POSTERS

Interpretation of the theme: scientific concept

It is quite evident which teachers use TSTS as a learning outcome (culminating performance), having brainstormed ideas and discussed the concepts involved so that students have moved on to a deeper and wider understanding. This degree of teacher involvement is to be encouraged: “celebrating creative teaching and learning”

“Survival in Our Land” implied Australia, so reference to pandas, tigers etc was considered less worthy.

General “Pollution” or “Environmental degradation” themes were not considered highly unless strongly linked to survival of flora/fauna, to show relevance to the topic.

Posters which may have beautifully-portrayed endangered species, but did not relate why their survival was in question (eg. simply “protect the Koala”) were judged down as the relevance to the theme was not strong.

Presentation:

Care with printing of the slogan. Computer-generated lettering is fine, especially for young students.. Students should be encouraged to take great care with lettering as this often grabs the viewer’s attention first. Correct spelling in slogans is essential. Lettering should be large, bold and clear. Cut out lettering must be carefully stuck on.

A poster is NOT an essay. Keep written information to a minimum.

Bold, strong colors are best for maximum visual impact.

Sticking the poster to a contrasting backing-sheet gives added strength as well as highlight.

Use of color. If portraying eg. effects of fire on the survival of koalas, then a red or black koala can be graphically impressive, but pink or purple ones can be distracting from the message.

Use maximum size allowable (A2 ). Very small posters have lesser impact.

Some winning entries are reproduced on the next page.

CREATIVE WRITING

Acrostic Poems (each line starting with the first letter of theme eg. S U R V I V A L …can be visually and conceptually impressive, however each line should have a strong connection to the theme, which should develop through a series of connected images or ideas. Otherwise unconnected lines can appear trivial. **Proof-reading is essential**

Some interesting, different slants on the topic were taken (eg comparing our lifestyle to children in other countries, but these tended to be more sociological than scientific in their basis). This would have been more relevant to the topic if comparing, for example, a waterbird’s structure and lifestyle with that of a honeyeater.

A winning Upper Primary entry is reproduced on the next page. Note the impact due to repetition of style and form, but also note the amount of factual detail included, the strong images evoked by the words, and the clear message sustained throughout.

Impact is greatly enhanced by finishing with specific

reference back to the topic. Graphic decoration of the sheet can give extra impact too.

TSTS Research Investigations: Where do we start?

Many teachers devote a portion of classtime to an inquiry-based research project, reinforcing the process of “scientific method” and allowing students some free-rein to develop a personal interest to a greater depth.

The Research Investigations section of TSTS can be used as a “carrot” with a specific deadline for completion, and considerable reward through public acclaimation and a monetary prize. High achievement in TSTS is a worthwhile addition to any student’s CV.

This year, TSTS has been made all the more exciting and rewarding by the automatic entry of winning projects into the BHP Billiton (secondary level) and CSIRO (primary) national competitions, and the possibility of prizes up to $1500 and the ultimate prize of a trip to Albequerque USA!

Any science-based topic is acceptable, but certain topics are linked to specific-sponsor prizes. Highlighting these might well broaden the students’ interest and knowledge, and teachers would do well to encourage careful consideration of these areas.

Some suggestions and extra websites for Research Investigations (esp for Sponsor set topics!)..see other websites and details of these topics in TSTS Booklet or website

1. Forest Education Foundation www.forest-education.com

Excellent resources and project ideas. Consider eg. seedling growth in different seed-raising media, pH, temperature, amount of sunlight etc: seed viability: emasculating flowers to cross-pollinate with specific pollen…all require long-term work.

Short time projects could involve: comparison of quantity/diversity of plant species in different types/ages of forests ; mini-beasts in forest floor leaf litter: comparison of seed numbers from capsules of different eucalypt species. …….

2. Tasmanian Minerals Council www.tasminerals.com.au

Lots of teaching resources and information on Tas minerals, exploration, mining and refining (good game ideas too!): floatation separation of minerals: on-line links to many sites with activities, and some samples available through Education Centre Hobart.

3. Norske Skog Pulp and Paper Science www.cfr.ncsu.edu/wps/k12activities/lectures.htm great website with power point presentations on scientific and environmental issues with practicals on pulping,bleaching,papermaking, recycling,testing paper strength, calculating % lignin in pulp samples etc. Could be excellent Senior level investigation, or simple for primaries

4. Tamar Estuary Working Group http://www.parks.tas.gov.au/reserves/tamar/FaunaFlora.pdf Record numbers and types of birds along the Tamar. Do numbers vary morning/ evening? Observe behaviour of birds, nesting, feeding etc. Compare structures (eg feet, beaks etc) to diet, habitat etc

5. Riverside Lions, Imbros …Weeds, Environmental issues, water analysis www.dpiw.tas.gov.au/inter.nsf/Home/1?Open Blackberries, gorse: investigate water quality in your local creek: smoke pollution: introduced weeds: measure noise pollution

6. Hydro electricity, electric efficiency, electricity audit http://www.hydro.com.au/home/

Good info on power generation, solar power and wind power experiments

7. TEMCO wetlands or litter project. Study micro-invertebrates in a wetland, plant species, water quality etc: collect and study roadside litter-sort/analyse with repect to recycling, volume and mass of waste etc

8. Aust Soc. For Biochemistry and Molecular Biology: Past winning topics have included factors affecting rates of reactions including, enzyme action: genetics-based projects: diffusion through semi-permeable membranes and plasmolysis…

8. AIFST Food science , Tasmanian Alkaloids Agriculture , Comalco Chemistry and Institute of Physics, Maths and Physics Dept Physics, all could involve many topics which have endless opportunities for projects. Do some Google searching for ideas and background info.

Read through these topics in the booklet. There are some good prizes for projects allied to these fields and many of the people in the industries are keen to assist interested students.

9. More general ideas on Weeds, energy, mining, environment. Energy efficient houses etc …..

Another good starting point, especially for younger students is the “Living Science” 4-part supplement series produced by The Examiner May /July 2006.

See also the Marist College Website www.mrc.tas.edu.au They run an excellent annual science fair, and produce many high-quality prize-winning projects each year. The following 2 pages of possible project topics are reprinted with thanks to Mrs Ann Burke.

Margaret Hosford

Director TSTS 2006.


2 winning Research entries from TSTS 2005