.

Climate science in year six. Opportunity for real world buying.

Find the spark Real world connection.

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Made to promote girls in science education.

Connection to real world science.

Connections to current and modern science and climate change as a hook.

MENTORS/ROLE MODELS (7, 20.5%) Have a mentor.

I need to introduce more women scientists to students so they see what career success looks like.

The importance of having a mentor.

Highlighting female role models in this area.

Need to gauge. Encourage girls in physics. Be their champion.

Focus on positive role models.

Girls need mentors.

PERSONAL CONNECTION TO LEARNING (6, 17.6%) Girls only groups potential. Somerville.

Australia is behind the times when it comes to education and equality.

Journeys in science can be varied. And everyone has a valuable story to tell.

Connection to the pathway forward.

Journey to make it somewhere.

When you can't see a pathway, then manoeuvre yourself elsewhere.

ENCOURAGE CHALLENGE AND PERSEVERANCE Perseverance is important.

Challenge can be rewarding.

Accept the challenge of harder maths and science.

Personal interest and perseverance. Taking opportunities when they present AUSTRALIA NEEDS MORE ‘HOME-GROWN’ SCIENTISTS AND ENGINEERS One respondent also noted how experiences resonated with myself as a female. In applied science degree. Insights of first and second degree teaching staff.

Participants were to suggest action to attract and retain more girls into physics EXCITEMENT AND RELEVANCE OF SCIENCE FROM THE EARLIEST YEARS OF EDUCATION (10, 28%) Ensure students excited about science in their early schooling.

Provide funding and personnel to primary schools to run after school science clubs.

Girls science clubs excursions, STEM professionals in schools. Links with university.

Physics experts engage in school programmes.

Get our youngest girls in Pre-primary to Year 3 excited (about science).

Capture their early interest in primary school.

Have more authentic science experiences.

Soften and reinforce purpose to physics in the students eyes.

Make it prerequisite for a variety of degrees.

Facilitate female club groups in Years 11 and 12 in Physics and Maths.

FEMALE ROLE MODELS AND LINK TO CAREERS (8, 22%) Female teachers and lecturers. I see me so I can do.

Female academic mentors.

Teacher professional learning.

Connection to real world examples of women in science.

Make sure optics of females in physics - ensure visibility?

Role models.

Link to careers made more concrete.

Guest speakers in to get students excited.

RESOURCE TEACHERS WITH HIGH QUALITY MODERN RESOURCES AND ASSESSMENTS (7, 19%) Make stronger tangible links to Judging standards, especially in Year 6 for teachers who have to grade students in each science strand using these documents.

Include Einsteinian concepts into Style and Education Perfect.

Use social media to engage students – short videos, TikTok etc.

50 teachers by providing time, expertise and resources.

Reduce teachers working out of field.

Improved requirements for teacher professional learning.

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CONNECTION AND WITHIN REACH (5, 14%) Connect The here and now to what interests they may have in the future.

Make it approachable so they have support and don't feel it is all too hard.

Promote the importance of studying physics. And how it is essential to life and future education. Normalise physics as essential knowledge.

Payday for science teachers.

After school activities for girls. Led by physics teachers or physics people?

CHANGE APPROACH (4, 11%) Change approach to have failure as a positive.

Proposing open-ended questions so kids have fun collaborating to solve the problem without pressures of success.

Time given in the timetable to work on STEM projects with links to global goals.

SCHOOL TO UNIVERSITY TRANSITION (2, 6%) Strengthen university prerequisites to reinforce central place of Physics and higher level maths in may STEM related careers.

Provide lots of exposure of girls from lower ICSEA schools to university physics and engineering.

Generous primary staff to be positively immersed in end zone experiences to assist in changing attitudes towards science teaching.

Participants were asked to suggest action to attract and retain more girls into physics.

Participants were asked to rank the following possible factors for the decline in Physics and Chemistry enrolments from ‘most significant’ (1) to ‘least significant’ (7). They were also asked to rate any that they considered to be ‘insignificant’ as zero (0).

Distribution of rank for each Possible factors causing decline in Year 11 and 12 Physics and AVERAGE statement Chemistry enrolments RANK 0 1 2 3 4 5

6

7

Impact of technology on the way students now learn.

5.8

7

1

0

0

0

2

2

8

Shortage of qualified teachers with the knowledge and confidence to inspire students, particularly in Years 7-10.

3

1

5

2

6

4

1

2

0

Softening and broadening of university entry requirements, including less emphasis on pre-requisites.

2.4

1

8

4

3

3

0

0

1

Impact of ATAR ‘league tables’ on schools counselling’ students away from the physical sciences to protect their school’s the image.

2.1

0

7

8

4

5

2

0

0

Changing expectations of young people these days.

4.8

2

0

1

4

4

0

6

1

Out-dated science curriculum in middle school is acting as a disincentive for students to continue these subjects postYear 10.

4.8

0

0

1

1

5

10

3

1

ATTACHMENT 2: PARTICIPANTS FEEDBACK FROM GROUP DISCUSSIONS Proactive initiatives to attract and retain students from under-represented individuals and groups, particularly girls, Aboriginal students and students from lower-resourced communities in Year 11 and 12 Physics and Chemistry?

Several external programs reported: Extracurricular clubs. Year three to six tech girls.

Techtraits. Incursion; https://www.witwa.org.au/initiatives/techtrails/ Guest speakers (Murd Uni). Excursions to nearby Unis. E.g. Igor Bray Curtin, Anne Bray.

Women in physics lecture. Bayliss youth lecture. Include senior teacher experts in pre training.

Explore possibility of students from lower ICSEA schools gaining ATAR ‘bonus’ Support for remote schools with transient students and teachers.

STEM Club. Robo schools. Passively use normal language. Cultural Astronomers.

Scientists in schools. Engineers without barriers. Quantum Girls. Student lead.

Maths club maths for fun. Not just high achievers.

Transitions primary to lower secondary and lower secondary to upper secondary.

Interest to continue through and not ‘get lost’ as they transition through school.

The First Nations students meet once a week in the library STEM activities.

Two way science programme (2) Deadly Science. First Nations Science Incorporated.

Money for excursions for these students. AJ It takes a Spark conference.

Science literacy programme intentionally integrating and from an early age.

WACE refreshment process may encourage students to take up ATAR subjects.

Introduction of Einstein 1st

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Strategies to ensure all teachers of science are knowledgeable and confident to introduce and teach modern aspects of the physical sciences (in Years 3 to 10) Teacher education using subject specialists in initial teacher education.

Curriculum change needs to align with Australian Curriculum to support adoption.

Time needed to engage with and evaluate the resources and adapt and adopt.

Appropriate pre-requisites Inclusion of specific content units in pre-service training.

Why is Science as a Human Endeavour being removed from the curriculum?

Training reward for people using inquiry approaches rather than direct instruction.

Up skilling teachers. Need difficult to find time to develop teachers skills.

Challenges of the crowded curriculum.

Having practical solutions to be able to visualise success.

Support at school leadership level for modern aspects of physical sciences.

Integration of science literacy in years three to 10. English inquiry topics and all content areas.

Pre service teacher training.

Professional Learning. Tied to 1st and 2nd degree for existing teachers.

Funding. Take your time. Teacher relief, replacement and resources.

STEM professionals in schools.

Resource boxes for teachers. Videos, worksheets, PowerPoints, equipment.

How should we address the inequities across our schools to ensure that all students have access to high quality science teachers?

Initial teacher education Science emphasised, not STEM or STEAM (which often becomes coding) Remove admin demands so teachers have time to plan and learn themselves.

Resource schools – time, equipment and training.

Ensure that all teachers have appropriate pedagogies and skills. Student teachers.

Knowledge transition. Time and money. Perception of teachers needs to improve.

Stop thinking that inequalities don't exist.

Use data to respond to schools’ areas of need and fund accordingly.

IPS school budget. Unable to offer classes with few students.

Additional funding.

Network approach, local schools link up.

Resource packages.

Time for professional learning, collaboration, peer observation of experienced teachers.

Science Networks. Science Communications.

School Bulletin. Weekly science news. Done by admin officer or EA? Improved cultural social attitudes.

Use Stile and Education Perfect.

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Your own group’s question How can we fund extracurricular and long-term programmes for underrepresented groups in a sustainable way.

What support is provided for out-of-field teachers to decipher the complexity of language in the curriculum No, something else. I don't know what it was outside.nd give and give students access to these activities.

Can we make stronger links to year 6 and 10 to judging standards from the curriculum?

We need to introduce more everyday examples. Up science into everyday discussions.

Need to find a way to group girls in science. Perhaps joining physics classes across high schools?

Where could IB fit within the state school system?

How does the decrease in ATAR chemistry and physics sit within the overall decrease in ATAR enrolments?

STEMXX SISTERS FEATURED IN BUNBURY HERALD Pamela Getalado

Marketing & Communications Coordinator

The recent STEMXX SISTERS event has been featured on the Bunbury Herald on Tuesday, 20th of August 2024. We would like to congratulate Annabel Kanakis for the organisation of this event and encouraging schoolaged, future STEMinists in the Southwest Region of WA to pursue a career in the STEM Area.

STEMXX Sisters is an annual event held in Southwest WA and it is open for female students in Years 5-9 who are looking to get an insight of what it is like to pursue a career in a wide range of STEM careers from engineering, neuroscience, and many more.

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Using Science and Art Methodologies to discover and document whole ecosystems

Biodiversity Survey Incursions and Excursions designed for your special project or special needs Leeming Primary School Wetland Project

https://vimeo.com/901093901

Angela Rossen

Biodiversity Educator, Science Communicator, Artist

www.angelarossen.com info@angelarossen.com Mobile 043 9901 362

PHYSICS DAY

@ ADVENTURE WORLD THURSDAY, 19 SEPT 2024 9:30 AM - 3:00 PM

Physics Day @ Adventure World is a great day for Years 10-12 students (Year 9 students by request) and teachers of Physics, with activities, worksheets, displays, and plenty of water to interact and engage with.

Smartphones are permitted to use in this event when combined with an Adventure World approved wristband. Record Physics data during the event using the SPARKvue app.

TICKET PRICES* EARLY BIRD TICKETS (PRIOR TO 2 SEPT 2024) - $45 + GST GENERAL SALE TICKETS (FROM 2 SEPT 2024) - $49 + GST *Please note that staff member/teacher tickets are free at 1:10 ratio. For example, if you are to bring 48 students and 5 staff members/teachers. 4 staff members will get a complimentary ticket and you have to pay for the 48 students + 1 staff member.

BONUS RETURN VISIT PASS! Adventure World Return Visit Passes will be issued to all STAWA ticket holders on the day. They are valid over the October school holiday period.

Register your school by scanning the QR code on the right or by clicking the following link: https://www.stawa.net/student-activities/physics-day/

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PSYCHOLOGY TEACHERS CONVENTION Friday, 6 September 2024 University of Western Australia (UWA) E-ZONE Central (Rooms 2.09 & 2.10) The 2024 Psychology Teachers convention will provide teachers with an opportunity to provide feedback on the current Year 12 syllabus (implemented in 2024) and the General Year 11 and 12 syllabus. The feedback provided will be passed onto the CAC. There will be an opportunity to hear from other teachers and to share resources. Keynote speakers this year will examine Science Inquiry (ATAR and General) and the use of AI as a supportive tool within the classroom.

Registrations are now open!

Click here to register SCIOS SECONDARY

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Website: https://scienceiq.net Developed by the Science Teachers’ Association of Western Australia (STAWA), ScienceIQ is proudly supported by the Royal Society of Western Australia (RSWA).

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 4 Year 8 and a joint Years 5 & 6 competition

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

Registration fee: $25 (+ GST) per year group Enter as many teams of 4 students as you want.

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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ANNUAL GENERAL MEETING

Thursday, 3 October 2024

RSVP HERE Keep tabs on the progress of the AGM via the STAWA website.

Nomination and proxy forms are available now Full details - including the agenda, location, and reports will be revealed as they become available.

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Presenter Registration

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EXHIBITOR Registration

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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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