New Sections for Primary

and Technology Teachers

Turn to page 7, for details on our exciting paper plane challenge Thanks to two of our new sponsors: Australian Institute of Physics (AIP) & The University of Sydney

2015

ScientistAwards

young

STANSW

2 Great Prizes to be Won!

AN INVITATION TO STUDENTS AND TEACHERSAs President of the Science Teachers’ Association of NSW, I would like to invite students from Kinder to Year 12 throughout NSW to participate in this exciting competition. With more than 70 prizes, totalling over $10,000, Young Scientist Award winners also have the opportunity to progress to the national BHP Billiton Science and Engineering Awards and possibly the international Intel ISEF competition.

The STANSW Young Scientist Awards encourage an interest in the study of Science among students of all ages and all abilities. Students can perform a scientific investigation about a topic that is of interest to them or they can enter the Models and Inventions category.

Over the last 12 months, this Awards scheme has developed a wealth of resources that will assist any teacher or student involved in open-ended science or technology projects. Some of these resources include:

a slideshow that features the top ten hints from the judges and 54 of our 2014 finalists have given permission for their projects to be viewed or downloaded from our website.

STANSW would also like to extend a warm welcome to Technology and Primary teachers and we hope that your students will develop valuable life skills in this ideal STEM-based enterprise. Look out for our free Teacher workshops which will be held in Metropolitan and Regional centres during March and April.

Finally, I would like to encourage all students to participate in the STANSW Young Scientist Awards and I look forward to seeing many of you at the glittering Presentation Ceremony.

Maree WoodsPresident, Science Teachers’ Association of New South Wales

MAJOR PRIZESGrand Awards

2015 Young Scientist of the Year Award$1000 award to the student who submits the most outstanding project overall

2015 Primary Young Scientist Award warded to the top entry from K-2 & 3-6

Sponsored by the School of Education NSW, Australian Catholic University

2016 Intel ISEF Prize Two or three students from Years 9-12 will travel to Phoenix, USA, to represent Australia at the Intel International Science and Engineering Fair (ISEF) in May 2016.

Sponsored Awards UWS Greater Western Sydney Science Award (University of Western Sydney)

For a Greater Western Sydney entry demonstrating particular scientific accomplishment.

RACI Chemistry Encouragement Award (Royal Australian Chemical Institute NSW) For primary and

NMI Measurement Award (National Measurement Institute)warded to an entry that demonstrates an excellent understanding of measurement.

STEP Environmental Award Awarded for t

ASBMB Award (Australian Society of Biochemistry and Molecular Biology)

Splash Into ... Young Marine Scientist Award

video resources on our new Young Scientist Youtube Channel, comment banks and editable judging rubrics,

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µ 2015 Budding Young Scientist Award &

µ (Subject to funding)

µ 2016 Broadcom MASTERS International Delegate (Subject to funding) One student with a top entry from Years 7-8 will travel to Phoenix, USA, to the Broadcom MASTERS International in May 2016. The selected student must be a good communicator and be born after 11th May 2001.

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« ACPSEM Most Outstanding Analysis Award in Physics

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« AIP Most Outstanding Physics Award (Australian Institute of Physics)For the student who best represents the theme, “Making Waves - the Science of Light”

« AARNet Communications AwardFor the best use of electronic communications by a K-2, 3-6, 7-9 and a 10-12 student.

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secondary students demonstrating ability, skill and promise for chemistry.

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Awarded to the student who demonstrates good scientific analysis in the field of Physics.

he best environmental entry.

Awarded for an entry that displays good understanding of processes in molecular biology.

For a primary school entry that explores the marine world.

STANSW Young Scientist Awards 2015 For more information go to www.stansw.asn.au/ys/ STANSW Young Scientist Awards 2015 For more information go to www.youngscientist.com.au

2 Great Prizes to be Won!

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Are there any big prizes?

Great Prizes to be Won!

Any changes from last year?

Overview

Is this a dead-end competition?

The Big PictureWin a Trip to Phoenix, USA!

Can I enter anything I like?

Rules

How do I enter?

Entry Procedures & Extra Prizes

Where do we start if we haven’t entered before?

Getting StartedPrimary Teachers Only!

Is anyone allowed to help me?

Supporting Students Supporting Teachers

Can doing a Young Scientist project help me in the future?

Special FeatureInterview with a Past Young Scientist

What categories can I enter?

Category 1a: Scientific InvestigationsSample Judging RubricCategory 1b: SurveysCategory 2: Models and Inventions

Ingredients of a Good ModelPublic Display

Can I enter a technology project into Young Scientist?

For Technology Teachers

Can I also enter my project into other competitions?

When is my project due?

Other Competitions

Key Dates Awards Ceremony

Sponsors and Supporters

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3Overview

Hi, my name is Vicky.

To help find what you are after, use some of my questions to give you some direction.

YOUNG SCIENTIST AWARDS OVERVIEWThis awards scheme is organised by the Science Teachers’ Association of New South Wales to provide support for teachers of Science and to foster innovation, creativity and a love of science. The award scheme aids to:

stimulate an ongoing interest in science;

promote involvement in the process and communication of science; and

celebrate the exemplary science carried out by young people in NSW schools.

CHANGES FOR 2015

AGE SECTIONS/CATEGORIESYoung Scientist awards prizes to students from the following years of schooling: K-2, 3-6, 7-9 & 10-12. There are two major categories: Scientific Investigations and Models and Inventions.

For 7-9 and 10-12 Scientific Investigations, cash prizes are awarded to the top three entries in the following disciplines:

Biology

Chemistry

Physics

Earth and Environmental Science.

It is important to note that the same rubric and judging criteria apply to each of these four disciplines.

CATEGORY PRIZESThere are cash prizes for the best entries in each of the age sections and categories at state level.

All first place winners in Years 7-12 will receive a trophy.

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x There is now no limit on the number of entries a school can submit, however, schools are still encouraged to conduct their own judging and send their best projects.

x Any student project that involves human subjects must be passed by the school’s ethics committee and each subject must sign a consent form before participating. A Young Scientist is provided.

x The online entry system has been streamlined (see p.7).x To improve the objectivity of the judging process, the

name of the school should not appear on a student’s entry, including the logbook (see p.7).

x Students are encouraged to receive support and seek assistance, however, any help received must be clearly listed in an Acknowledgements section (see p.10).

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sample consent form

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K-2 $50 for the best 6 Scientific Investigations

$50 for the best 3 Models and Inventions

3-6 $100 for the best 12 Scientific Investigations

$100 for the best 6 Models and Inventions

7-9 $200 $125 $75

10-12 $250 $175 $100

STANSW Young Scientist Awards 2015 For any enquiry contact youngscientist@stansw.asn.au STANSW Young Scientist Awards 2015 For any enquiry contact youngscientist@stansw.asn.au

3Overview

4 The Big Picture

STUDENTS, YOUR ENTRY CAN GO PLACES!STANSW Young Scientist Awards partners with other organisations to provide opportunities for the best entries to represent their state and their country. In the last 9 years, 41 STANSW Young Scientist award-winning projects have been selected as finalists in the national BHP Billiton Science and Engineering Awards, which includes an all-expenses trip to Melbourne to attend a four day science camp. In the last 16 years, 36 STANSW Young Scientist award-winning projects have represented Australia at the Intel International Science and Engineering Fair, held in the USA. There are minor differences in the rules and judging criteria for each of these fairs, however, experience has shown that projects that comprehensively satisfy the rules and judging criteria of the STANSW Young Scientist Awards generally perform admirably in these national and international fairs.

SEQUENCING OF SCIENCE FAIRS

REGIONAL FAIRSREGIONAL FAIRS

INTERNATIONAL FAIRIntel ISEF 2016, Phoenix, Arizona, USA

REGIONAL FAIRSe.g. Shoalhaven Science Fair

STATE FAIR2015 STANSW Young Scientist Awards

SCHOOL FAIRSe.g. Walcha Central School Fair

NATIONAL FAIR2016 BHP Billiton Science & Engineering Awards

SCHOOL FAIRSSCHOOL FAIRS

A regional fair comprises two or more local schools organising a combined display of projects with sponsored awards. One very active regional fair is the Shoalhaven Science Fair which in 2014 was held in the Shoalhaven Entertainment Centre with close to 300 students. http://www.southcoastregister.com.au/story/2731614/recognition-for-teachers-who-inspire/

Photo: Mark NewshamPhoto: Mark NewshamPhoto: Mark Newsham

Shoalhaven Science Fair coordinator, Laetitia Mainey (centre) with Stage 5 winner Sarah Hamilton fromNowra High School and John Lamont from NowChem, major sponsor of the Fair. Photo: Kath Hamilton Photo: Mark Newsham2014 Shoalhaven Science Fair prizewinners and organisers Photo: Leah Jackson

Walcha Central School Fair Photo: David Munday

STANSW Young Scientist Awards 2015 For more information go to www.stansw.asn.au/ys/ STANSW Young Scientist Awards 2015 For more information go to www.youngscientist.com.au

4 The Big Picture

5Win a Trip to Phoenix, USA!

NATIONAL FAIRNATIONAL FAIR

STATE FAIRSTATE FAIR

INTERNATIONAL FAIRINTERNATIONAL FAIRAt 2014, there were nearly 1800 finalists from 75 countries. Since 1999, 19 out of 36 (52.7% ) have won Grand Awards. This is an amazing feat as historically only one quarter of all Intel ISEF projects win a Grand Award. At Intel ISEF 2015, in Pittsburgh, Young Scientist have 3 representatives.

Intel ISEFYoung Scientist projects

STANSW Young Scientist provides over $10 000 in prizes through the generosity of our sponsors. There is no entry fee and we are reliant on our sponsors and volunteers for the running of these awards. On offer there are more than 30 awards in the primary age groups and more than 40 awards in the secondary age groups. Schools are requested to conduct their own preliminary judging and only send their best entries for state level judging.

Since 2007, the best project entries from each state have been sent to the national BHP Billiton Science and Engineering Awards. Our 2014 Young Scientist finalists outperformed all other states and territories, winning 48 of the 174 (28%) awards on offer in the 2015

Philippa Miller, from MLC School, Burwood, won the 2015 Teacher Prize.BHP Billiton Science and

Engineering Awards.

Photo: Stuart Garth

Along with fellow teacher Ian Fairhurst, Troy Douglas (pictured) started a science club at Saint Ignatius’ College, Riverview, entering 5 projects into Young Scientist for the first time. As well as winning 3 stateawards, they went on to win 3 national awards, including one of the top primary prizes. Photo: Tim Bailey Assessing entries at state level using the scoring rubrics Photo: Stuart Garth

Student finalists’ displays at the Intel International Science and Engineering Fair, USA Photo: Stuart Garth

NSW team for the 2015 BHP Billton Science and Engineering Awards. From left, Stuart Garth (Young Scientist Coordinator), Ethan Butson (The Illawarra Grammar School), Oliver Nicholls (Barker College), Alexandra Garth (Redeemer Baptist School), Benjamin Gibson (Redeemer Baptist School), Chanum Torres (Redeemer Baptist School) and Philippa Miller (NSW Teacher Finalist) Photo: Bradley Gibson

STANSW Young Scientist Awards 2015 For any enquiry contact youngscientist@stansw.asn.au STANSW Young Scientist Awards 2015 For any enquiry contact youngscientist@stansw.asn.au

5Win a Trip to Phoenix, USA!

6 Rules

These rules for the STANSW Young Scientist Awards have been carefully designed to provide every NSW student the opportunity to succeed in subsequent national and international competitions, without having to modify their original entries.

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Students may submit more than one entry into the Young Scientist Awards.

Projects involving animals must meet animal welfare guidelines for NSW.

If a student’s experimentation or testing involves interaction with human subjects (e.g. measuring human activity, in-depth questionnaires, surveys), approval must be given by an ethics committee constituted at their school. Students must provide evidence of the written consent of each subject and their parents/guardians (if the subject is less than 18 years old). Care must be taken to ensure the anonymity of each subject in all submitted documentation. A Young Scientist editable sample consent form is available at .

Projects involving potentially hazardous biological agents, chemicals, activities or devices, must satisfy the requirements for chemical safety in schools (CSIS).

For projects involving firearms, students must provide evidence of a permit to use such equipment.

Entries must be in line with State and Federal laws and regulations.

If a student conducts any part of their experimentation at a laboratory outside the school, written approval must be obtained from that facility and documented in their entry.

Schools are advised that posterboards are no longer accepted as this material should be contained in the report.

Each student entry must be submitted and endorsed by their school on their entry documentation. Students undertaking home schooling must provide evidence of registration with the NSW BOSTES.

The judges decision is final. Any enquiry relating to judging must be made, in writing, to STANSW Young Scientist Awards, PO Box 458, Strathfield NSW 2135.

http://www.schools.nsw.edu.au/animalsinschools/resources/guidelines/index.htm

http://www.stansw.asn.au/ys/consent.htm

RULESTo be eligible for an award, students must carry out a scientific investigation or design and construct a working model of an invention and present their findings or inventing process, observing the following conditions:

Entries must be the student’s own work.

Students may receive support and seek assistance, however, any help received must be clearly listed in their Acknowledgements section

itted by teams of students. A team must consist of no more than three members. If teams comprise students from different age categories, they must be entered into the age category of the oldest student.

The investigation or invention submitted must not have commenced before 1 September 2014. Students will be judged only on work performed since 1 .

To be eligible for ISEF 2016, students must have started their experimentation on or after 1 January 2015. Interested students should review the rules and guidelines for ISEF at

before commencing any experimentation or data collection. Only Year 9-12 students will be eligible for ISEF 2016.

ered into the Young Scientist Awards must include a logbook (or folio for Models and Inventions).

Students may submit a new investigation or invention to Young Scientist each year. A project in the same field of study as a previously submitted project may be considered a new investigation if it is based upon new hypotheses. To be considered a new invention, significant modifications need to have been made to the working model based on previous evaluations. Students must document how the additional work is new and different from a previous entry.

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Entries may be subm

There is now no limit on the number of entries a school can submit, however, schools are encouraged to conduct their own preliminary judging and send in their better projects for state-level judging.

Students from other Australian states and territories are welcome to enter the STANSW Young Scientist Awards and be in the running for any of the category or sponsored prizes. They are not eligible, however, to win any Grand Awards or represent STANSW in subsequent national or international competitions.

September 2014

Each project ent

To improve the objectivity of the judging process, the school name should not appear on a student’s entry, including the logbook. This includes a school’s handout or marking scheme, that is often pasted into the logbook.

There should also be no teacher comments, edits or marks in the final report that is submitted to the Young Scientist Awards. Teacher comments are permitted in the logbook, however, these must be kept to a minimum.

Documentation should be submitted outlining all phases of the investigation or inventing process, showing when research was conducted and when experimentation or data collection began. This may form part of a logbook.

http://www.societyforscience.org/Page.aspx?pid=312

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NSW

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NSW NSW

NSW

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Photo: Stuart Garth

STANSW Young Scientist Awards 2015 For more information go to www.stansw.asn.au/ys/ STANSW Young Scientist Awards 2015 For more information go to www.stansw.asn.au/ys/ STANSW Young Scientist Awards 2015 For more information go to www.youngscientist.com.au

4 The Big Picture 6 Rules

7

TEACHERS - HOW TO ENTER YOUR STUDENTSTeachers provide the first level of judging at their schools in the Young Scientist Awards. You are invited to send a selection of your students' better scientific investigations and inventions to state-level judging.

1. Entries are free, thanks to the generosity of our sponsors.

2. Please check the rules.

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4. Before projects are sent in for judging, each school is responsible for entering project and student details on our Young Scientist online registration system. For 2015, we have developed a new streamlined system for entering project and student details. Teachers will need to make sure they have available each student’s name, school year, date of birth and a contact email address when they register a project.

5. No signatures will be required. In the act of submitting a project entry, the teacher is acknowledging that the project is the student(s) own work.

6. The process for the online registration system is new and every school must register as follows:

(i) Register your school with Young Scientist by clicking on the link to the right of the Young Scientist homepage. You will be prompted to register your own nominated User name and Password. A confirmation email will be sent to you, informing you that you are now ready to register.

(ii) You can now login to the online registration system by clicking on the link and entering your User name and Password. You will then be prompted to enter all your school details. If you forget your User name or Password at any stage, you will need to re-register your school and re-enter all your school details.

(iii) Once you are registered, you can click on the link and login at any stage and start entering the student and project details for each entry you are sending to state judging.

the Summary Form that is built automatically as the student and project information is entered. This form is used as a check of all entries received for state judging.

7. If you encounter technical difficulties with this process, please contact .

There is now no limit on the number of entries a school or even class can submit, however, schools are still encouraged to conduct their own judging and send their best projects.

Our main correspondence with students is by email, so the email address provided should be one that the student is likely to look at regularly.

(iv) Once the details for each project are completely entered, press Submit and a judging sheet with the project details will be generated. Print off 2 copies and insert these 2 sheets into the project entry.

(v) When all project and student details have been submitted for the school, print

8. The name of the school and student details such as date of birth and contact email address will not be visible to the judges. These details will be stored on our 2015 Young Scientist databank.

youngscientist@stansw.asn.au

DELIVERY OF ENTRIES

(i) Scientific Investigations Sydney metropolitan schools hand-deliver Scientific Investigations entries by Friday 21 August, 5pm to the STANSW Office, Rm C2.64, Edward Clancy Building, Australian Catholic University, 163-167 Albert Rd, Strathfield. Ring the STANSW Office on 9763 2751 first for instructions.

If posting entries, address them to: STANSW Young Scientist Awards, PO Box 458, Strathfield. NSW 2135.

(ii) Models and Inventions Sydney metropolitan schools hand-deliver Models and Inventions entries on Friday 28 August, 2-4pm to the new Law Building, The University of Sydney. Final room details will be updated on our website, when details are confirmed.

If posting Models and Inventions entries, address them to: STANSW Young Scientist Awards, PO Box 458, Strathfield. NSW 2135. Postal Models and Inventions entries must arrive at Strathfield by Thursday 27 August.

EXCITING NEW PRIZES FOR 2015

(i) Paper Plane Challenge

Our two new sponsors, Australian Institute of Physics and The University of Sydney have combined to launch an exciting activity, associated with the Models and Inventions display at The University of Sydney Open Day on Saturday 29 August.

The Australian Institute of Physics are providing three $100 prizes for winners of the following paper plane challenges:

I AIP's Furthest distance paper plane flight - Primary

I AIP's Furthest distance paper plane flight - Secondary

I AIP's Longest air-time paper plane flight - Open

Students will only have one attempt at each challenge, with the exception of those with a Models and Inventions entry who may have a second attempt. More information will be updated on our website as details are confirmed.

(ii) AIP's Most Outstanding Physics Award

Awarded to the student who best represents the theme, Making Waves - the Science of Light".

With 2015 being the International Year of Light, the Australian Institute of Physics (AIP) are offering a $200 prize for the entry that best represents this theme.

Entry Procedures & Extra Prizes

STANSW Young Scientist Awards 2015 For any enquiry contact youngscientist@stansw.asn.au

Photo: Stuart Garth Student finalists’ displays at the Intel International Science and Engineering Fair, USA Photo: Stuart Garth

STANSW Young Scientist Awards 2015 For any enquiry contact youngscientist@stansw.asn.au STANSW Young Scientist Awards 2015 For any enquiry contact youngscientist@stansw.asn.au

5Win a Trip to Phoenix, USA! 7Entry Procedures & Extra Prizes

8 Getting Started

GETTING A MENTOR

You may wish to arrange for a mentor to advise you in your investigation. A mentor is a person who knows more than you about your particular topic and is willing to share what they know with you. Your mentor can be a family member, a person in business or a scientist. You might find a scientist who works in the area you are investigating. Keep your parents and teacher informed as to your progress in arranging a mentor and the identity of your mentor.

Tell your mentor that you are looking for someone who will listen to your ideas and give you advice to make your investigation more worthwhile. Make sure you tell them that you will be doing all the work. Most adults are delighted to assist a student who is willing to do the hard work. Let your mentor know how you are going to conduct your study. Ensure that you acknowledge your mentor and any assistance that they have given to you during your project.

LOGBOOK/FOLIO

All entries must have a logbook/folio. This is a diary of what you did during your scientific investigation or inventing process. The logbook/folio can be an exercise book especially designated for your project. Here you make rough notes, to-do-lists, draw up plans, record ideas and results. At the end of your investigation or invention, you should use your logbook/folio to decide what should go into the final entry.

Daily entries may contain drawings, illustrations, photographs, or diagrams. Very young entrants can ask an adult to scribe or annotate their logbook/folio. They are not judged for spelling or grammar. Judges use the logbook/folio to understand what you were trying to achieve and how you went about it. Remember to include the date for every entry you make and to include details such as phone calls made, letters and emails sent and discussions with parents or teachers.

It is best to start your logbook/folio by setting out your goals and plans. Then you could record:

& what gave you the idea for your project& how you planned and persisted with the task; & what you were thinking along the way; & what you did; & what you noticed or observed; & whom you consulted for information and feedback; & what went wrong and how you overcame the

challenges.

OVERVIEW OF ENTRY CATEGORIES

In the STANSW Young Scientist Awards, there are two major categories (i) Scientific Investigation (see pp. 14-16) and (ii) Models and Inventions (see pp. 17-19). On the online entry registration, your teacher must specify which category you are entering as these are judged on different days and different locations. You are permitted to enter both categories on condition you meet the respective criteria and your Scientific Investigation is received by August 21, while your

. The organisers will ensure your entry is forwarded to each respective judging location.

For Years 7-12 students there is a sub-category for Scientific Investigation, called Scientific Investigation - Survey (see p. 8). This caters for the increasing number of projects that are primarily surveys, e.g. astronomical surveys, field surveys, geological surveys and statistical surveys. Unlike standard scientific investigations, surveys do not need a hypothesis as they are not concerned with relationships between variables that need testing. Some of the judging criteria for surveys are different from the standard scientific investigation. Scientific Investigation - Survey has its own modified rubric for Years 7-12. It will still be judged as part of the Scientific Investigation category.

Years 7-12 prizes in the Scientific Investigation category are split into the four major disciplines:

It is important to note that the same rubric and judging criteria applies to each of these four disciplines. For instance, students entered into Chemistry will be judged primarily on their investigative skills and not necessarily on their chemistry knowledge and use of chemical formulae.

GETTING STARTED

Getting a good idea is usually the hardest step in putting together a science project. Choose a topic that you are interested in and then look for a problem that needs solving. If you still need inspiration, go online and visit

to see what past Young Scientist winners have produced from 2006-2014. You can improve on an existing idea or create your own original idea. Another great website that groups science fair project ideas into everyday A-Z topics is

You can enter individually or as a team of no more than three members. Team members share any prize money.

From the start, jot down all your ideas and record relevant background information in a logbook.

Make sure all rules and conditions (see p. 6), such as starting dates and human subject consent forms are approved by your school’s ethics committee before any experimentation begins.

Models and Inventions must be finished by August 28

Ž BiologyŽ ChemistryŽ PhysicsŽ Earth and Environmental Science.

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http://www.stansw.asn.au/ys/honour.htm

http://www.juliantrubin.com/fairprojectsaz.html

Check the judging criteria and rubrics.

Hi, my name is Eddie.

On the next page is the primary version of the steps involved in conducting a scientific investigation. Vicky is with the secondary version on page 14.

STANSW Young Scientist Awards 2015 For more information go to www.stansw.asn.au/ys/ STANSW Young Scientist Awards 2015 For more information go to www.stansw.asn.au/ys/ STANSW Young Scientist Awards 2015 For more information go to www.youngscientist.com.au

4 The Big Picture 8 Getting Started

9Primary Teachers Only!

A SURVIVAL GUIDE FOR PRIMARY TEACHERSYou are a primary teacher, you are not science-trained and as of this year, you now have to teach the NSW K–10 Science (incorporating Science and Technology K–6) Syllabus for the Australian Curriculum. Well, this is the page where you should start developing knowledge, understanding of and skills in applying the processes of Working Scientifically. For help with the processes of Working Technologically, refer to pp.17-20.

SCIENTIFIC INVESTIGATIONSIn Stage 1, students are expected to take part in scientific investigations that are structured by the teacher. In Stage 2, theyare introduced to planning aninvestigation, however, the emphasis is on the carefulrecording and communicatingof gathered data and then evaluatingthe processes that were used in theinvestigation. By Stage 3, students areexpected to plan and conduct a range ofscientific investigations. For the purposesof demonstrating what is expected ina typical, yet thorough entryfor the Young Scientist Awards, we will use anexample of a Stage 2investigation on long jumpsto give primary teachers aguide on how to puttogether a scientificinvestigation.

CONTEXT AREAIn groups of 3 or 4, theStage 2 class were giventhe task of choosing atopic on Body Systems in the context of Sport.

CLASS MANAGEMENTGroups were issued with A3 paper for listing all group members ideas and a 64pg book foreach student to use as their logbook for the duration of the project. After deciding on an ideathey spent the next week in the library to do some background research.

In subsequent weeks, they refined their question, made a prediction, planned their experiment, conducted their experiment, used class computers to record their data in tables and graphs, discussed their results looking for trends, came up with a conclusion and then completed their combined final report and individual logbooks.

Eight weeks after starting, spending just one afternoon a week, each group communicated their investigation to parents and students at their school’s Science Fair and then their projects were sent in to Young Scientist.

The right column lists, in order, the components of the final report for the group who investigated long jumps.

2. PredictingPredict what might happen

based on what you have noticed has happened before

1. QuestionningAsk a question about something

that relates to you that can be investigated scientifically

5. Recording DataUse a variety of methods such

as tables to record data and all your observations

7. CommunicationCompare your findings with what you first predicted and

talk about your next step

6. Patterns and trendsLook for any trends in your dataand observations and suggest

reasons for what you found

4. Conducting InvestigationsSafely use materials and

equipment to gather data and repeat investigation

3. Planning InvestigationsSuggest methods that could

be used to collect dataand design a fair test

THE PROCESSES OF WORKING SCIENTIFICALLY

STANSW Young Scientist Awards 2015 For any enquiry contact youngscientist@stansw.asn.au

Photo: Stuart Garth Student finalists’ displays at the Intel International Science and Engineering Fair, USA Photo: Stuart Garth

STANSW Young Scientist Awards 2015 For any enquiry contact youngscientist@stansw.asn.au STANSW Young Scientist Awards 2015 For any enquiry contact youngscientist@stansw.asn.au

5Win a Trip to Phoenix, USA! 9Primary Teachers Only!

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Ž Meet with students individually to ensure they are on the right track. Discuss their project options, and ensure their selected option has a testable hypothesis.

Ž Familiarise your students with the judging criteria outlined in the scoring rubric for their age and category.

Ž Encourage each student to seek mentoring advice from an expert in their specified area of research.

(ii) MENTORS

l Provide students with the “big picture” of how exciting it is to be a scientist or an engineer. Display an infectious enthusiasm for your area of work to inspire them.

l Explain how important it is to conduct a thorough background research to see what’s been done before.

l Provide students with equipment and experiences that schools may not be able to provide themselves.

l Give scientific direction for the next step in the student’s project. This is especially necessary if you are mentoring a primary student whose teacher is not science-trained.

l Maintain a weekly correspondence with your mentored student(s) and periodically check the progress of their report and logbook.

(iii) SCHOOLS

l Arrange for an electronic version of this booklet to be posted on your school website or school intranet.

l Encourage your teachers to train as assessors for the Young Scientist Awards. Assessing student projects is the best professional development activity for teachers responsible for coordinating student research projects.

l Promote student involvement in the Young Scientist Awards in school newsletters and provide as much communication with parents as possible.

l Organise a school science fair to showcase the amazing investigations and inventions produced.

(iv) PARENTS

l The best way to help your child formulate an idea is to pose questions and problems as they come to your attention.

l Take an interest in your child’s science project and familiarise yourselves with the timeline that the school has established for the periodic completion of different components of your child’s project.

l Encourage your child to daily document everything they do in their logbook or folio. Remind your child to keep a photographic record of each stage of their investigative or inventing process.

l Be prepared to provide some financial support in the purchase of necessary materials and equipment and make yourself available to drive your child to libraries, shops, businesses or even research institutions.

l Make sure that your child learned something during this whole experience while having fun doing it!

AWARDS SCHEME

The STANSW Young Scientist Awards is not just a competition. It is an awards scheme that seeks to provide support for teachers of Science and Technology, inspiring students to forge greater understanding of how to work scientifically.

The Awards scheme provides teachers with valuable resources and professional learning opportunities. For instance, the scoring rubrics provide the perfect framework to critically evaluate any student research project and are carefully designed to give a scaffold for students to develop skills in applying the processes of Working Scientifically.

Each student is awarded a certificate based on their level of attainment of specified criteria given in the scoring rubric for their age and category:

l Certificate of Excellence for every student who achieves a level 4 against the rubric.

l Certificate of High Achievement for every student who achieves a level 3 against the rubric.

l Certificate of Commendation for other state-level finalists.

l Certificates of Participation for every student entry at school level.

The best entry in each age and category will be one that meets the criteria at the highest level.

PROVIDING SUPPORT

As the rules clearly specify, “Entries must be the student’s own work”. Any assistance given must be documented in an “Acknowledgements” section. These rules, however, do not restrict support being given to students. In fact, the more support teachers, mentors, schools and parents can give to students, the more opportunity students will have to be able to plan their own original investigations and come up with their own discoveries. For instance, the more coaching of basic skills a soccer player receives, the more opportunity that player has of developing their own creative moves.

These are some practical ways that teachers, mentors, schools and parents can support a student’s project.

(i) TEACHERS

l Familiarise yourself with all the rules and due dates of the Young Scientist Awards.

l Before assigning the project, consider whether your students should prepare their project to meet the requirements of subsequent science fairs, such as the BHP Billiton Science and Engineering Awards and Intel ISEF, which both involve minor variations in rules and judging criteria.

l Devote a few lessons early in the year to introduce key components of a scientific investigation or invention.

l Develop a timeline that allows plenty of time for students to complete different sections of their invention or investigation. Write brief progress reports for parents to provide an opportunity for parents to help with long-term organisation of their child’s project.

l Inform your students what makes a good investigation or invention. Keep copies of your best student projects

Supporting Students

STANSW Young Scientist Awards 2015 For more information go to www.youngscientist.com.au

11Supporting Teachers

TEACHERS - WE ARE HERE TO HELP YOU!

As practising teachers ourselves, the Young Scientist Committee would like it to be known, our main purpose of running the Young Scientist Awards is to support NSW teachers in the running of open-ended projects in their classrooms. We fully appreciate how difficult it is to fulfil the recommended or mandatory Working Scientifically or Working Technologically components of your specific NSW syllabus so we have developed a wealth of resources and recently initiated a series of free workshops, designed to help take your student projects to the next level.

WEALTH OF RESOURCES

The following list of resources are just a sample of what we have available for all NSW teachers on our website

. If you could spend a few minutes looking at some of these resources, you will most likely save yourself hours of planning and organising:

Slide-show that has proven to be a most valuable resource for those who are inexperienced in running open-ended projects in their classrooms. The first two hints are provided below:

Hint 1: Familiarise students with the scoring rubric early and work to cover all the criteria of a Level 4 project

t The rubric is what the judges use to categorise projects

t The best entries fulfil the majority of the Level 4 criteria

t Most prize-winners are Level 4 projectst Any student that follows these criteria will go well,

even if their idea is not the most original

Hint 2: Show students early what a good project looks like – most students (and teachers) have no idea

t Most students have no idea of what a good science project looks like

t Not only that, most of us as teachers also have no idea

t Generally it’s the case of the “blind leading the blind”t Unless there is a certain level of expectation,

students will continue to pump out sub-standard investigations.

“My student projects are just not good enough to enter Young Scientist!”

t Don't worry if your school does not get marvellous results in their first attempt.

t You're just beginning your journey. Next year you can build on your own and your student's skills.

t Each subsequent year you will be taking your student projects to the next level.

http://www.stansw.asn.au/ys/

(I) Top ten hints from the Young Scientist judges

(ii) Past winning projects

(iii) Young Scientist Youtube Channel

(iv) Sample judging scoring sheet

(v) Judges comment bank

(vi) Consent form master

52 of our 70 prize-winners for 2014 have given us permission to upload their projects onto our website - our most precious resource

An ever-expanding of student projects and other resources

Attach your own school logo and use this as your SRP marking sheet

Over 800 graded comments that deal with every step of the scientific process and design process - great for reporting purposes

Attach your own school logo and distribute this to every student who has to get consent from subjects participating in their research

FREE TEACHER WORKSHOPS

During March and April, the Young Scientist Committee will be running a number of free workshops for Science teachers, Technology teachers, Primary teachers and anyone interested in inquiry-based learning. We are targeting schools and teachers who have never entered the Young Scientist Awards, however, all teachers are welcome to attend.

The purpose of each workshop is to expose teachers and educators to some prize-winning entries so that they can see first-hand the ingredients of a good student research project. They will also have the opportunity to meet and receive valuable hints from judges of the Young Scientist Awards.

(i) Sydney Metropolitan Workshops

Wednesday 4 March Balgowlah Heights Public School4:15 - 7:30pm (limited to 40 people)

Tuesday 10 March The Hills Grammar School4:15 - 7:30pm (limited to 100 people)

Tuesday 17 March Menai High School4:15 - 7:30pm (limited to 100 people)

Tuesday 24 March Freeman Catholic College4:15 - 7:30pm (limited to 100 people)

Each workshop is a 3-hour BOSTES accredited course at professional competence level.

RSVP: (by the Friday before each respective workshop)

(ii) Regional Workshops

Monday 13 April Bathurst, 3:30-5:30pm

Tuesday 14 April Dubbo, 3:30-5:30pm

Wednesday 15 April West Wyalong, 3:30-5:30pm

Thursday 16 April Wagga Wagga, 3:30-5:30pm

Friday 17 April Yass, 3:30-5:30pm

When confirmed, venues will be posted on our website on the Opportunities for Teachers page.

Each regional workshop is a 2-hour BOSTES accredited course at professional competence level.

RSVP: (by Friday 10 April)

collection

youngscientist@stansw.asn.au

youngscientist@stansw.asn.au

STANSW Young Scientist Awards 2015 For any enquiry contact youngscientist@stansw.asn.au

Special Feature

Stuart Garth: Was this Year 8 entry to the Young Scientist Awards, your first ever scientific investigation?

Andrew McLeod: North Sydney Boys' required all students to undertake a major science project each year from Year 7 through to Year 10. I'd chosen in my first year to explore the salt tolerance of vegetables, taking my lead from the serious salinity problems affecting the Murray Darling Basin, which accounts for close to 40% of Australia's agricultural production. That first study had shown that carrots were by far the most sensitive to soil salinity. When I was planning my Year 8 project, it seemed logical to examine whether carrot varieties differed in their salt tolerance. My hypothesis was that certain varieties would show greater tolerance and therefore have more attractive prospects as crops in worsening salinised areas.

Stuart Garth: For student’s tackling their first scientific investigation, what do you recommend they should be focussing on?

Andrew McLeod: Spend plenty of time searching for the right question. Never be disheartened by an unexpected result or an apparently unsuccessful experiment. Even no result is a legitimate and useful outcome. Question and re-question every premise - assumptions are only acceptable when they're consciously held. But above all, choose a topic that excites your curiosity.

Stuart Garth: Can you briefly summarise how you extended your project for ISEF 2001 and ISEF 2002?

Andrew McLeod: The research I presented in Detroit showed that one carrot variety in particular was especially sensitive to soil salinity. The next phases of my research explored ways to lessen this sensitivity. The first mechanism I examined was the organic content of the soil in which the carrots were growing. My experiments extended that to carrots and salt and showed that even a salt-sensitive variety of carrot could tolerate relatively high level of salt in the soil when that soil was high in organic matter.

The 2nd phase of my research tackled ways to actively remove salt from the soil before planting crops. Native salt bush plants absorb high levels of salt and secrete the salt on the underside of their leaves. In doing so, they remove the salt from the soil allowing more sensitive species to grow. I tested this effect with a salt sensitive carrot variety and found that growing salt bush plant even for a few months could ameliorate seriously saline soil enough for the carrots to germinate and develop roots.

Stuart Garth: You went on to study at The University of Sydney, where you received first-class honours degrees in both Law and Chemistry and you received the University Medal for Chemistry in 2008. Can you outline the research you performed to help sufferers of Type II diabetes.

Andrew McLeod: My work sought to explain how the metal vanadium might help restore proper glucose function in Type II diabetes sufferers. We've known that vanadium (Z=23) has anti diabetic properties since the 19th century and there had been different theories to explain how it addressed by the primary and secondary effects of diabetes. But no one had been able to demonstrate precisely which mechanism was the most likely. My research looked at how vanadium transforms as it moves through the digestive tract, into the blood and then into glucose-sensitive tissues like fat.

STANSW Young Scientist Awards 2015 For more information go to www.youngscientist.com.au

12

STANSW Young Scientist Awards Coordinator, Stuart Garth, interviews the 2001 Young Scientist of the Year, Andrew McLeod:

Just over 15 years ago, our judging team came across a Year 8 project, remarkable for its scientific methodology and documentation. Andrew McLeod, from North Sydney Boys High School, conducted an investigation into the salt tolerance of four different strains of small carrots. Unlike most standard plant experiments that occupy a small window-ledge in a school laboratory, Andrew utilised a section of his school’s greenhouse and attempted to germinate carrot seeds in rows and rows of pots filled with soils of varying salt concentrations. He also ran the experiments in both winter and summer to see if there were seasonal differences in salt tolerances.

To complement his meticulous experimental set-up, Andrew performed an extensive and well-referenced background research and used high-level communication skills to present the results of his investigation. Selected to represent Australia at the 2000 Intel ISEF, held in Detroit, Andrew’s written report was judged the best out of 1224 finalists to win the Society of Technical Communication Award. He won this again in 2001 in San Jose and he went on to represent Australia a third time in 2002, in Louisville, Kentucky. Now 29 years old, Andrew’s ability to communicate is making an international mark with his role in the constitutional reform process in Myanmar.

13Interview with a Past Young Scientist

Stuart Garth: After receiving scholarship offers from the best universities in the world, you accepted a position as a Research Fellow within the Faculty of Law at the University of Oxford and you serve as Programme Director of the Oxford—Myanmar Law Programme. What are your main objectives in respect to current constitutional reform in Myanmar?

Andrew McLeod: Burma has a genuine opportunity for a constitutional settlement for the first time in its history. It's a very exciting time to be involved, with a more open political discourse and changing allegiances. But there is still a long way to go. My work in connection with the reform process aims to support Myanmar's people to make informed political choices and rebuild a legal system that was envied throughout the region less than a century ago.

Stuart Garth: Reflecting on the last fifteen amazing years of your life, what value do you place on your involvement in the STANSW Young Scientist Awards for influencing the direction that your life has gone?

Andrew McLeod: The Awards gave me so much - an opportunity to explore my enthusiasm for experimentation, to hone my reasoning skills and to explore different places and cultures and perspectives. The experiments I did in school holidays in preparation for science competitions convinced me to pursue science at university and gave me a grounding in evidence-based research. I find that valuable in all aspects of my work, whether it's in constitution-making or legal advice or a chemistry paper. But I think it also gave me personal confidence to take less travelled paths and forge a more varied career.

Stuart Garth: While completing your Law degree you were part of the winning Sydney University team in the 2008 Sir Harry Gibbs National Moot Competition against the best law schools in Australia. In fact you were judged best oralist! Can you explain what mooting is and did your experiences in ISEF, help prepare you in your ability to communicate orally in pressure situations?

Andrew McLeod: Mooting recreates the environment of an appeals court. A mooter takes on the role of the advocate for one side of a dispute and, using proven facts and legal precedent, must persuade a judge why that side ought to succeed in the appeal. In competitions like the Gibbs Moot, the judges are real judicial officers who are members of the country's highest courts. You have to think on your feet because they know the usual arguments and they're interested in getting to know how you reason. The ability to reason logically and carefully, and to think on your feet and adapt to changing scenarios, is key. And at ISEF I had plenty of practice at that.

Stuart Garth: Following graduation, you served as Associate to the Hon Robert French AC, Chief Justice of Australia and you became a senior analyst within the Department of the Prime Minister and Cabinet, developing strategic policy for the Prime Minster on national priorities. What was one highlight of this period working in Canberra?

Andrew McLeod: Winnowing down the incredible experiences I had with the Chief Justice and in the public service is no easy task. But one I least expected to have, and one which was among the greatest privileges I've been afforded, was serving as speechwriter for Terry Moran, the then-Secretary of the Department of Prime Minister and Cabinet.

Stuart Garth: Do you have any aspirations of going into politics - for you definitely have the credentials to be the first STANSW Young Scientist of the Year to become an Australian Prime Minister?

Andrew McLeod: Australian politics lacks people with a scientific background and I think our policy debates are weaker for it. Science offers a way of thinking about the world that aligns well with the preference for policies that are evidence-based. My career so far has had many unexpected turns, so it would be wrong to rule this one out. But I can't see it happening any time soon.

STANSW Young Scientist Awards 2015 For any enquiry contact youngscientist@stansw.asn.au

14

THE PROCESSES OF WORKING SCIENTIFICALLYBy conducting a scientific investigation, you are fulfilling many science inquiry skills from The Australian Curriculum: Science and implemented in the NSW Science K-10 (incorporating Science and Technology K-6) Syllabus. The emphasis of the NSW Syllabus is using

The STANSW Young ScientistAwards provides the perfect framework for you to develop skills in applying the following processes of Working Scientifically:

Questioning and predicting,Planning investigations,Conducting investigations,Processing and analysing data and information,Problem solving,Communicating.

As you refine your idea and conduct your investigation, you should provide written and/or photographic evidence, in your logbook, that you have closely followed the processes of Working Scientifically, as sequenced in the adjacent flow diagram. It is important that you do not commence experimentation until you have completed the Planning investigations stage as you must show evidence of a risk assessment, including an explanation of how you intend to minimise potential risks.

science inquiry to develop science knowledge and understanding, achieved through the processes of Working Scientifically.

Ž

Ž

Ž

Ž

Ž

Ž

COMMUNICATING YOUR FINDINGSFor the Young Scientist Awards, your scientific investigation must be presented as a formal report. You are to submit this report with your logbook. You may also submit a poster, DVD, USB flash drive, model or any other component that enhances the quality of your entry.

INGREDIENTS OF A GOOD SCIENTIFIC REPORTYour formal scientific report should embrace a comprehensive coverage of the displayed processes of Working Scientifically. Within each process, a number of suggested sections are recommended, however, we understand there will be some flexibility in your final order:

‘ Introduction - The story behind your idea and the reason for doing your particular investigation.

‘ Aim(s) - One or a few sentences that clearly state what you are trying to find out.

Problem Solving

2. Questioning and PredictingFind out what is

currently known about the question or problem

1. Problem SolvingFrom observations,

ask a questionor pose a problem

5. Conducting InvestigationsCollect data

7. Problem SolvingEvaluate and propose

applications

6. Processing & Analysing DataExplain trends and patterns

and draw conclusions

4. Planning InvestigationsDesign a procedure

considering fair testing

3. Questioning and Predicting

Form an hypothesis

THE PROCESSES OF WORKING SCIENTIFICALLY

Category 1a: Scientific Investigations

STANSW Young Scientist Awards 2015 For more information go to www.youngscientist.com.au

Level Description

4 The student has provided clear and convincing evidence that he/she:

completed a well-planned scientific investigation over a period of time,had quantifiable aims and well-described the subject of the investigation,included relevant background research and checked its reliability, proposed a testable hypothesis based on prior research or previous observations,had a good understanding of the science concepts used in the investigation,conducted a risk assessment prior to experimentation,addressed an issue of scientific significance,has been innovative or creative in content or methodology,accurately gathered experimental data in an appropriate number of trials using appropriate technologies, recorded data in an organised and logical manner using correct units, identified dependent and independent variables and regulated the control of the appropriate variables,analysed and explained trends, patterns and relationships in the data collected, used critical thinking to explain anomalies or errors,suggested purposeful modifications to procedures or creative ideas put forward for further investigation,included a comprehensive log book, detailing the investigative process, from brainstorming, through data collection, to the final conclusion,acknowledged any assistance given, used clear, concise and meaningful language, visuals and sequencing to effectively communicate to the intended audience.

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

C

3 The student has provided evidence that he/she:

C completed a planned scientific investigation over a period of time, C had realistic aims and well-described the subject of the scientific investigation,C performed relevant background research,C suggested a hypothesis based on prior research or previous observations,C identified and understands science concepts used in the investigation,C conducted some form of risk assessment,C demonstrated some innovative or creative aspects, C gathered experimental data over a number of trials using suitable technology, C recorded data in a logical manner using correct units, C used appropriate scientific methodology including the control of variables,C explained most trends, patterns and relationships in the data collected,C used rational thinking to suggest modifications to procedures for further investigation,C included a log book detailing the different stages of the investigative process, C acknowledged any assistance given, adequately communicated the report with language, visuals and

sequencing taking some account of the audience.

2 The student has provided evidence that he/she:

completed a scientific investigation with limited planning,had some tentative aims and the investigation was adequately described,has minimal understanding of the science concepts used,has shown glimpses of innovation or creativity,collected fragments of background research,gathered insufficient amounts of data, controlled some variables,poorly explained trends, patterns and relationships in the data,formulated conclusions that were unsupported by the results,provided limited documentation in the accompanying log book, put forward insufficient ideas for future improvements,casually mentioned people who have helped without formally acknowledging assistance given,used simple language and formatting in the report to communicate with the intended audience.

C

C

C

C

C

C

C

C

C

C

C

C

C

1 The student has provided evidence that he/she:

submitted a project with limited first-hand data collection, had no clear aim and the subject of the investigation was vaguely described,

C

C

C has an inadequate understanding of the related science concepts (+ 7 more comments)

SCORING RUBRIC: Scientific Investigation, Years 7-9

For Scoring Rubrics: K-2, 3-6, 7-9, 10-12 Models and InventionsK-2, 3-6, 7-9, 10-12 Scientific Investigations7-9, 10-12 Scientific Investigations - SurveyGo to www.stansw.asn.au/ys/categories.htm

This is a sample of the rubrics the judges use to assess each Scientific Investigation entry.

The best projects fulfil the majority of the

Level 4 criteria.

15Sample Judging Rubric

STANSW Young Scientist Awards 2015 For any enquiry contact youngscientist@stansw.asn.au

16 Category 1b: Surveys

Level Description

4 The student has provided clear and convincing evidence that he/she:

completed a well-planned had quantifiable aims and well-described the subject of the ,included relevant background research had a good understanding of the science concepts used in the ,conducted a risk assessment prior to experimentation,addressed an issue of scientific significance,

recorded data in an organised

used critical thinking to explain anomalies or errors,suggested purposeful modifications to procedures or creative ideas put forward for further ,included a comprehensive log book, detailing the process, from brainstorming, through data collection, to the final conclusion,acknowledged any assistance given, used clear, concise and meaningful language, visuals and sequencing to effectively communicate to the intended audience.

C

C

C

C

C

C

C

C

C

C

C analysed and explained trends, patterns and relationships in the data collected,

C

C

C

C

and methodical survey of a specific area of interestsurvey

and the reliability of the information gathered has been checkedsurvey

had shown originality in selection of site or method of data collectionsystematically gathered data in a variety of sample areas that are representative of the wider study area

way, using appropriate mapping techniquescategorised features of interest in sample areas, identifying variants

performing some form of statistical distribution analysis

,

,

,,

,,

,

survey workinvestigative

SURVEY ENTRIES

There is a new sub-category for Scientific Investigation, called Scientific Investigation - Survey.

This caters for the increasing number of projects that are primarily surveys, e.g. astronomical surveys, field surveys, geological surveys, statistical surveys. These projects involve the gathering of data in a specific area using a range of sampling techniques to locate and classify features of interest and identify variants. Surveys usually involve a statistical analysis of trends and relationships in the data collected. Unlike usual scientific investigations, surveys do not need a hypothesis for they don't primarily concern themselves with relationships between variables that need testing.

Scientific Investigation - Survey has its own modified rubric for Years 7-9 &10-12. A sample of the Year 7-9

Survey scoring rubric is provided below, with the differences from the Scientific Investigation shown in red type. Surveys will be judged as part of the Scientific Investigation category.

Scientific Investigation -

SCORING RUBRIC: Scientific Investigation - Survey, Years 7-9 Level 4 only (differences from Scientific Investigation shown in red)

STANSW Young Scientist Awards 2015 For more information go to www.youngscientist.com.au

STANSW Young Scientist Awards 2015 For any enquiry contact youngscientist@stansw.asn.au

17

WORKING MODEL OF AN INVENTION

Models and Inventions is a relatively new and highly successful category. Twelve of the 25 national finalists in the first three years of the Engineering category of the BHP Billiton Science and Engineering Awards came from the Models and Inventions category of the STANSW Young Scientist Award.

Models and Inventions is not to be confused with the Working Models category that ran from 1991 to 2003, where students constructed models demonstrating a scientific or technological principle.

In Models and Inventions, an invention is an original application of technology that solves a need or problem. It can be a new or improved device or process that clearly incorporates a scientific idea or concept. ICT-based projects in a Science context are also eligible. Your invention is to be presented as a working model that you design and build, with an accompanying logbook or folio documenting background research and the inventing process, from brainstorming to final design, through construction to final product, testing and evaluation.

GETTING STARTED

An invention doesn't have to be a piece of technological wizardry, the best inventions are often the simplest! For instance, Dylan Sury used a pair of gears in his concept model of an oar that allows the rower to face the direction in which they are travelling. Think outside the box!

PLANNING YOUR INVENTION

” Brainstorm and map out your ideas as they develop in a logbook or design folio. Where possible, set up your logbook or design folio as a computer file and insert scanned copies of all sketches and notes. We have moved to a digital format for the submission of entries. Therefore, the logbook or folio should be digital and does not need to be provided in hard copy. We can provide a laptop for judging purposes.

” Conduct a concise and comprehensive summary of relevant prior research in the field. Research what other people have done before you and keep a note of the material you read and discussions you have had with people knowledgeable about the subject.

” Explore the existence of similar inventions to ensure your final design is original.

” Include sketches and notes of your different ideas and provide some justification for your chosen design.

” You may wish to find a mentor to discuss the feasibility of your chosen design and to obtain some technical advice in the construction stage of your project. Remember, the work you submit must be your work and all assistance given must be acknowledged.

CONSTRUCTING YOUR WORKING MODEL

” Your invention is to be presented as a working model, with the necessary props to show how your invention works. For instance, a student who designed a child seat with sensors that sounded an alarm when a child was left in a car, used a mini-greenhouse to simulate a car and heaters to simulate the sun.

” It needs to be noted that the organisers of the BHP Billiton Science and Engineering Awards do not want the actual working models sent to them. They have requested that students send video footage of their model in operation. We recommend that you take photographs and record video footage of your model during each construction stage, for later reference.

” Select materials and technologies for the construction of your working model. As you build your model, evaluate the appropriateness of the materials and technologies selected, and modify them if necessary.

Photo: Timothy Bailey

Pull handle backPhoto: Stuart Garth

Photo: Stuart Garth

Propels boat forward

Photo: Stuart Garth

Category 2: Models and Inventions

18

Dr Karl Kruszelnicki, who will be announcing the winners of the 2015 Models and Inventions category, was intrigued by this rain-activated clothes-line cover, produced by Year 6, Holy Family Primary School student, Antonino Furfaro.

SUBMITTING YOUR INVENTION

” Either (i) deliver Models and Inventions entries to the STANSW Office by Thursday 27th August, 5 pm. Use the postal or delivery address as outlined on page 22.

or (ii) hand-deliver entries to The University of Sydney, between 2-4pm on Friday 28th August. This is the preferred option and you and/or your teacher and/or your parents are welcome to set up your model.

” The venue for the Models and Inventions judging and display at The University of Sydney will be updated at

when details are confirmed.

” If you have any questions specific to your entry, contact the organisers at y or phone the STANSW Office on 9763 2751.

” As Models and Inventions entries have multiple components, clearly label each item as 1 of 4, 2 of 4 ...

”

”

www.stansw.asn.au/ys/

oungscientist@stansw.asn.au

Leave clear operational instructions if you are not setting up your working model display. The judging and public display area will be serviced with 240V power outlets but there will be no access to running water.

The models will be locked away after judging and set up ready for public display on Saturday 29th August.

” Adopt safe and quality construction skills, during all stages of the construction process.

” Keep a photographic record of your construction process and maintain daily entries in your logbook or design folio.

TEST, EVALUATE AND REFINE YOUR MODEL

” As you complete different components of your working model, check that each component works as intended.

” When your model is complete, test that the model works reliably and performs as intended.

” Use critical thinking in the evaluation and testing of the model, discussing alternatives and modifications.

” Suggest worthwhile directions for future development in a succinct manner.

PRESENTING YOUR INVENTION

The following is a checklist that you need to follow when submitting your invention:

Ž Working Model and any props that help show how your model works

Ž Poster or single-sided sheet, preferably laminated, that describes what the working model is, its application and operational details

Ž Logbook or design folio that documents prior background research and the inventing process, from brainstorming to final design, through construction to final product, testing and evaluation. The logbook or design folio must also include an acknowledgement of any assistance given

Ž (Optional) Supporting scientific investigation, to be judged in the Scientific Investigation category

Ž (Optional) Electronic storage device which contains photos or video footage of your model in operation.

Ž (Optional) Electronic files of your logbook or folio.

Ingredients of a Good Model

Working Model

Logbook

CD-Rom - Photos

Poster

SupportingInvestigation

Entry Form

Photo: Timothy Bailey

Photo: Lisa Musico

Heh Eddie,

Models and Inventions looks pretty cool! Do you want to work on a model with me so we can show it off at the Sydney Uni Open Day?

STANSW Young Scientist Awards 2015 For more information go to www.youngscientist.com.au

STANSW Young Scientist Awards 2015 For any enquiry contact youngscientist@stansw.asn.au

19Public Display

INCENTIVES FOR SCHOOLS

” As an incentive for school participation, one of our long-standing sponsors, The Logical Interface, will be donating four digital microscopes to schools who enter multiple entries in the Models and Inventions category.

Calum Kennedy, on behalf of Seaforth Public School, is receiving a digital microscope from Phil Jones, Manager, The Logical Interface.

” For every two Models and Inventions entries, a school will receive a token that will go into a hat. For instance, a school with 9 entries will receive 4 tokens.

” At 3 pm, 4 tokens will be drawn from a hat and each of the winning schools will receive a digital microscope.

” As well as being able to save microscopic images, these digital microscopes can capture video footage. They make a wonderful, yet simple tool for scientific investigations.

DISPLAYING YOUR INVENTION

” Following on from our exciting joint venture with the University of Sydney last year, the Models and Inventions category will once again be displayed in conjunction with the University's Open Day on Saturday 29th August, 9 am - 3 pm.

” Students are strongly encouraged to spend some time with their project and demonstrate their working model to some of the expected 27,000 Open Day visitors. In 2014, the majority of the Models and Inventions entrants attended and had a wonderful time explaining their projects to the variety of visitors.

” In 2014, the Models and Inventions exhibition was held outside the new Law Building in a 25m marquee. In 2015 we are expecting it to be bigger and better.

” As an incentive, each student entrant who attends Open Day and displays their project to the crowds will receive a free lunch voucher from Ralph’s Café.

” Student entrants will also have the opportunity to partake in Open Day activities including an array of interactive engineering and science displays.

” Winning entries will be announced at 3 pm.

” After the 3 pm announcement, students need to take away their projects with the following exceptions:

(i) Prizewinners

(ii) Nominated highly commended entries in consideration for the BHP Billiton Science and Engineering Awards and other sponsored awards

(iii) Working Model entries supported by an accompanying scientific investigation, to be sent on to Scientific Investigation judging.

” Prizewinners and highly commended entries will then have until the middle of October to prepare a 3-5 minute video and a 1000 word report for the BHP Billiton Science and Engineering Awards.

Yeah Vicky,

I would really like to win one of those digital microscopes for our school,and get a chance to meet Dr Karl!

Photo: Timothy Bailey

SeaforthPublicSchool

Photo: Stuart Garth

Source: http://www.bustler.net/index.php/article/winners_of_australian_2009_nsw_architecture_awards

Source: http://www.bustler.net/in

Photos: Bhavana Verma

20 For Technology Teachers

FIRST ON MANY TECHNOLOGY ENTRIESTo convert his HSC Design and Technology major project, which was handed in to his supervising teacher sometime before 3pm on Thursday 21st August 2014, into a Models and Inventions entry for the Young Scientist Awards, which was due at 5pm on the following day, Benjamin Gibson simply had to reprint off his report, rephrase some headings, add a small section on scientific principles involved and copy off a short video he had prepared for his HSC submission. He obviously could not have his actual device with his entry for the Young Scientist Awards, however, his short video was sufficient evidence for demonstrating how the model works.

Benjamin’s project was just one of the 3121 HSC Design and Technology projects that could have been submitted into the STANSW Young Scientist Awards and won similar awards. A similar story could be said for the 5362 Industrial Technology candidates and 2043 Engineering Studies candidates in the 2014 HSC courses.

Technology teachers need to be aware that their students’ projects could end up taking them to the USA, representing Austalia at the Intel International Science and Engineering Fair, simply by entering them into the Models and Inventions category of the Young Scientist Awards.

CAN YOU REMEMBER THE MYDA AWARDS?

For those who have been teaching Technology for more than 10 years, you should clearly remember the Minister’s Young Designer Awards for Year 7 and 8 students. Well, the Models and Inventions category of the STANSW Young Scientist Awards (see pp.17-19) is very similar in its structure and criteria. The only extra judging criteria is:

· demonstrated good understanding of the science concepts used in the working model

The other 13 judging criteria relate directly to the design process. These can be found on our website.

NUTS AND BOLTS OF ENTRY PROCEDURES

Entries for the Models and Inventions category are due on Friday 28th August, 2015. Each entry should contain three items: a design folio, a working model of your invention and a small poster explaining, to the judges, how to operate the model. If you are in a position where you can’t display your model, for instance a HSC student, then a small 1-2 minute video showing how your model works should be prepared. All the best!

judging rubrics

SPEAKING FROM EXPERIENCE

Benjamin Gibson’s school, Redeemer Baptist School recently led a medical mission to remote villages in Papua New Guinea. Sensitive equipment was damaged because of the jolting it received whilst being carried. The Trek Mate was designed to safely carry fragile equipment, such as a solar generator from village to village. The square lattice net was able to stretch in one direction and not the other, creating a suspension system that decreases the impulsive force on the load by increasing the stopping distance.

Four years ago, the Young Scientist Steering Committee made the decision to launch a new Models and Inventions category. As well as using science inquiry skills to develop a better understanding of the world around them, students now had the ability to design and construct a technological solution in their specific area of research. The results have been amazing!

All of the last 4 Young Scientist of the Year winners have ¬produced authentic STEM projects, winning prizes in both the Scientific Investigations and Models and Inventions categories of the STANSW Young Scientist Awards.

In the national BHP Billiton Science and Engineering ¬Awards, 12 of the 25 student finalists in the Engineering category for 2013-2015 were NSW students from the Young Scientist Awards and 9 of these projects were STEM-based.

FIRST EVER HSC D&T ENTRY NETS BIG PRIZES

It is most noteworthy and significant that the first ever HSC Design and Technology entrant in the STANSW Young Scientist Awards went on to be selected as a national finalist in the Engineering category of the 2015 BHP Billiton Science and Engineering Awards.

WHY IS A SCIENCE TEACHERS’ ASSOCIATION INVITING TECHNOLOGY TEACHERS INTO THEIR COMPETITION?

The answer is pretty simple - we are trying to help build a better Australia by running a competition that engages students in the whole Science, Technology, Engineering and Mathematics (STEM) enterprise.

STANSW Young Scientist Awards 2015 For more information go to www.youngscientist.com.au

Photo: Benjamin Gibson

STANSW Young Scientist Awards 2015 For any enquiry contact youngscientist@stansw.asn.au

21Other Competitions

It is open to primary school students who are required to carry out an experiment or investigation around a theme and then make a submission with a title, a written element and a visual element.

Competition details can be found on the or enquiries can be directed to Diane Lyons by .

Diane LyonsNATA Marketing & Communications CoordinatorPhone: (02) 9736 8255Email: Web:

HIGH SCHOOL TECHNOLOGY COMPETITIONS

The Faculty of Engineering & Information Sciences at the University of Wollongong will be organising six Senior High Schools Technology Competitions and two Junior High Schools Industrial Technology Competitions in NSW. These eight competitions and the total value of prizes that were awarded in 2014 are:

Year 9 NSW Industrial Technology Competition ($5030)Year 10 NSW Industrial Technology Competition ($5225)Year 11 NSW Engineering Studies Competition ($7515)Year 11 NSW Design & Technology Competition ($4165)Year 11 NSW Industrial Technology Competition ($5730)Year 12 NSW Engineering Studies Competition ($7495)Year 12 NSW Design & Technology Competition ($6795) Year 12 NSW Industrial Technology Competition ($8885)

These eight competitions are based on work done by the students as part of their assessment. The closing date for registering entries is 11th September (Year 11 & 12) and 20th November (Year 9 and 10 competitions).

In addition to these 8 NSW Technology Competitions, the Faculty will also be organising 5 other competitions. These, along with the total value of prizes awarded in 2014, are:

Year 11 ACT STEM Competition ($5905)Year 12 ACT STEM Competition ($7335)Years 7 & 8 NSW & ACT Maths via Digital Media ($2500) Years 9 & 10 NSW & ACT Maths via Digital Media ($2500) Years 11 & 12 NSW & ACT Maths via Digital Media ($2500) For these 5 competitions the closing date is 13th November.

Dr Bob WhewayHonorary Principal Fellow Faculty of Engineering and Information Sciences,University of WollongongPhone: (02) 4221 5761Email: Web:

NATA websiteemail

dlyons@nata.com.auhttp://www.nata.com.au/nata/news/nata-young-

scientist-award

bobwhe@uow.edu.auhttp://eis.uow.edu.au/highschoolcomp/index.html

Contact Information

Contact Information

ENTERING OTHER COMPETITIONS

CREativity in Science and Technology (CREST) is a non-competitive awards program supporting students to design and carry out their own open-ended science investigation or technology project. This education program provides a range of support material for both teachers and students.

Ms Vicki StavropoulosAwards Manager - CREST and BHP Billiton Science & Engineering AwardsCSIRO EducationPhone: 1800 626 646Email:

The Young Scientist Awards have developed close links to a number of organisations and educational institutions and we strongly encourage students to consider entering their projects into their award schemes as well. Each award has a different focus and criteria, however, the following three award schemes strongly overlap with the Young Scientist Awards and it would be most worthwhile for students to also enter these awards.

CSIRO CREST Awards

Two CREST programs are available.

Introductory CREST

Recommended for primary students, this program leads students through a series of three CREST Award levels: Green, Orange and Blue. As students work through these levels they become more self-reliant and self-confident.

Advanced CREST

Recommended for secondary students, this program enables students to develop their own projects, in either science or technology fields. There are three award levels: Bronze, Silver and Gold.

Web:

NATA YOUNG SCIENTISTS OF THE YEAR AWARD

Despite its similar name, this is a totally separate competition and is only open to primary school students. The NATA Young Scientists of the Year Award started in 2007 to foster an interest in science among schoolchildren, and in response to concerns that Australia's scientific expertise is in decline. Now in its ninth year, the competition encourages students to look at how science impacts on people's lives. Every primary school across Australia is invited to submit a science project in the competition to win cash prizes. This competition is organised by the National Association of Testing Authorities, Australia (NATA).

Contact Information

crest@csiro.auwww.csiro.au/crest

22 Key Dates

9.

5:30 - 7:30pm

Wednesday 4th November,

Young Scientist Awards

Presentation Ceremony

Venue: Main Campus

University of Wollongong

8. Friday 4th September,

4pm-9pm

Saturday 5th September,

9am-4pm

State-level judging of

Scientific Investigations at

the Australian Catholic

University, Strathfield

7. Friday 28th August 4-9pm

Saturday 29th August 9am-3pm

State-level judging of Models

and Inventions (Friday) and

Public Display & Prizewinners

announcement (Saturday) at

The University of Sydney in

conjunction with their Open

Day + Paper Plane Challenge

5. Tuesday 25th & Thursday 27th August

4:15 - 7:45pm

Training of new assessors

12-16 Park Rd, Burwood

& Refreshments provided

MLC Junior School

3. Friday 17th July

Entry registration due

Schools provide estimate of student entries per category

Schools also submit names of at least one teacher who will assess at state-level judging (Sydney Metropolitan only)

2. March - Metropolitan

Young Scientist Teacher Inservices

“Taking student research projects to the next level - An opportunity to workshop with some judges”

Free Workshops

See Young Scientist websiteand page 11 for details

April - Regional

Free

Young Scientist Teacher Inservices

1. Late February

Distribution of this

Young Scientist booklet

to every school in NSW.

Free

MLC Junior School

6. Friday 28th August 2-4pm

Closing date for all Models

and Inventions entries to

state-level judging

We encourage students,

parents and/or teachers to

set up student projects at

The University of Sydney

Closing date for all scientific investigations

4. Friday 21st August, 5pm Closing date for all scientific investigations

Metropolitan schools, please hand-deliver to:

STANSW Office, Room C2.64, Edward Clancy

Building, Australian Catholic University, 163-167

Albert Rd, Strathfield.

If posting entries, address them to:

STANSW Young Scientist Awards, PO Box458 Strathfield NSW 2135

STANSW Young Scientist Awards 2015 For more information go to www.youngscientist.com.au

STANSW Young Scientist Awards 2015 For any enquiry contact youngscientist@stansw.asn.au

23Awards Ceremony

The University of

Wollongong

As our major sponsor, the

University of Wollongong

hosted the 2014 Young

Scientist Awards Ceremony at

its Innovation Campus. The

University of Wollongong is

also sponsoring our 2015 ISEF

team who will be representing

Australia at Pittsburgh in May. Photo: Timothy Bailey

Photo: Craig Burns

Photo: Leticia Bailey

Photo: Leticia Bailey

Above Left:

Above Right:

Right:

Above Left: In the hour leading up to the 2014 Young Scientist Awards Ceremony, the Wollongong Science Centre and Planetarium opened its doors to our finalists, who were entertained by its two vast floors of interactive displays.

Over 300 finalists and special guests were treated to a most entertaining keynote address on flies and maggots by Associate Professor James Wallman, from the University of Wollongong.

2014 Young Scientist of the Year Award recipient, Chanum Torres from Redeemer Baptist School, is presented with his award by Professor Alison Jones, Executive Dean, Faculty of Science, Medicine and Health, University of Wollongong.

Above Right:

Right:

STANSW acknowledges the assistance of the following organisations for their contributions to the Young Scientist Awards in 2014.

Major Sponsor

Sponsors and Supporters

Australasian College of Physical Scientists and Engineers in MedicineAustralian Catholic UniversityAustralian Skeptics IncAustralian Society for Biochemical and Molecular BiologyBHP BillitonBroadcom FoundationCSIRO EducationIntel AustraliaIntel USAITworx Consulting Pty LtdNational Measurement InstituteRoyal Australian Chemical InstituteSplash Into ...Spruson and Ferguson, Patent and Trade Mark AttorneysSTEP IncThe Logical InterfaceThe University of SydneyUniversity of Western SydneyUniversity of Wollongong Science Centre and Planetarium

The STANSW Young Scientist Awards is a major project of the Science Teachers’ Association of New South Wales