run: maths and science digital classroom - brochure (p.1-35)

REGIONAL UNIVERSITIES NETWORK MATHS AND SCIENCE DIGITAL CLASSROOM

2 RUN MATHS & SCIENCE DIGITAL CLASSROOM

DR CAROLINE PERKINSExecutive Director, Regional Universities Network

The Regional Universities Network (RUN) Maths &

Science Digital Classroom Project is playing a key role

in engaging school students in regional Australia in the

study of maths and science and enhancing the teaching

of the subjects. Understanding maths and science is

crucial for a range of careers important to regional

Australia – for example health, engineering, teaching,

and business. Schools in regional Australia struggle to

maintain equivalent educational standards in maths and

science as compared to those in metropolitan areas.

Through this project, RUN’s six regionally headquartered

universities: CQUniversity, Federation University Australia,

Southern Cross University, University of New England,

University of Southern Queensland, and University of

the Sunshine Coast, along with our project partners

the Commonwealth Scientific and Industrial Research

Organisation, the Primary Industry Centre for Science

Education, and the Australian Mathematical Sciences

Institute, are capturing the imagination of students

through exciting and relevant case studies, for example in

astronomy and environmental science. We are providing

support to teachers so that they can better encourage

and help students in the study of maths and science. We

hope that the project will make a difference to regional

Australian students and teachers for the benefit of the

nation as a whole.

O P E N I N G C O M M E N T S

RUN MATHS & SCIENCE DIGITAL CLASSROOM 3

PROFESSOR JAN THOMASVice-Chancellor, University of Southern Queensland

This project has developed new ways to bring maths

and science teaching into rural and regional classrooms.

As a leader in online and flexible delivery of study

materials, USQ is well placed to provide expert leadership

in the management, coordination and facilitation of

these virtual classrooms. This welcomed initiative

will help overcome barriers impacting on maths and

science education in rural, regional and remote Australia.

I look forward to seeing the results of this project which

will encourage students to engage with maths and

science in ways that will help them to develop a greater

appreciation, understanding and interest in these specific

discipline areas.


O V E R V I E W of the P R O J E C T


FEDERALLY FUNDED PROJECT

This project has been funded through the Australian

Maths and Science Partnerships Program (AMSPP),

administered by the Federal Government Department

of Education. The AMSPP is aimed at improving student

engagement in maths and science courses at university

and schools, through innovative partnerships between

universities, schools and other relevant organisations.

PROJECT PARTNERSThe Regional Universities Network (RUN) is a network of

six universities with headquarters in regional Australia that

have a shared commitment to playing a transformative

role in their regions. Through their educational and

research contributions to regional economic, social,

cultural and environmental development, the RUN

member universities play an important and distinctive role

in advancing Australia’s national prosperity, productivity

and identity. The Network was established in October

2011. The foundation members are CQUniversity,

Federation University Australia (previously University of

Ballarat), Southern Cross University, University of New

England, University of Southern Queensland and the

University of the Sunshine Coast.

The members of the Regional Universities Network

work in collaboration to pursue three key objectives:

• To provide policy advice to government, particularly

with regard to tertiary education and regional

development;

• To strengthen and promote the contributions

of regional universities to regional and national

development; and

• To build institutional capacity and sustainability through

the sharing of best practice in educational delivery,

training, research and organisational management,

particularly with reference to regional contexts.

PROJECT PARTNERS

Regional Universities Network

• CQUniversity

• Federation University Australia

• Southern Cross University

• University of New England

• University of Southern Queensland

• University of the Sunshine Coast

Australian Mathematical Sciences Institute (AMSI)

Commonwealth Scientific and Industrial Research Organisation (CSIRO)

Primary Industry Centre for Science Education (PICSE)

AIM OF THE PROJECTThe RUN Maths & Science Digital Classroom Project aims

to deliver high quality, engaging, and inspiring learning

experiences for students and teachers in maths and

science. The project utilises the connectivity enabled

through digital environments to establish contact

and networks with the various project partners, their

colleagues and the student mathematicians and scientists

of the future. The Digital Classroom provides access to

expert knowledge in the maths and science disciplines

for teachers and students in rural and peri-urban areas in

Queensland, New South Wales and Victoria.


Young people considering a career in maths and

science will be fascinated by the Digital Classroom.

The virtual space is designed to inspire young minds

to the endless possibilities offered by a career as a

scientist or mathematician. Via the Digital Classroom,

Year 9 & 10 students will be able to explore the universe,

swim with the whales, discover more about the human

body, get involved with climate change, track Bessie

the cow and make their own cheese! The opportunities

and resources are endless and are available online or,

if internet access is a challenge, as stand-alone resources.

Internationally recognised scientists and mathematicians

based in regional universities around Australia share

their enthusiasm and experience with schools nationally

through the Digital Classroom and love to answer

questions puzzling curious minds.

For teachers, the Digital Classroom provides access

to high quality learning resources designed to inspire

and challenge Year 9 and 10 students across a range

of science and maths curriculum areas. Created by

the universities in the Regional Universities Network,

the resources available through the Digital Classroom

are designed with links to the Australian Curriculum

and provide access to a range of activities and learning

sessions. Video clips, activities and challenges are

all available to support other learning activities in

the classroom.

The Digital Classroom is a learning management

system which is supported by open-source Moodle.

This is a great opportunity to join a community of

schools from around Australia and overseas who

are excited about maths and science. Resources

currently available through the Digital Classroom are:

CQUniversity

Visualising the Human Body

Federation University Australia

Time Tracking through Climate Change

Southern Cross University

Humpback Whales, Elements and

Water across the Richmond Catchment

University of New England

The Science and Mathematics of Smart Farming

University of Southern Queensland

Spaceship Earth

University of the Sunshine Coast

It’s all about the Chemistry!

W H AT I S T H E D I G I TA L C L A S S R O O M ?

V I S U A L I S I N G T H E H U M A N B O D YCQUNIVERS ITY


MULT I -CELLULAR ORGANISMS RELY ON COORD INATED

AND INTERDEPENDENT INTERNAL SYSTEMS TO

RESPOND TO CHANGES TO THE IR ENV IRONMENT

V I S U A L I S I N G T H E H U M A N B O D YCQUNIVERS ITY

This course will extend students’ knowledge, application

and use of terms relating to human anatomy. It consists

of three short topics that can be used individually and

in any order to support or extend the Year 9 Australian

Curriculum – in particular the content descriptor:

“Multi-cellular organisms rely on coordinated and

interdependent internal systems to respond to changes

to their environment”.

Each topic is supported by a short introductory video and

online, interactive, and/or class-based activities. Hands-on

practical investigations are also an important part of this

course.

Students will gain an understanding of how knowledge

of human anatomy is useful in careers including

radiography and sonography. Students’ knowledge,

understanding and scientific literacy will be extended

through the use of authentic medical reports where

students are asked to interpret findings and identify

key anatomical structures and regions.

LEARNING OUTCOMESStudents will be able to:

• Use models and simulations to demonstrate an

understanding of human body systems.

• Identify the anatomical positions, landmarks, regions

and directions as used by medical professionals.

• Develop skills in the use of appropriate scientific

language (scientific literacy) to describe various regions

of the body.

CURRICULUM LINKS – ACARA

ACSSU175 – SCIENCE UNDERSTANDING

Multi-cellular organisms rely on coordinated and

interdependent internal systems to respond to

changes to their environment.

Elaborations • describing how the requirements for life (for example

oxygen, nutrients, water and removal of waste) are

provided through the coordinated function of body

systems such as the respiratory, circulatory, digestive,

nervous and excretory systems

• explaining how body systems work together to

maintain a functioning body using models, flow

diagrams or simulations

ACSIS164 – SCIENCE INQUIRY SKILLS

Formulate questions or hypotheses that can

be investigated scientifically.

ACSIS170 – SCIENCE INQUIRY SKILLS

Use knowledge of scientific concepts to draw

conclusions that are consistent with evidence.

ACSHE161 – SCIENCE AS A HUMAN ENDEAVOUR

Advances in science and emerging sciences and

technologies can significantly affect people’s lives,

including generating new career opportunities.


TOPICS

TOPIC 1 – GEOGRAPHY OF THE HUMAN BODY

Geography of the Human Body enables students to

increase their understanding of the language used to

discuss the anatomy of the body. This topic will increase

the scientific literacy of students and enable them to

better understand medical terms that they may hear

in the media or in relation to their own health. It is

suggested that students begin with this topic so that

they are well equipped to complete the next two topics.

When completing activities in the topic, it is suggested

that students work collaboratively to assist each other

to understand the language and to develop skills in

teamwork. The resources and activities within this topic

do not need to be completed in any order but the

Anatomical Position Page should be studied first as it is

referred to in subsequent activities.

TOPIC 2 – RADIATION IS GOOD FOR YOU

Sometimes when we think about radiation we think of

the dangerous effects radioactive materials can have on

the human body. In this topic, students will look at how

we can use radiation in a positive way to diagnose illness.

Students will be introduced to X-ray and CT technology.

They will examine safety requirements for working

with radiation and will gain an understanding of the

radiography profession.

TOPIC 3 – ULTRASOUND: BABIES AND MORE

Students will watch a video of an abdominal ultrasound.

The sonographer explains the technology underpinning

ultrasound scanning, likening it to swimming through a

pool. Students will then investigate the transmission of

sound through different media with a hands-on activity.

During an interview, sonographers discuss the range of

their work and the study and qualifications required.

RESOURCES

TOPIC 1 – GEOGRAPHY OF THE HUMAN BODY

Introduction – Video: Cyril goes to hospital

(MASK-ED™, KRS simulation)

Anatomical Position

• Video: Anatomical positions

• PowerPoint slides

• Draw: Trace body outline

• Activity: Take photographs

• Quiz

Anatomical Direction

• Video: Anatomical directions

• Activity: Drawing

• Tutorial

Anatomical Dissections

• Video: Anatomical dissections

• Activity: Dissect a banana

• Draw: Sectional planes of body organs

• Look: Pictures of sections through the body

Anatomical Regions

• Video: Anatomical regions


• Activity: Identifying organ location

• Draw: Body organs

• Investigation: Digestive system


Anatomical Movements

• Video: Anatomical movements


• Activity: Research

• Tutorial

Anatomical Landmarks

• Quiz

• Tutorial: online interactive

• Draw: Landmarks

• Quiz: Online drag and drop

• Video: Hints for learning complex terms

TOPIC 2 – RADIATION IS GOOD FOR YOU

Introduction – Video: Cyril has an X-Ray MASK-ED™

(MASK-ED™, KRS simulation) and Video Cyril

has a CT Scan (MASK-ED™, KRS simulation)

• Quiz

• Activity: Worksheet

• Audio: Read or listen to extracts from

Jim Styne’s autobiography

• Watch: Interview with a radiographer

TOPIC 3 – ULTRASOUND: BABIES AND MORE

Introduction – Video: Cyril has an ultrasound

(MASK-ED™, KRS simulation)

• Investigation: Examine how sound travels

• Watch: Interview with a sonographer

T I M E - T R E K K I N G T H R O U G H C L I M AT E C H A N G E

FEDERAT ION UNIVERS ITY AUSTRAL IA


T I M E - T R E K K I N G T H R O U G H C L I M AT E C H A N G E

FEDERAT ION UNIVERS ITY AUSTRAL IA

Students will come to understand some of the scientific

evidence of climate change. They can use this knowledge

to engage in informed discussion about potential human

impact on future climate systems and ways that we can

modify our behaviours to make a difference for

the future.

TOPICS

Our online course has four ‘time-slice’ topics:

1. Time-Trekking through Climate Change:

A welcome and introduction

2. PAST: A journey through Australia’s climate

3. PRESENT: Our climate is changing

4. FUTURE: How can we make a difference?

CURRICULUM REFERENCEOur activities and resources have been designed

with reference to content strands of the Australian

Curriculum and in particular to the cross-curricular

priority of Sustainability.

Science Understanding Science as a human Endeavour

Science Inquiry Numbers and Algebra Statistics and Probability

YEAR 9 YEAR 10 YEAR 9 YEAR 10 YEAR 9 YEAR 10 YEAR 9 YEAR 10

ACSSU176 ACSSU187 ACSHE157 ACSHE191 ACSIS164 ACSIS198 ACMNA208 ACMNA237

ACSSU178 ACSSU189 ACSHE158 ACSHE192 ACSIS165 ACSIS199 ACMSP228

ACSSU179 ACSHE160 ACSHE194 ACSIS166 ACSIS200 ACMSP283

ACSSU180 ACSHE228 ACSHE195 ACSIS169 ACSIS203

ACSHE230 ACSIS170 ACSIS204

ACSIS171 ACSIS205

ACSIS172 ACSIS206

ACSIS174 ACSIS208

STUDENTS EXPLORE AUSTRAL IA’S PAST,

PRESENT AND FUTURE CL IMATE THROUGH

THE WORK OF FEDERAT ION UN IVERS ITY ’S SC IENT ISTS

AND MATHEMAT IC IANS AND RESOURCES FROM THE

CS IRO AND AUSTRAL IAN BUREAU OF METEOROLOGY


PRESENTERSA number of Federation University scientists and

mathematicians have assisted in the behind the

scenes development of this course but the ones

you will see on camera in this initial stage are:

DR JESSICA REEVES (LECTURER IN ENVIRONMENTAL MANAGEMENT)

Dr Jess is interested in all things environmental and

how we can work towards better management for

a sustainable future. Her research particularly focuses

on using aquatic invertebrates to interpret environmental

change.

DR TARA DRAPER (LECTURER IN ENVIRONMENTAL MANAGEMENT)

Dr Tara is interested in all things ecological, how plants

and animals interact and survive in their environments

and the influence of humans on these systems. Her

research interests are primarily focused on small

mammal ecology.

MS LYDIA KINGHORN (HONOURS STUDENT FOOD SCIENCES)

Lydia is researching ways to determine when wine

grapes are at their optimum for producing quality

wines and is interested in the influence climate change

will have on the wine industry. She also assists with

Fed Uni undergraduate chemistry practicals.


RESOURCES

TOPIC 1: TIME-TREKKING THROUGH CLIMATE CHANGE

• Welcome and introductory video with

Dr Tara (9 mins)

• Glossary of key terms

• Additional optional video content (3–7 mins)

TOPIC 2: PAST: A JOURNEY THROUGH AUSTRALIA’S CLIMATE

• Activity: Travelling back through climate history

• Activity: What can groovy microscopic animals tell us

about Sea Level and Climate Change? With Dr Jess

• This includes a presentation, a matching quiz and an

activity based on Dr Jess’ Lake Murtnaghurt samples.

TOPIC 3: PRESENT: OUR CLIMATE IS CHANGING

So what is the big deal about Greenhouse gases?

• Activity: Investigating greenhouse gases using

data from the CSIRO Cape Grim Research station

• This has an associated video from the CSIRO

(6 mins)

• Activity: Investigating Climate change at a local scale.

This activity uses local climate data from the Bureau of

Meteorology.

• Activity: Debate: Natural versus Man-made

climate change!

• Activity: Investigates the influence of CO2 on

‘heating the earth’ and ‘ocean acidification’

• Two videos accompany this practical

experiment (8 mins)

• Additional video content that is optional but

directly supports student learning for the various

activities in this module (40 mins in total)

TOPIC 4: FUTURE: HOW CAN WE MAKE A DIFFERENCE?

• Activity: Calculating your Individual ecological footprint

• Video: Dr Jess’ Ten Commandments of

living sustainably (3 mins)

• Assignment: Changing consumer behaviour

HUMPBACK WHALES, ELEMENTS & WATER ACROSS THE RICHMOND CATCHMENT

SOUTHERN CROSS UNIVERS ITY


SOUTHERN CROSS UN IVERS ITY OFFERS

THREE TOP ICS FOCUSSED ON HUMPBACK

WHALES , E LEMENTS AND WATER

ACROSS THE R ICHMOND CATCHMENT

HUMPBACK WHALES, ELEMENTS & WATER ACROSS THE RICHMOND CATCHMENT

SOUTHERN CROSS UNIVERS ITY

Southern Cross University (SCU) offers three topics

focussed on humpback whales, elements and water

across the Richmond catchment. These topics outlined

below were developed in conjunction with teachers

from six schools in the Lismore region, lying in the

SCU educational footprint: Richmond River High School,

Lismore High School, Alstonville High School, Kadina

High School, St Mary’s Catholic College Casino and

Trinity Catholic College Lismore.

TOPICS

TOPIC 1: HOW FAST DO HUMPBACK WHALES TRAVEL UP THE EAST COAST OF AUSTRALIA?

This topic investigates patterns on whale flukes (tails)

that are used to identify individual humpback whales

as they travel up the east coast of Australia. Students

have an opportunity to become ‘citizen scientists’ on

this project.

TOPIC 2: WHEN I AM NOT SURFING I DO RESEARCH ON ELEMENTS.

This topic investigates research being done at

Southern Cross University on the elements Carbon,

Barium, Nitrogen and Iron.

TOPIC 3: GOING WITH THE FLOW? WATER ACROSS THE RICHMOND CATCHMENT?

This topic investigates research being done at

Southern Cross University on human and other

interaction that affects water flow and water

quality in the Richmond River catchment.

CURRICULUM REFERENCES:ACSIS169 – Year 9 Science Inquiry Skills/Processing

and analysing data and information

ACSIS170 – Year 9 Science Inquiry Skills/Processing






ACSHE160 – Year 9 Science as Human Endeavour/

Use and influence of science







ACSSU177 – Year 9 Science Understanding/

Chemical sciences


Chemical sciences

PRESENTERS

MS PETA BEEMAN

Peta is a Master of Science (MSc) candidate at Southern

Cross University. She has seven years experience in

humpback whale photo-identification studies. Peta

participated in the development and testing of the

Fluke Matcher software. In 2008 she established the

East Coast Whale Watch Catalogue, a citizen science

research project for her MSc, which has already collated

data on over 800 humpback whales and encouraged

strong public engagement in Northern New South Wales

and South East Queensland.

DR RENAUD JOANNES-BOYAU

Renaud’s research interests include: development

of dating techniques; enhancing methodology and

protocols and accuracy of ESR and U-series methods.

They also include the application of geochemistry

and geochronology techniques to archaeological and

paleoenvironmental sciences, such as the effect of

past, present and future climate changes on landscape

evolution and populations; investigating the mobilisation,

incorporation and migration of isotopes and radionuclides

into animal, shells, corals and human remains; and

radiation impact on crystal structure and ESR signal

for dose reconstruction (retrospective dosimetry and

geochronology).


PROFESSOR ANDREW ROSE

At the broadest level, Andrew’s interest is in investigating

the interface between organisms and their geochemical

environment from a mechanistic chemical perspective.

He is specifically interested in further understanding:

Iron (bio)geochemistry in aquatic systems; Calcium

carbonate precipitation and dissolution reactions in

the oceans; chemistry of reactive oxygen species and

free radicals in aquatic systems; general mechanisms

of redox, complexation, precipitation and dissolution

reactions in aquatic systems; impacts of human activities

on the (bio)geochemistry of environmental systems;

and, numerical modelling of (bio)geochemical

phenomena.

ASSOCIATE PROFESSOR ANJA SCHEFFERS

During her studies of Physical Geography and by

a series of accidental turns Anja became fascinated with

the investigation of how coastal environments have

changed in the past. She is particularly interested in

processes that shape and modify coastal landscapes over

a variety of length and time scales and the coupling and

feedback between such processes, their rates, and their

relative roles, especially in the contexts of variation in

climatic and tectonic influences and in light of changes

due to human impact: understanding past and modern

marine physical natural hazards such as tsunamis

and storms; the development of long-term records of

tsunamis/cyclones from geological and biological proxy

evidence as well as historical documentary records;

exploring linkages between Late Quaternary climate and

landscape change focusing on past sea level and response

of coastal ecosystems, particularly coral reefs; Quaternary

geochronology based on ESR and U-series dating and

multi-proxy study of corals; Palaeoclimatology; and,

Geomythology (pairs geological evidence of catastrophic

events and reports of such events encoded into the

mythological lexicon of ancient societies).

DR DIRK ERLER

Dirk’s research focusses on the use of isotope

geochemistry to understand past and present coastal

processes, and the influence of human activity on

these processes. There are a number of themes to

this research: the use of radio and stable isotopes in the

study of the hydrology and geochemical transformation

of metabolites; understanding Nitrogen cycling in coastal

environments; understanding the pathways and fluxes

of greenhouse gases in tropical environments; unlocking

the history of oceanic Nitrogen cycling; and, evaluating

the effectiveness of on-site effluent treatment systems

in tropical developing countries.

DR AMANDA REICHELT-BRUSHETT

Amanda is a senior lecturer and has published in

many scientific journals, presented her research

findings at national and international conferences

and co-authored a book chapter. She has 20 years

experience in investigating human impacts on the

environment. Her research focus is based on enhancing

our understanding of the sources, fate and consequences

of contaminants in our environment and includes several

sub-themes: ecotoxicology, bioindicators and holistic

risk assessment approaches; sediment and water quality

assessment and management; benthic community

assessment; and, sustainable practice, rehabilitation

and restoration. She has developed early life stage

toxicity tests for corals and is currently working on

developing toxicity tests for other tropical marine

species, for which very few test methods are available.

She has acted as advisor to landholder groups in

Papua New Guinea by providing expertise in the

assessment of the potential impacts of deep sea

mine tailings disposal in coastal regions of Papua

New Guinea.


ASSOCIATE PROFESSOR CAROLINE SULLIVAN

Caroline is an ecological and environmental economist

specialising in water management and policy, climate

adaptation and valuation of ecosystem services. Prior

to joining the academic staff at SCU, she worked as a

Distinguished Research Fellow at the Oxford University

School of Geography and the Environment, where she

was based for 2 years, after working for eight years as the

Head of Water Policy and Management at the Centre for

Ecology and Hydrology, Wallingford, UK. She has worked

in developing countries for over 25 years, both in research

and teaching, and has been engaged in the fields of

water research, economic development, poverty and the

MDGs, and environmental management for sustainable

development. She is a member of the Science Council

for the Washington-based Global Adaptation Institute,

and for 5 years has been a member of the scientific

committee of the international Freshwater Crosscutting

Network of DIVERSITAS (ICSU). Her main current research

interests are in improving water management for both

humans and ecosystems. In addition to Integrated

Water Resources Management (IWRM), on which she

has worked extensively for several years, she has done

considerable work on the development of integrated

indices, most notably the Water Poverty Index and the

Climate Vulnerability Index. She has also worked for

many years on wetlands, ecosystem values and services,

tourism and forestry, non timber forest products, water

economics, transboundary water management, and

adaptation to climate change.

RESOURCES

How fast do humpback whales travel up the east coast of Australia?

Introductory video and supplementary resources

include a collection of images of whale tail flukes,

lesson outlines and supplementary data.

When I am not surfing I do research on elements.


include a Prezzi sample summary and four separate

10-minute videos about each of the four elements.

Going with the flow? Water across the Richmond catchment?


include four separate 10-minute videos about each

of the issues introduced in the signature video.

T H E S C I E N C E A N D M AT H E M AT I C S O F S M A R T FA R M I N G

THE UNIVERS ITY OF NEW ENGLAND


‘ THE SC IENCE AND MATHEMAT ICS OF SMART

FARMING’ PRESENTS TWO D I F FERENT CONTEXTS

RELATED TO THE TECHN IQUES BE ING USED ON

THE UN IVERS ITY OF NEW ENGLAND SMART FARM

T H E S C I E N C E A N D M AT H E M AT I C S O F S M A R T FA R M I N G

THE UNIVERS ITY OF NEW ENGLAND

‘The Science and Mathematics of SMART Farming’

presents two different contexts related to the techniques

being used on the University of New England SMART

(sustainable, manageable and accessible rural

technologies) Farm. The first presents the mathematics

involved in the use of remote tracking technologies to

manage stock, while the second looks at the science

involved in the use of satellites to provide information

in relation to the health of pastures.

TOPICS

TOPIC 1: WHY SMART FARMING?

The first topic examines two principle factors that

drive the requirement to improve the outputs from

the available farmland, our changing climate and

an ever increasing population.

TOPIC 2: WHERE IS BESSIE THE COW?

Topic 2 presents the current innovations being used

to track the movement of livestock using technology.

The focus of the study is the mathematics involved in

the location of a single sheep standing in a paddock.

TOPIC 3: PASTURES FROM SPACE

This topic presents the science and technology being

used to provide important information to the farmer

so that he/she is able to make decisions in relation to

the use of pasture for grazing based on reliable data

provided by satellite.


CURRICULUM REFERENCESNSW K-10 science syllabus outcomes targeted

SC5-2VA: Shows a willingness to engage in finding

solutions to science-related personal, social and global

issues, including shaping sustainable futures

SC5-3VA: Demonstrates confidence in making reasoned,

evidence-based decisions about the current and future

use and influence of science and technology, including

ethical considerations

SC4-5WS: Collaboratively and individually produces

a plan to investigate questions and problems

SC4-7WS: Processes and analyses data from a first-hand

investigation and secondary sources to identify trends,

patterns and relationships, and draw conclusions

SC4-9WS: Presents science ideas, findings and

information to a given audience using appropriate

scientific language, text types and representations

SC5-7WS: Processes, analyses and evaluates data

from first-hand investigations and secondary sources

to develop evidence-based arguments and conclusions

SC4-13ES: Explains how advances in scientific

understanding of processes that occur within and

on the Earth, influence the choices people make

about resource use and management

SC5-13ES: Explains how scientific knowledge about

global patterns of geological activity and interactions

involving global systems can be used to inform decision

related to contemporary issues

SC5-14LW: Analyses interactions between components

and processes within biological systems

NSW K-10 mathematics syllabus outcomes targeted

MA4-1WM: Communicates and connects mathematical

ideas using appropriate terminology, diagrams and

symbols

MA5.1-1WM: Uses appropriate terminology,

diagrams and symbols in mathematical contexts

MA4-2WM: Applies appropriate mathematical techniques

to solve problems

MA5.1-3WM: Provides reasoning to support

conclusions that are appropriate to the context

MA4-5NA: Operates with fractions,

decimals and percentages

MA4-7NA: Operates with ratios and rates,

and explores their graphical representation

MA4-10NA: Uses algebraic techniques to

solve simple linear and quadratic equations


PRESENTERS

PROFESSOR DAVID LAMB

David’s research interests include applied optics and

precision agriculture. His applied optics work covers

the development and application of optical sensors,

including optical fibre sensors for environmental,

chemical, physical and biophysical sensing. Precision

agriculture is concerned with measuring and managing

within-field spatial variability in biophysical attributes

in agricultural fields to optimise production. He has

been working in the area of precision agriculture since

the early nineties, initially building and testing a number

of airborne imaging systems for agricultural applications

and now extends his work to cover proximal (nearby)

optical and electromagnetic sensors (for example active

optical plant canopy sensors and electromagnetic

induction soil sensors). David currently leads the University

of New England’s SMART Farm project (www.une.edu.au/

smartfarm) and the Precision Agriculture Research Group

(UNE-PARG www.une.edu.au/parg); a group engaged in

development and application of new technologies and

processes in support of precision agriculture.

DR MARK TROTTER

Mark is a Research Lecturer in Precision Agriculture

within the School of Science and Technology at the

University of New England (UNE). He is a leading member

of the UNE Precision Agriculture Research Group and

CRC for Spatial Information. Mark’s research interests

focus on spatio-temporal variability in agricultural systems

and the development of sensors and management

techniques that enable producers to increase production

and efficiency in the face of variation found in animals,

plants and landscapes.

Mark has extensive experience in the application

of autonomous spatial livestock monitoring systems

having developed the UNEtracker GPS device. He has

undertaken research in a number of fields including

spatial monitoring of livestock in relation to landscape

utilisation, behavioural modelling, shelter utilisation

and disease detection. He also has experience in the

development and application of remote and proximal

biomass sensing devices with specific experience in

the application of Active Optical Sensors to monitor

pastures and grasslands.

RESOURCES

INTRODUCTION TO THE SMART FARM

• Video (Mark) – 3 minute video

TOPIC 1: WHY SMART FARMING?

• Introduction

• Is the weather changing? webquest

• Overpopulation webquest

• SMART Farming webquest

• SMART Farming at UNE

TOPIC 2: WHERE IS BESSIE THE COW?

• Livestock tracking

• Bessie the cow goes walkabout

• Using the UNE Tracker

TOPIC 3: PASTURES FROM SPACE

• Lesson 1 – Using the public access

Pastures from Space web interface

• Lesson 2 – Using the Pasture Watch

paddock scale program

GLOSSARY OF SMART FARMING TERMS


S PA C E S H I P E A R T HUNIVERS ITY OF SOUTHERN QUEENSLAND


S PA C E S H I P E A R T HUNIVERS ITY OF SOUTHERN QUEENSLAND

‘ SPACESH IP EARTH’ EXPLORES FOUR ASPECTS OF THE

KNOWN UN IVERSE AND INVEST IGATES THE DYNAMICS

AND CHARACTER IST ICS OF THE STARS AND PLANETS

THAT CAN BE FOUND IN THE MILKY WAY

‘Spaceship Earth’ explores four aspects of the known

universe and investigates the dynamics and characteristics

of the stars and planets that can be found in the Milky

Way. This course aims to help participants understand

our planet’s place in the immensity of space, and its

formation and evolution over long timescales.

TOPICS

TOPIC 1 – A UNIVERSE OF GALAXIES

The universe is vast, ancient, filled with different

galaxies, and we’re inside a galaxy called the Milky Way.

TOPIC 2 – THE SUN AND OTHER STARS

This topic shows us that we orbit a star called the

Sun, that stars are distant Suns, that the Sun and stars

have formed from dusty gas clouds, and that stars

make new atoms as they generate energy.

TOPIC 3 – THE SOLAR SYSTEM PLANETS

Topic 3 explains that Earth is one of eight planets

rotating and orbiting the Sun, and the dynamic

nature of Earth’s surface, interior and atmosphere.

TOPIC 4 – OBSERVING SPACE FROM EARTH

This topic shows astronomy as an observational

science that just about anyone can do with or

without a telescope.

CURRICULUM REFERENCES

ACMMG223 – Year 9 Measurement & Geometry/

Pythagoras & Trigonometry

ACMMG219 – Year 9 Measurement & Geometry/

Using units of measure

ACMNA208 – Year 9 Number & Algebra/Real Numbers

ACSIS206 – Year 10 Science Inquiry Skills/Evaluating


Earth & Space Sciences






PRESENTERS

ASSOCIATE PROFESSOR BRAD CARTER

Brad teaches and conducts research in physics and

astronomy at the University of Southern Queensland

(USQ). His current research focus is on stellar astronomy

and planetary systems, and he is working on the use

of robotic and remote-access telescopes to support the

education and research training of distance education

students. Brad is the scientist responsible for USQ’s Mt

Kent Observatory and has served on various national and

international committees, as well as being a past Chair

of the Queensland Branch of the Australian Institute

of Physics.

VICE-CHANCELLOR’S SENIOR FELLOW DR JONTI HORNER

Jonti is an astronomer and astrobiologist who currently

works in the Computational Engineering and Science

Research Centre at the University of Southern

Queensland, in Toowoomba, Australia. His main

research interests include the search for planets orbiting

other stars (exoplanets), the formation and evolution

of our Solar System, and the nature of habitability –

what factors come together to make a given planet

(like the Earth) more or less suitable for the development

and survival of life. Jonti loves introducing and explaining

the many beautiful sights in the night sky to anyone

who’s interested.

BELINDA NICHOLSON

Belinda is an astronomy PhD student at the University

of Southern Queensland studying stellar magnetic

fields, stellar winds and exoplanets. She has previously

completed a Master of Science (Physics) at the University

of Melbourne researching the elliptical galaxies, followed

by an internship at Swinburne University of Technology

researching galaxy mergers. When she hasn’t got

her head in the stars, Belinda spends her spare

time cheerleading with Olympus Cheer, or riding

her bicycle places.


RESOURCES

TOPIC 1: A UNIVERSE OF GALAXIES

Interview with Belinda Nicholson – video series

• Why I became an astronomer

• Why do you like working with students?

• What are three skills an astronomer needs?

Teaching and Learning Resources

• Video 1 – The Universe (9 mins)

• PowerPoint Presentation – The Universe

• Video 2 – Galaxies (8 mins)

• PowerPoint Presentation – Galaxies

Citizen Science Project

• Galaxy Zoo

TOPIC 2: THE SUN AND OTHER STARS

Interview with Brad Carter – video series





• Video 1 – The Sun (9 mins)

• PowerPoint Presentation – The Sun

• Video 2 – The Stars (14 mins)

• PowerPoint Presentation – The Stars


• Sunspotter

TOPIC 3: THE SOLAR SYSTEM PLANETS

Interview with Jonti Horner – video series





• Video 1 – Planets and other Debris (17 mins)

• PowerPoint Presentation – Planets and other Debris

• Video 2 – Giant Collisions (15 mins)

• Video 3 – It isn’t all ancient history (22 mins)

• PowerPoint Presentation – It isn’t all ancient history


• Planet Four

TOPIC 4: OBSERVING SPACE FROM EARTH

Video 1 – Mt Kent USQ Observatory (5 mins)

PowerPoint Presentation – Remote Observing

Activities

• How to request observations of astronomical

bodies – activity sheet

• Observational astronomy using the telescopes

of the Shared Skies Partnership, a collaboration

between the University of Southern Queensland

and the University of Louisville – online activities

I T ’ S A L L A B O U T T H E C H E M I S T RY !UNIVERS ITY OF THE SUNSHINE COAST


TWO LABORATORY ADVENTURES HELP

DEVELOP TECHN ICAL SK I L LS AND NURTURE

THE WAY WE TH INK ABOUT CHANGE

I T ’ S A L L A B O U T T H E C H E M I S T RY !UNIVERS ITY OF THE SUNSHINE COAST

Two laboratory adventures help develop technical skills

and nurture the way we think about change. The first

is built around the chemical reactions involved in the

making of cheese, and the second concerns the

chemical reactions taking place in a changing climate.

TOPICS

TOPIC 1 – THE CHEMISTRY OF CHEESE-MAKING

Science with real bite! Students are invited to work

through the process of turning milk into cheese.

TOPIC 2 – THE CHEMISTRY OF CLIMATE CHANGE

In this module students work through a series of

experiments that model the chemical reactions

happening in the changing climate.

PRESENTER – DR SARAH WINDSORSarah teaches in the undergraduate program at the

University of the Sunshine Coast and is very involved

in the way science is presented to new thinkers.

“As an analytical chemist my most recent research has

been connected to nutrient processing of beach sand

in salt water; the active ingredients in insect repellents;

and bioactives present in honeys.” … “I like pretty much

anything to do with Maths and Science. Anytime of

the day is a great time to discuss Maths and Science,

especially at the dinner table – there are just so many

wonderful insights into the world around you that you

can share with all your family and friends.” … “I studied

English, Maths B, Maths C, Chemistry, Physics and Music

in Years 11 and 12.”

RESOURCES Each topic has an overview which contains a

possible first lesson plan that can be easily adapted

to suit local conditions. Commercial quality video

clips have been produced which demonstrate the

care needed to complete the work safely, the equipment

to be used and the processes involved. Each clip has

been transcribed as a student resource for planning

and there are plans for follow-up activities which

connect the school students with the University.


In 2013 and 2014 The Australian Mathematical Sciences Institute (AMSI) participated in the Digital

Classroom project, offering face-to-face mathematics

engagement for schools in regional Queensland and

New South Wales. This support extended AMSI’s long

association with schools across Australia, offering

professional development, school visits and planning

and curriculum support.

The resources that AMSI brings to the Digital

Classroom include web-based materials available

via Calculate (Calculate.org.au).

Calculate is a teacher resource portal that showcases

AMSI’s teacher content modules and classroom

activities designed in one open access jumping-

off-point to which teachers can refer.

TEACHER PROFESS IONAL DEVELOPMENT PROGRAMS ON OFFER :

T H E A U S T R A L I A N M AT H E M AT I C A L S C I E N C E S I N S T I T U T E

Janine McIntosh

AMSI Schools Manager


TEACHER PROFESS IONAL DEVELOPMENT PROGRAMS ON OFFER :

P R I M A R Y I N D U S T R Y C E N T R E F O R S C I E N C E E D U C AT I O N

The Primary Industry Centre for Science Education

(PICSE), is a National Strategy of collaboration between

universities, their regional communities and local primary

industries, to attract students into tertiary science

and to increase the number of skilled professionals

in agribusiness and research institutions. PICSE is the

national infrastructure for a supply chain that provides

the next generation of researchers and industry scientists.

The Primary Industries targeted by PICSE are those which

focus on the sciences of agriculture, aquaculture, ecology,

horticulture, fisheries, water security, sustainability,

climate change and the environment.

THE OUTCOMES OF PICSE ARE TO:

• improve understanding amongst school students and

science teachers of the career opportunities available

in science-based primary industries;

• increase the number of students enrolling in tertiary

science courses who are planning a career in primary

industries and related research;

• enhance the quality and quantity of highly skilled

professionals available to the primary industry sector;

• promote science professionals to return to rural and

regional Australia following completion of their studies.

• work with schools, teachers and students

to encourage greater engagement in science

and to link schools with local industries;

• encourage students to use scientific enquiry

in their learning.

Kay Lembo

National Program Manager, PICSE


CORE PICSE ACTIVITIES

• Science-based class presentations by the Science Education

Officer (SEO) where students are exposed to cutting

edge scientific research and the exciting opportunities

for science graduates in their region, with examples

of the application of science in local primary industries.

• A two-day program of teacher professional

development for teachers in each Activity Centre, to

illustrate the connection between the science taught in

class and the science used locally in primary industries

and Research and Development organisations.

• Student scholarships to five-day industry science

induction camps for selected Year 10–12 students,

involving in-depth consideration of career and research

opportunities for science graduates. Postgraduate

students from local research institutions and scientists

working in local primary industries provide assistance

and input at these camps.

• A five day student industry placement for scholarship

students (in their vacation period) with a team of

scientists in specific local industries or research

organisations. At the end of the placement, students

provide a report to other students, the industry

mentors, University and parents.

• Production of science teaching resources that integrate

into pre-tertiary science curricula and use practical,

primary industry science examples. Each year different

themes are chosen, relating to different science

subjects and linked to industry applications.

• The running of a regional Science Investigation

Award event at each activity centre. Students

conduct their own science investigation and

present it at a culminating event.

• One week Internships for secondary science teachers

and Undergraduate Science students (in vacation

periods) with scientists in specific local industries

or research organisations. At the conclusion of the

placement, they produce a written report/resource to

demonstrate its value and relevance.

More information about PICSE and their activities

can be found at: www.picse.net

SCIENCE FOR GROWTH AWARDS

The Science for Growth Awards (SGA) provide a fantastic

opportunity for school students to showcase, improve

or refine their science skills by participating in real-life

science individually or in a team.

Students are asked to choose a scientific topic

that interests them, pose a hypothesis, carry out

experiments and work to answer their question

using scientific methodology.

The national roll-out of SGA is funded through the

Australian Science, Maths, Partnership Program (AMSPP)

Federal grant and managed by PICSE, with in-kind

support from DOW AgroSciences in the form of website

development and upgrades and is in addition to other

forms of financial and in-kind support from DOW

AgroSciences

In line with supporting regional and remote schools,

the online format associated with the SGA enables

student engagement, irrespective of geographical

location.

Students present their findings as a PowerPoint

poster (single slide), which is judged by scientists and

industry representatives who select winners based on:

• Use of the scientific method within the report

• Standard and relevance of the visual presentation,

using photographs, diagrams, graphs, YouTube clips

• Effectiveness of the written communication using

text, graphics, summaries of student reports

For more information go to the Science for Growth

Awards website: www.scienceforgrowthawards.com.au


Enrich your classroom experience – partner with

a scientist, mathematician or ICT professional!

Scientists and Mathematicians in Schools is a free

program that supports teachers (K-12) by linking them

with a volunteer scientist, mathematicians and ICT

professionals in an ongoing, professional partnership.

With no minimum time commitment and the ability

to tailor your partnership to suit you and your partner,

Scientists and Mathematicians in Schools is an amazing

opportunity for you to bring ‘real’ science, technology,

engineering and mathematics (STEM) into your classroom,

link with the STEM community and update your STEM

knowledge and skills.

Our scientists, mathematicians and ICT professionals

come from all areas of STEM endeavour and can support

you to develop your students’ critical thinking and

analytical skills, which form the foundation of scientific

inquiry, mathematical endeavour and computational

thinking. A volunteer scientist, mathematician or ICT

professional’s specialist expertise may also be useful

in addressing specific knowledge and understanding

outcomes.

There are over 1600 active Scientists and Mathematicians

in Schools partnerships around Australia, with teachers

and their students gaining direct access to some of

Australia’s top experts in their fields. With scientists,

mathematicians and ICT professionals sharing their

research expertise, technical knowledge and training,

a Scientists and Mathematicians in Schools partnership

is an invaluable add-in to science teaching practice.

Get involved today! Register your interest in being

partnered with a scientist, mathematician or ICT

professional here: www.scientistsinschools.edu.au/

teachers/registration.htm

For more information, contact:CSIRO Education and Outreach

E: [email protected]

P: 02 6276 6397

W: www.scientistsinschools.edu.au

C S I R O E D U C AT I O N A N D O U T R E A C H


The modules offered through the

digital classroom are designed to align with

the Year 9 and 10 maths and science content

strands of the Australian Curriculum. For more

information about which curriculum codes

apply to your State, please go to the project

website at: www.usq.edu.au/digital-classroom

A L I G N M E N T W I T H T H E A U S T R A L I A N C U R R I C U L U M

C O N TA C T

Want to find out more? Please contact the

RUN Maths and Science Digital Classroom:

[email protected]

USQ MEDIA SERVICES 14-906

run: maths and science digital classroom - brochure (p.1-35)

Education

science education

science teaching

environmental science

science courses

australian maths

study of maths

regional classrooms

regional australian