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SCIOS JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

Secondary

VOLUME 82 October 2026

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, This journal aims promote the teaching of consultants andtoother science science with a focus on classroom practice. It educators. Opinions expressed in this provides a means of communication between publication are those the various teachers, consultants andofother science authors and do not necessarily educators. Opinions expressed in this represent those of ofthetheScience publication are those various authors and do not necessarily represent those of the Teachers’ Association of Western Science Teachers’ Association of Western Australia (STAWA), the editorial Australia (STAWA), the editorial committee, or committee, or the publisher. the publisher.

SCIOS: To Know

CONTENTS WELCOME FROM THE EDITOR

FEATURED ARTICLES

STEMXX Sisters: Creating Space for Regional Girls to See Themselves in STEM

STAWA Office Unit 1/7 Gympie Way, Willetton, WA 6155

Bringing Science to Life through the Aviation Heritage Museum CONTAINS PROMOTIONAL MATERIAL!

CONTACT Phone: (08) 9244 1987 Email: admin@stawa.net Editorwww.stawa.net Web:

Year 11 Science in Practice: Project – Acid Rain and Petroglyphs

Allan Knight Editor Allan Knight

Editorial Editorial Correspondence Correspondence professional.learning@stawa. Graphic Designer admin@stawa.net net or SCIOS@stawa.net Tullulah Symonds Professional Learning & Engagement Graphic Designer OfficerKing Jamie Contact email: Technical Officer Advertising in SCIOS professional.learning@stawa.net Contact email: SCIOS@stawa.net If you would like to advertise in SCIOS, please follow the link here to express your interest and submit your deliverables. Advertising in SCIOS If you would like to advertise in SCIOS, please follow the link here to express your interest and submit your deliverables. © 2026 The Science Teachers’ © 202 The Science Teachers’ Association of Western Australia Association of Western Australia (STAWA). All rights reserved. No part (STAWA). All rights reserved. No part of this publication may be reproduced of copied this publication mayorbebyreproduced or in any form any means or copied in any form or by anyofmeans without the written permission without the written permission STAWA. Unsolicited material is of STAWA. Unsolicited material welcomed by the Editor but nois welcomed by isthetaken Editor responsibility forbut thenoreturn of responsibility is taken for thespecial return of copy or photographs unless copy or photographs unless special arrangements are made. arrangements are made. ISSN 0157-6488 ISSN 0157-6488

UPCOMING EVENTS

Future Science 2026

Chemical Registers, Legal Compliance, SDSs and Risk Assess

STAWA Teacher Awards

STAWA Membership

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How to Contribute to SCIOS

STAWA is looking for new council members. More information and an Expression Of Interest form can be found below. Please submit by 11th November E.O.I.

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 October issue of SCIOS – Secondary In this issue we publish a second assessment task from two teachers from Karratha Senior High School designed to improve engagement of indigenous students. The task is a project task for a geology unit in the relatively new Science in Practice course. We also share the experience of the 2026 STEMXX event, providing detail on the purpose of the event, the program of activities it offers, the experience of students and how this will inform its future. As usual information about the many upcoming opportunities offered by STAWA for science teachers and science laboratory technicians is provided. We hope that many readers will be able to join us for Future Science on Monday, 30th November and Tuesday, 1st December. As always, we welcome contributions from teachers and laboratory staff.

Allan Knight

(SCIOS - Secondary Editor)

STEMXX SISTERS: CREATING SPACE FOR REGIONAL GIRLS TO SEE THEMSELVES IN STEM

Johanna Stalley and Annabel Kanakis Science Teachers’ Association of Western Australia “Because of STEMXX Sisters, I now want to have a STEM job.”

Why STEMXX Sisters?

For a student in Years 5–9, this is an encouraging response to a day of STEM experiences. For science educators, however, it raises a more interesting question: what enables a young person to begin seeing STEM as something she could do? STEMXX Sisters was developed around this question. The initiative gives girls in regional Western Australia opportunities to experience STEM, meet women working across STEM careers, and connect with peers who share their interests. Hosted by Bunbury Catholic College since 2023, the program has now reached more than 300 girls across the South West. The initiative is grounded in a simple proposition: STEM identity is shaped not only by what students learn, but also by the opportunities they have to experience STEM, connect with people who do it and imagine themselves within it. Girls remain significantly less likely than boys to aspire to STEM careers. The STEM Equity Monitor 2026 reports that 20% of girls aspire to a STEM career, compared with 45% of boys. Geography also matters: girls in regional areas report lower STEM career aspirations than girls in metropolitan areas (15% compared with 22%) (Department of Industry, Science and Resources, 2026). Research from the University of the Sunshine Coast suggests that by around Year 5, many students have already begun forming views about whether STEM is “for them”, highlighting the importance of providing positive STEM experiences and career connections before students begin to narrow their future options (Mulder, 2026). For regional students, access is therefore part of the STEM equity conversation. This is not to suggest that regional schools lack strong STEM education; rather, students may have fewer opportunities to connect with STEM professionals, industry, universities and enrichment experiences beyond the classroom. STEMXX Sisters responds by bringing those connections into a regional setting.

STEMXX SISTERS: CREATING SPACE FOR REGIONAL GIRLS TO SEE THEMSELVES IN STEM

Designed for girls in Years 5–9, the program is not about asking students to decide on a STEM career. Instead, it provides opportunities to explore what STEM looks like, who works in STEM and where STEM might lead. In 2026, more than 80 girls registered for the event, with demand exceeding available places. Access is intentional in the model. The event remains free, reflecting the belief that cost should not be an additional barrier to participation.

Figure 1: STAWA CEO Johanna Stalley, ASTA Vice President Annabel Kanakis, Kelly Maloney, Women in Surveying and Spatial Science WA, Director, CK Maloney Surveying.

STEMXX SISTERS: CREATING SPACE FOR REGIONAL GIRLS TO SEE THEMSELVES IN STEM

From Teacher Idea to Regional Initiative STEMXX Sisters began with a teacher identifying a need. Annabel Kanakis, then Science Head of Department at Bunbury Catholic College, recognised that girls in the South West needed greater access to authentic STEM experiences, opportunities to understand STEM careers and connections with STEM professionals. Her leadership has been central to developing and sustaining the initiative. She continues to coordinate the event each year as a volunteer on behalf of STAWA, despite no longer teaching at Bunbury Catholic College. As Annabel explains:

“I am passionate about bringing authentic STEM opportunities and experiences to girls in the South West. It is important that as many barriers as possible are removed; that is why the event remains free.” The initiative also reflects a broader question of equity and access. As Johanna Stalley, CEO of STAWA, explains:

“For many students, particularly those outside metropolitan areas, the challenge is not a lack of ability or ambition - it is access to opportunity. STEMXX Sisters is about removing some of those barriers by bringing STEM professionals, practical experiences and future pathways into the South West. Every girl should have the opportunity to see what is possible before deciding what is possible for her. This is an important feature of the STEMXX Sisters story. A teacher-identified initiative has been sustained beyond an individual classroom and school through professional association support and regional partnerships. It also demonstrates the potential for teacher leadership to extend beyond formal roles. Annabel’s continued involvement has enabled a local idea to grow into a sustained regional opportunity for hundreds of students.

STEMXX SISTERS: CREATING SPACE FOR REGIONAL GIRLS TO SEE THEMSELVES IN STEM

Designing for experience, connection and possibility STEMXX Sisters is structured around three connected experiences: doing STEM, meeting people who work in STEM, and imagining where STEM might lead. The 2026 program began with a keynote presentation featuring three women whose careers illustrate the breadth of STEM pathways: Kelly Maloney, Director of CK Maloney Surveying and a member of Women in Surveying and Spatial Science Western Australia; Professor Lisa Harvey-Smith, an astrophysicist, science communicator and Professor of Practice in Science Communication at UNSW; and Katherine Bennell-Pegg, space engineer, qualified astronaut and Director of Space Technology at the Australian Space Agency. Together, their careers span surveying and spatial science, astrophysics and science communication, engineering and human spaceflight, providing students with very different examples of how STEM knowledge and skills can shape a career. Students then took part in an hour-long industry “speed dating” session, where they could ask questions directly of women working across a diverse range of STEM careers, before moving into three practical workshop rotations. The sequence was deliberate. Students encountered STEM through people and conversation, then through practical activity, before being invited to consider what might come next.

Rather than presenting STEM as a collection of school subjects or occupations, the program gives students opportunities to experience STEM as something people do. Figure 2: Students gather in main hall for keynote

STEMXX SISTERS: CREATING SPACE FOR REGIONAL GIRLS TO SEE THEMSELVES IN STEM

Seeing and doing STEM The industry speed-dating session is a distinctive feature of STEMXX Sisters. Students move between conversations with women working in STEM and can ask questions directly about study pathways, working lives, career choices and the unexpected directions careers can take. These conversations help make STEM careers more tangible while challenging the idea that there is one type of STEM professional or one pathway into the field.

Figure 3: Students participating in speed dating sessions with women from STEM industries

This is complemented by practical workshops covering areas such as DNA, soil and pH, contaminated water, forensic science, physiology, anatomy, neuroscience, plants, water, and bones. Hands-on workshops were consistently identified as the aspect of STEMXX Sisters students valued most, followed by meeting women working in STEM and learning about careers.

STEMXX SISTERS: CREATING SPACE FOR REGIONAL GIRLS TO SEE THEMSELVES IN STEM

“The detective work because I really enjoyed and thought it was really cool.” “Neuroscience. I learnt about things I wouldn’t have otherwise known.” “The workshops because it was really hands on.” Student responses from STEMXX Sessions

The value of these experiences appears to extend beyond learning particular scientific concepts. They provide an opportunity for students to experience themselves doing STEM— investigating, asking questions, solving problems and discovering areas they may not otherwise have encountered.

What students told us The 2026 participant evaluation provides encouraging evidence of students’ immediate responses to the program. Before the event, 55% of respondents were “very interested” or “quite interested” in STEM, while 42% were “a little interested” and 3% were “not at all interested”. Following the event, 97% were “very interested” or “quite interested” in STEM. The evaluation also points to changes in students’ reported career awareness, perceptions of STEM pathways, and access to STEM experiences. 90% agreed or strongly agreed that they knew more about STEM careers; 84% said they would probably or definitely attend again and felt they had experienced STEM they might not otherwise have experienced; 77% agreed or strongly agreed that seeing women working in STEM helped them understand that STEM careers were possible; 74% agreed or strongly agreed that STEM was something they could pursue in the future; and 71% agreed or strongly agreed that they had met someone working in STEM whose career they would like to learn more about. These findings should be interpreted as evidence of immediate self-reported change rather than causal impact. The evaluation did not include a control group or follow participants over time. Its value lies in identifying patterns in students’ responses and guiding future program development.

STEMXX SISTERS: CREATING SPACE FOR REGIONAL GIRLS TO SEE THEMSELVES IN STEM

From Interest to Identity

Of particular interest is the shift from being interested in STEM to seeing STEM as something that might shape one’s future. 74% of respondents agreed or strongly agreed that STEMXX Sisters had helped them see STEM as something they could pursue in the future. Figure 4: Students participating in hands-on workshops

“Because of STEMXX Sisters, I now want to have a STEM job.” “I want to work in STEM.” “Have more confidence to have a STEM career.” “I believe I can do well in what I would like to do when I am older.” “Love STEM like never before.” “More confident in doing science.” Taken together, these responses suggest a movement from ‘STEM is something other people do towards STEM is something I could do and, potentially over time, STEM is something I belong in’. The adults students met were important, but so too were the other girls in the room. Students identified meeting other girls interested in STEM as one of the valued features of the event. For some participants, seeing that other girls in their region share their interest in science, engineering, technology, or mathematics may help normalise STEM participation and strengthen a sense of belonging.

STEMXX SISTERS: CREATING SPACE FOR REGIONAL GIRLS TO SEE THEMSELVES IN STEM

Listening to student responses

Evaluation is not simply about demonstrating success; it should inform next steps. Students were particularly clear about wanting more practical experiences. They requested additional workshops, experiments and practical challenges, as well as opportunities to explore a broader range of STEM areas including human biology, anatomy, astronomy, marine biology, geography, archaeology and forensic science. Some also wanted greater choice in workshop selection or a longer event. These responses reinforce the importance students place on practical engagement, breadth and choice. Rather than simply responding by making the event bigger, the feedback provides a basis for considering how future iterations can deepen the experience while retaining its purpose. Students were also asked what they might do following STEMXX Sisters. Responses included finding out more about STEM careers, attending another STEM event, joining a STEM activity, choosing STEM subjects, undertaking STEM projects at home and talking with STEM professionals. This raises an important question for STEM engagement programs: what happens next? Figure 5: An example of a student showbag Evaluation is not simply about demonstrating success; it should inform next steps. Students Immediate enthusiasm is valuable, but longer-term engagement may be a more meaningful measure of success. Future evaluation of STEMXX Sisters could explore whether participants continue to engage with STEM opportunities, select STEM subjects, seek further career information or maintain increased awareness of STEM pathways.

Building a regional ecosystem STEMXX Sisters depends on relationships between schools, teachers, STAWA, STEM professionals, industry, students and the wider regional community. The 2026 event was financially supported by Bunbury Labor Party, Tronox, RCR, Aqwest and Engineers Australia, helping to make the program accessible to students in the South West. The following sponsors contributed materials and resources to the showbags, which all attendees received at no cost.

STEMXX SISTERS: CREATING SPACE FOR REGIONAL GIRLS TO SEE THEMSELVES IN STEM

What STEMXX Sisters suggests

The experience suggests that effective regional STEM engagement requires more than exposure to STEM content. Students need opportunities to do STEM, meet people who do STEM, connect with peers and see possible futures within it. The combination of practical experience, career visibility, representation, peer connection and equitable access appears particularly important. Just as importantly, the program continues to evolve through listening to students and responding to what they value. Students experience themselves doing STEM; connect with people and peers who make STEM more tangible; develop a broader understanding of pathways; and begin to see themselves as capable STEM participants. Over time, these experiences may contribute to seeing STEM as a genuine possibility for their future.

Figure 6: Speed dating and presenter volunteers

Where a pathway begins

STEMXX Sisters is not a solution to the gender gap in STEM, nor should a single event be expected to determine a student’s future. Its value lies in creating an opportunity at the right time, and making that opportunity accessible.

STEMXX SISTERS: CREATING SPACE FOR REGIONAL GIRLS TO SEE THEMSELVES IN STEM

A future for girls in STEM

In 2026, more than 80 girls registered, with demand exceeding available places, and more than 300 girls have now experienced STEMXX Sisters. The next challenge is to build on this demand while retaining what students value: practical experiences, authentic conversations, diverse role models, peer connection and access to future pathways. The longer-term question is what happens next? Do students continue to engage in STEM, seek further opportunities, choose STEM subjects, or retain their awareness of STEM careers? These are questions for future evaluation. For now, the student voice provides a powerful starting point:

Figure 7: Bunbury Catholic College student volunteers

“Because of STEMXX Sisters, I now want to have a STEM job.”

References Australian Government Department of Industry, Science and Resources. (2026). STEM Equity Monitor 2026: Summary report. Australian Government Department of Industry, Science and Resources. (2026). Youth perceptions and attitudes to STEM. STEM Equity Monitor. Mulder, D. (2026, July 20). Future STEM workforce may be won or lost by Year 5, UniSC research warns. The Koala News. https://thekoalanews.com/futurestem-workforce-may-be-won-or-lost-by-year-5-unisc-research-warns/

BRINGING SCIENCE TO LIFE THROUGH AVIATION - AVIATION HERITAGE MUSEUM, BULL CREEK

Remie Paulik Education Program Specialist Aviation Heritage Museum, Bull Creek

CONTAINS PROMOTIONAL MATERIAL!

Curriculum-aligned excursions where students investigate the science of flight through authentic aircraft, engines and engineering systems.

What happens when students can investigate real engineering systems they would never normally be able to access? At the Aviation Heritage Museum in Bull Creek, students step beyond textbooks to explore science, engineering and technological innovation through authentic aircraft, engines and aviation artefacts.

Our curriculum-aligned science programs support the Western Australian Curriculum and help teachers make abstract concepts visible.

Students inspect components, analyse design solutions and connect classroom learning to the technologies that make flight possible.

Students were able to see the air intakes, compressor blades, engine exhaust and after burners upclose of the FA-18 Hornet during the Evolution of Aircraft Engines tour. They also climbed the stairs to see an authentic view of the cockpit.

BRINGING SCIENCE TO LIFE THROUGH AVIATION - AVIATION HERITAGE MUSEUM, BULL CREEK

The Evolution of Aircraft Engines Developed for Year 8 Physical Sciences, this program traces aircraft propulsion from early rotary and piston engines to modern jets. Students investigate energy transformations and transfers, compare engineering responses to power and efficiency challenges, handle components such as cylinders and pistons, examine cut-away displays and interpret aircraft technical data. The program also adapts well across secondary year levels. Recent participants have included Year 8 and Year 9 students from a variety of metropolitan schools including aviation specialist schools and non-aviation specialist schools. The Evolution of Aircraft Engines tour was recently adapted for a Year 12 ATAR Aviation school visit. Teacher feedback confirmed that the specialised tour linked to relevant curriculum outcomes, strengthened understanding of course content and maintained strong student engagement.

Aircraft in Action: The Science of Flying Designed for Year 7 Physical Sciences, this program explores how unbalanced forces affect motion. Students investigate lift, thrust, drag and weight; examine wings, camber, propellers, engines and flight-control surfaces; and test parachute designs in a practical drop activity. The experience can also be extended for senior students. A recent Year 11 Rocketry and Flight group explored propulsion and flight mechanics through direct interaction with the collection. Students particularly enjoyed the Lancaster bomber, F/A-18 Hornet and Bell Iroquois helicopter, together with first-hand stories from experienced RAAF veterans. Their teacher described the program as highly engaging, pitched at the right level and effective in facilitating learning.

Year Level

Curriculum Alignment

Year 8

Energy transformations and transfers: authentic rotary, piston and jet engines; real components; cut-away displays; technical data.

Year 7

Unbalanced forces and motion: lift, thrust, drag and weight; aircraft structures and control surfaces; parachute investigation.

BRINGING SCIENCE TO LIFE THROUGH AVIATION - AVIATION HERITAGE MUSEUM, BULL CREEK

Bringing Science to Life Through Aviation

More recently, aspects of the program have been adapted for Year 11 students studying Rocketry and Flight, allowing senior secondary students to explore propulsion systems and flight mechanics through direct interaction with the Museum's collection. What makes these programs unique is the emphasis on object-based learning. Rather than simply viewing displays, students examine authentic artefacts, investigate engineering design solutions, and study aircraft systems up close. Whether inspecting a fighter jet, examining a centuries-old rotary engine or exploring the interior of a transport aircraft, students encounter scientific concepts in their real-world context.

Students were able to see the air intakes, compressor blades, engine exhaust and after burners up-close of the FA-18 Hornet during the Evolution of Aircraft Engines tour. They also climbed the stairs to see an authentic view of the cockpit.

Science is ultimately about understanding how things work. By bringing curriculum concepts together with authentic artefacts and object-based learning, the Museum transforms science from something students study into something they experience.

Plan your science excursion today. Aviation Heritage Museum, 2 Bull Creek Drive, Bull Creek Website: https://aviationmuseumwa.org.au/events-programs/education-programs/ Email: education@raafawa.org,au

YEAR 11 SCIENCE IN PRACTICE: PROJECT – ACID RAIN AND PETROGLYPHS

Dhiv Sri and Joshua Grosvenor Karratha Senior High School Author Biographies

Dhivahar Sri Ranjan (Dhiv Sri) is Head of Science at Karratha Senior High School and works as Chemistry Curriculum Advisory Committee for SCSA. Joshua Grosvenor is a teacher at Karratha Senior High School. To whom correspondence should be addressed: Dhivahar.sriranjan@education.wa.edu.au

Introduction

Murujuga is a deeply storied land and seascape located in northwest Australia. It encompasses the Burrup Peninsula, the Dampier Archipelago, surrounding marine areas and the submerged landscape. Murujuga is shaped by the Lore — rules and narratives put in place to create the Country — and the enduring presence of the Ngarda-Ngarli, Traditional Owners and Custodians of the site. The property holds profound cultural and spiritual significance, reflecting over 50,000 years of continuous care and management by Traditional Law that has adapted to the changing needs of Country over periods of dramatic climatic and environmental change. Murujuga is renowned for its dense concentration of archaeological and spiritual sites that reflect the interaction between people and place over thousands of generations. Its extraordinary rock art assemblage records a complex system of Lore and Traditional Law, features unique motifs and demonstrates artistic and technical mastery. In 2025, UNESCO acknowledged the Murujuga Cultural Landscape as a heritage site.

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YEAR 11 SCIENCE IN PRACTICE: PROJECT – ACID RAIN AND PETROGLYPHS

In our endeavour to incorporate First Nations contributions to Science assessments, a Year 11 Science in Practice assessment was designed towards creating sound academic outcomes in Indigenous Science Education areas such as Indigenous enrolments in Science Upper school and graduation rates. The assessment was based on the unit of Geoheritage under Science Understanding. In addition, the sub point covered in the unit was outlining the importance of preserving Geoheritage. Data showed that the percentage of indigenous students enrolling in Science upper school courses (ATAR and General) was reducing year by year. Therefore, there was a compelling need to create assessment pathways to help increase indigenous student enrolment in upper school Science courses. Lastly, students have found difficulties in understanding basic Scientific literacy skills, hence designing an assessment task through a meticulous and follow through structure would assist in addressing the above challenge. The assessment helped students to follow the scientific literacy writing process as per School Curriculum and Standards Authority (SCSA) standards as well as the project assessment type in Science in Practice. In 2025 and 2026 we had an increase in number of students enrolling in Year 11 Science courses by 20% and 25% respectively. Furthermore, in 2026, we had four indigenous students wanting to pursue Year 12 Science in Practice. A project assessment offered students the opportunity to apply the scientific writing process through publishing an article. Furthermore, the project assisted students with knowing where to obtain correct scientific information as opposed to simply using blogs or unauthenticated websites to site information. Details of the assessment are located below.

YEAR 11 SCIENCE IN PRACTICE: PROJECT – ACID RAIN AND PETROGLYPHS

The Task Background Information In the past it has been claimed that acid rain is not a threat to the petroglyphs at Ngajarli. However, current research by Curtin University is throwing this claim into doubt. It is significant to preserve petroglyphs from acid rain damage as this is an important cultural heritage site for Indigenous people. In this project your task is to conduct your own research into acid rain and petroglyphs and write a scientific article like those written for New Scientist magazine to educate an average person on this topic.

Your Task

You are to examine at least 2 different sources of information on acid rain and the impact it has on petroglyphs. In your article you must explain the concept of acid rain including how it forms. You must then evaluate the impact that acid rain can have on the geology of rocks, especially the patina of the rock, and the microflora that lives on the rocks. Based on the impact you identify acid rain having on petroglyphs you should then identify the cultural, societal, and economic impacts on the Pilbara. Finally, you should conclude whether the original research or the new research is most likely to be correct.

Time Allocation You will have six in class lessons to work on this task. Students were assessed using a marking rubric (located on the next page)

YEAR 11 SCIENCE IN PRACTICE: PROJECT – ACID RAIN AND PETROGLYPHS

Task Component/S trand

Excellent Achievement

High Achievement

Satisfactory Achievement

Limited Achievement

Low Achievement

Acid Rain Concept Explanation

Clearly and concisely explains the concept of acid rain including how it is formed and what industries generate it. 9-10

Clearly explains the concept of acid rain including how it is formed and what industries generate it. 7-8

Clearly explains the concept of acid rain including how it is formed.

Explanation of acid rain is lacking in detail.

Demonstrates minimal understanding of Acid rain concepts

5-6

3-4

0-2

Acid Rain impacts

Cultural, societal, and economic impacts

Format

Explains in detail the potential impacts that acid rain has on the geology of rocks and their patina. Explains in detail how changes in pH affect the microflora responsible for patina formation. 9-10

Explains the potential impacts that acid rain has on the geology of rocks and their patina. Explains how changes in pH affect the microflora responsible for patina formation.

Explores in detail how the impacts of acid rain on petroglyphs will have far reaching cultural, societal, and economic impacts for the Pilbara region.

Describes how the impacts of acid rain on petroglyphs may have cultural, societal, and economic impacts for the Pilbara region.

9-10

7-8

Project is presented with the correct conventions of the science article without error.

Project is presented using many of the correct conventions of the science article with only minor errors. 4

Project is presented attempting to use the conventions of the science article, has substantial errors in format. 3

At least 2 sources used to write the article. Sources are referenced using a formal referencing style without error. 4

At least 2 sources used to write the article. Sources are referenced using a formal referencing style with minor errors. 3

Referencing

7-8

Explains the potential impacts that acid rain has on the geology of rocks. Explains how changes in pH affect organism growth in general terms.

5-6

Describes how the impacts of acid rain on petroglyphs may have two of the following: cultural, societal, and economic impacts for the Pilbara region. 5-6

Incompletely explains the potential impact that acid rain has on the geology of rocks and organism growth. Information is presented in general terms only. 3-4

Only mentions one of the cultural, societal, and economic impacts from acid rain.

3-4

Demonstrates minimal understanding of Acid Rain Impacts

0-2

Demonstrates minimal or no understanding of cultural, societal and economic impacts

0-2

Project is not presented as a scientific article.

Demonstrates minimal or no formatting skills in the task

0-1

Only 1 source used to write the article. OR sources are not referenced using a formal referencing style. 2

Demonstrates poor referencing in task

0-1

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FUTURE SCIENCE 2026 M u rd o c h U n i ve rs i t y 30th November & 1st December

T h e S TA W A F u t u r e S c i e n c e C o n f e r e n c e i s W e s t e r n Australia's premier professional learning event for primar y and secondar y science teachers and laborator y technicians. In 2026, the conference expands to an exciting two-day program featuring a dedicated leadership and primar y science stream, off-site excursions, and a Quiz Night. Designed to suppor t the revised SCSA Science Curriculum, the program offers practical, classroom-ready strategies through inspiring keynote presentations, hands-on wor kshops, and interactive sessions. Connect with fellow educators, academics, and industr y par tners while exploring the latest ideas shaping science education.

JOIN US FOR TWO DAYS OF INSPIRATION, INNOVATION, AND CONNECTION AS WE SHAPE THE FUTURE OF SCIENCE EDUCATION.

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CHEMICAL REGISTERS, LEGAL COMPLIANCE, SDS AND RISK ASSESS THIS ONLINE WORKSHOP PROVIDES PRACTICAL GUIDANCE ON MANAGING HAZARDOUS CHEM ICALS AND M EETING WA SCHOOL WHS REQUIREM ENTS. TEACHERS WILL LEARN HOW TO MAINTAIN CHEM ICAL REGISTERS AND SDSS WHILE EXPLORING DIGITAL TOOLS TO MAKE CHEM ICAL MANAGEM ENT SAFER, SIM PLER AND MORE EFFICIENT.

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FREE!

NON MEMBERS WEDNESDAY 28 OCTOBER 2026

4:00 PM 5:00 PM

ONLINE

STAWA TEACHER AWARDS TO ACKNOWLEDGE EXCELLENCE IN SCIENCE TEACHING IN WESTERN AUSTRALIAN SCHOOLS. LIST OF EXISTING AWARDS DE LAETER M EDAL STAWA SECONDARY SCIENCE EDUCATION LEADERSHIP AWARD STAWA EXCELLENCE IN SECONDARY SCIENCE TEACHING AWARD STAWA EARLY CAREER SCIENCE TEACHER AWARD NEW IN 2027 STAWA PRIMARY SCIENCE EDUCATION LEADERSHIP AWARD STAWA PRIMARY EXCELLENCE IN THE SCIENCE TEACHING AWARD STAWA EARLY CAREER PRIMARY SCIENCE TEACHER AWARD

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VISIT NOW

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 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). 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 Secondary Members receive: SCIOS Secondary (STAWA online journal) Teaching Science (ASTA journal), Information about Science activities for students and teachers Professional Development & Conference programs MEMBER DISCOUNTS Members receive discounts for STAWA Professional Development Workshops, a range of services and attractions, plus attendance at STAWA Conferences and events, including ConSTAWA and ConASTA.

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PROFESSIONAL RECOGNITION STAWA recognition of teacher achievement and service 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. 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 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?

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 high-quality JPEG files (300 dpi or higher). TIFF files are also accepted. Digital permission for students in photographs must be confirmed by the submitting teacher (email acceptable). 4. Copyright for any part of your contribution that is copyright of a third party needs to be obtained in writing (email acceptable).

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 SCIOS@stawa.net to submit your articles.

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