Resources for Schools

Note: there are separate resources for non-school events, as well as National Science Week logos.

2011 is the International Year of Chemistry, so our theme for this year is React to Chemistry.

SCHOOL GRANT RECIPIENTS HAVE BEEN ANNOUNCED

Over 140 schools have received either a seed grant or a school grant to conduct activities during National Science Week.

The 2011 National Science Week schools kit that includes the teacher resource book React to Chemistry has been mailed to all schools.

React to Chemistry

The React to Chemistry resource book has been designed to provide teachers and community science educators with background information and activities that they can use to increase the knowledge and understanding of the science of chemistry of young Australians.

React to Chemistry is available as a printed book directly from ASTA or by download (4.3 MB pdf).

React to Chemistry is a springboard of ideas to enable educators, either in schools or in community groups, to select aspects of chemistry that may interest them or their charges.

How this book is structured

This booklet has been structured to provide opportunities for teachers and students to develop an understanding of the background science of chemistry and the important, positive role it plays in as everyday life, as well as in many of Australia’s main industries.

The first section summarises some of the community events and activities that will take place during 2011 to celebrate the International Year of Chemistry, including travelling exhibitions and competitions for all ages.

The next section is designed for Early Childhood classes. However, Early Childhood teachers are encouraged to read through some of the later chapters to find other activities that can be adapted for their students.

The applied chemistry section of the book has been divided into five chapters:

1. Food Chemistry – looking at chocolate, milk and cheese, vitamins and sausages.
2. Green Chemistry – examining a branch of chemistry that aims to find alternative chemicals, conditions and processes to reduce risks to the environment and human health.
3. Environmental Chemistry – looking at the chemical interactions between humans and nature.
4. Light Chemistry – its important application to areas of science including medicine, industry and environment.
5. Materials Science – provided by Bayer MaterialsScience.

The next section of the book is dedicated to the IUPAC IYC2011 Global experiment, which is an initiative of the IUPAC Committee on Chemistry Education. It has been developed to appeal to students from middle primary to senior secondary and to community groups. The activities that make up the experiment will help students appreciate the role of chemistry in issues of water quality and purification.

The final section is a selection of biographies of young Australian chemists who explain their passion for chemistry, where they work and what they do.

Where appropriate websites have been suggested to enable readers to access further information and activities. All websites were deemed appropriate at the time of publication. It cannot be guaranteed that all websites will continue to be available after publication.

Organisation of the chapters

Each of the remaining chapters are written for K-12 teachers and include the following features:

• an introductory page which provides background information on the subject of the chapter
• a series of topics of carrying length, each of which can be used independently of other topics.

Each topic consists of:

1. background information about the header topic. This information contains the background science knowledge and understandings relevant to the topic.
2. teaching and learning activities. Activities are generally provided across four groups:
   • lower primary (Years F-2)
   • primary (Years 3-5)
   • middle school (Years 6-9)
   • upper secondary (Years 10-12)

Not all groups are catered for in every set of teaching activities, so teachers are encouraged to read across all the activities for ideas that that are appropriate to, or could be adapted for, their own students’ specific talents, interests and levels of conceptual development.