Part B: ACARA and Science Curriculum

Science Understanding: Chemical sciences

Foundation Year: Chemical Sciences – Objects are made of materials that have observable properties (ACSSU003)

ACARA Science Aims	Learning Activities for Prep Science Students
Aim 1  (see appendix)	Read a big book called the “3 Little Pigs.” Ask the children a series of questions throughout the reading.  Some questions could include, but are not limited to: What do you think will happen to this house?  Will it be blow over?  Do you think you could blow it over? Which house would you prefer to live in if you were one of the three little pigs? What would happen to the house if it was windy, raining, snowing etc.? What house would be suitable for the climate we live in here in Rockhampton?
Aim 2 (see appendix)	Class brainstorming on the activity and the housing choices of the three little pigs.  As a class, we could investigate all of the advantages and disadvantages of the materials that the houses were made of within the story.
Aim 1, Aim 6  (see appendix)	Research houses around the world: The children could try to find houses throughout the world that match those of the three little pigs.  They could discover how and why the pigs may have made their houses that way.  The children could also look at the traditional housing in other countries and why they build them that way. This would help the children to test their predictions from the brainstorming activity and help them to draw conclusions.
Aim 3, Aim 4 (see appendix)	The children can then make a model house and justify their choice of materials etc. by: Discussing the weather/climate within the region that their house is built Give examples of other houses that are built the same and why those people made similar decisions. They could use but shouldn't be limited to: -      Pebbles to make a rock/brick house -      Toothpicks/paddle pop sticks to make a wooden house -      Drinking straws to make a straw house
Aim 3, Aim 7 (see appendix)	Conduct an investigation and test their houses against natural forces such as wind, rain, flooding and earthquakes and extend to remedies for their models.  They could improvise and use: -      a hose/spray bottle to create floods/rain -      a fan to imitate the wind (different speeds to increase the force of the wind) -      chipped ice for snow
Aim2, Aim 3 (see appendix)	Re-evaluate their model homes and make improvements, if need be, to withstand most/all the natural forces. Present their final model to the class, explaining all of their decisions throughout the activities.

3. Ecology Online Simulator

Tuesday, 1 April 2014

Ecology Simulator Personal Review

By Katy Birse

Even after doing extensive readings and obtaining knowledge before completing the ecology simulator investigation, I found it extremely difficult to follow and complete with ease. I also found that I was becoming quite bored with the online experiment. 

As an experiment/investigation for primary students, particularly lower primary, I think they would have a similar experience to mine. Aside from difficulty I believe that they will find the stimulator boring. Boredom would result in the children taking great enjoyment in just adding and taking away factors to make a major impact on the ecology system rather than grasping the concepts of balance etc. Even having the chance to play around beforehand would not deter all of the students from mucking around after becoming bored.

From an Early Childhood Educator's point of view, I think the children would benefit more from building their own ecology system within the school grounds and being able to care and observe for the environment themselves. Even though it wouldn't be able to give the same range of impacts or the speed as the stimulator, the children would enjoy and appreciate their environment a lot better. It would also give them a more realistic approach. 

3. Ramp Investigation

2. Sherbet Investigation

We are so overwhelmed by all the support and love everybody has shown us during the competition. We would like to thank CQU weekly for writing an amazing article on our world-class sherbet.

1. Paper Towel Investigation

Tuesday, 25 February 2014

An investigation of how durability was affected when different types of liquids were absorbed

Group members:     Zara Guley, Jade Batley and Katy Birse

Introduction:  
                     

Advertisements for different brands of paper towel claim on brand is better than another. Our interests in determining which paper towel is ‘best’. In the investigation ‘best’ is taken to mean durability. Factors that may effect the durability include the thickness of paper towel, the weave, liquid being absorbed. This investigation focused on the absorbency of different brands.

Aim: 

The aim of the investigation was to observe how different types of liquids would affect the durability of the paper towel after absorption.

Hypothesis/Prediction: 

The hypothesis was that the paper towel would absorb the liquid, but the liquid would determine the durability of the paper towel. For example, the water should affect the paper towel more so as it would spread quicker than a thicker liquids.

Materials:

• Paper Towel (brand unknown) – cut into four equal portions
• 50 mL Water
• 5 mL Cooking oil
• 5 mL Pine-o Clean disinfectant
• 5 mL White Vinegar
• Food colouring
• 4 x dropper bottles

Safety Precautions/Considerations:

• Care with food colouring to avoid stains
• Normal safety considerations with allergies to food products

Process/Procedure/Method:

1. Pick one brand of paper towel, cut it into four even squares.
2. Pour each liquid into a separate dropper bottle.
3. Add three drops of food colouring to each liquid, use different colours for all four so you can tell which liquid is which.
4. Using the dropper bottles, pour four drops of an individual liquid onto the centre of one square of paper towel. 
5. Repeat this for each liquid on a new piece of paper towel.
6. Test the durability of every paper towel by pulling each side firmly.

 

Diagram/s:

Results:

The results were very inconclusive as the investigation could not be carried out fairly. After putting the liquids on the paper towel, it was discovered that the method of testing the durability was not effective or practical. Simply stretching/pulling the paper towel was am inaccurate way to test the durability as it could not be done the same every time, even with the same group member doing the "testing."

Analysis/Discussion: 
This investigation was very unsuccessful in the sense of achieving the aim. However, the investigation showed that not a lot of thought went into determining which liquid would affect the durability of an unknown brand of paper towel. A possible solution to this with a very similar test could have been to investigate the absorbency of a particular brand of paper towel judging by the amount of each liquid it consumed. However, this too would not determine the best paper towel as it is only affected by a certain liquid and not the effectiveness of the paper towel as a whole. To avoid this situation in the future, further plans and thought could go into the entire investigation rather than just simply thinking on the spot and as you go.