A.B. Paterson College and Griffith University

STEM Mathematical Modelling and Science Challenges

STUDENT INFORMATION SHEET

Congratulations, your registration for STEM Mathematical Modelling and Science Challenges has been accepted. The final stages of the planning process are taking place and it is going to be an exciting two days. This year, along with students from a number of South East Queensland schools, we also have students and teachers from schools in Singapore, New Zealand and New South Wales attending. In the following pages, you will find an outline of what you will be doing over the two days. In the Challenge phase, your group will be given a ‘problem’. You will work together to create a solution and then present your solution. You will find details of how the problem will be evaluated included in this document. Location of the event The A.B. Paterson College and Griffith University STEM Challenges will be held at the Gold Coast Campus of Griffith University. Included is a map of the Gold Coast Campus of Griffith University. You will need to use this map to find your way to the various locations. Parking is going to be difficult this year as most of the show grounds are closed. However, there is parking in the Hospital Car Park (I am not sure of the cost) and at the back of the showgrounds; entry is via Parklands Drive. The cost for parking at the showgrounds is $6. It may be possible to secure parking on the grounds of Griffith University, but this is at a premium and you need to make sure you purchase a ticket at one of the vending machines. What to do upon arrival? At the beginning of each day, students will need to be registered. This is very important as it lets us know that you have arrived. Your mentor will take a roll at the beginning of each session. On Thursday morning, 28 November, beginning at 8:30am, registration will occur in the foyer of G17 Lecture Theatres 3 and 4. (Please see the map at the end of this document.) Upon registering, all students will move into Lecture Theatre 4. (Map Location B5). On Friday Morning, 29 November, beginning at 8:30am, sign-in will occur in the area between buildings G01 and G05.

Parents will be able to collect their children from the area between G01 and G05 at the conclusion of each of the two days. Parents and/or guardians are welcome to stay for the whole day or part of the day. If they are going to stay, they will need to register and wear a lanyard so that we know they are part of the event. Everybody will need to wear some sort of identification device (Lanyard or name badge) at all times. Where will I be during the day? Year levels will be located in the following buildings. You can find their location on the map at the conclusion of this information.

Year Levels Room Locations Mathematical Modelling Challenge Science Challenge Years 4 and 5 G31 Level 2 Years 6 and 7 G31 Level 2 Years 8 and 9 G31 Level 1 G31 Level 2 G05 1.09; 1.01 c Years 10 and 11 G39 Level 1 G05 1.09; 1.01 c

What happens on Friday afternoon? On Friday, 23 November, starting at 2:30 pm, students, parents and interested guests will be able to view your group’s work, in the form of a poster presentation. Students will then move into G17 Lecture Theatre 4 where Dr John Thomas and Mr Sidney Hooker will enthral you with a science show “Bangs and Flashes”. There will be some very loud bangs and some very bright flashes. It is an entertaining show that the students will enjoy. At about 3:30pm, the Awards Ceremony will begin and the day will conclude at approximately 4:00pm. Where will I collect my children? On Thursday afternoon, 28 November, you will collect your children from the area between G01 and G05. You will be able to collect them from about 3:15 onwards. We ask that you make arrangements to ensure your children are able to be collected no later than 3:30pm. On Friday afternoon, 29 November, from 2:30pm until 4:00pm all students will be located in G17 Lecture Theatre 4. Please arrange to collect your children from either of these two locations by 4:15pm. What is the structure of the two days? This year, the programme is different as there are two challenges, The Mathematical Modelling Challenge and the Science Challenge. The Mathematical Modelling Challenge caters for students

from Years 4 to 11, while the Science Challenge caters for students from Years 8 to 11. When your child registered, they registered for one of these two events. In order to achieve the most from the experience from either the Mathematical Modelling Challenge or the Science Challenge, and to encourage the active participation of all, students will work in groups. Mathematical Modelling Challenge Groups will be determined by your year level at school, so students from: Years 4 and 5; Years 6 and 7; Years 8 and 9; and Year 10 and 11 will be grouped with two or three other students from perhaps different schools and then put together in classes. Within these groups, you will need to apply your knowledge and understanding from across many learning areas to fully respond to the demands of the problem. Science Challenge For the most part, students will remain in school groups. Where we have individuals that are not part of a team we will create mixed school groups. Groups will be asked to analyse a problem, and to develop a solution to the problem. Students will use the disciplines of Chemistry, Physics and Biology to explore the problem and develop a response.

Programme Thursday, 28 November, 2013

STEM Challenges Session/Time Modelling Challenge Science Challenge Registration 08:30 – 0850 Foyer G17 Lecture Theatre 4 08:50 Welcome G17 Lecture Theatre 4

Student Safety Talk Division into groups meet your Mentor

Session 1 09:15 Modelling Challenge with Mentors Science Challenge with Mentors 10:30 – 11:30 Morning Tea (will be staggered to accommodate the numbers of teachers and students) Session 2 & 3 11:30 Modelling Challenge with Mentors Science Challenge with Mentors 12:30 – 13:30 Lunch (will be staggered to accommodate the numbers of teachers and students) Session 4 13:30 Modelling Challenge with Mentors Science Challenge with Mentors 15:10 Finish Day 1

Friday, 29 November, 2013 STEM Challenge

Session/Time Modelling Challenge Science Challenge

Registration

08:45 Lunch Area between buildings G01 and G05

Session 5

09:00 Modelling Challenge with Mentors Go same rooms as previous days

Science Challenge with Mentors Go to same rooms as previous day. Student will be redirected from there.

10:30 – 11:30 Morning Tea (will be staggered to accommodate the numbers of teachers and students)

Session 6 & 7

11:30 Modelling Challenge with Mentors Science Challenge with Mentors

12:30 – 13:30 Lunch (will be staggered to accommodate the numbers of teachers and students)

Session 8

13:30 Group Presentations Identify Group with best solution. One group per class.

Group Presentations

14:30 Move to G17 Lecture Theatre 4- Science Show. (Science Teachers view group responses and identify winning groups for Years 8 and 9 and Years 10 and 11.)

15:30 STEM Awards Ceremony Mathematical Modelling Challenge and Science Challenge

16:00 Conclusion of Events

It is very important to remember that your group will prepare a poster, and present their solution as a group to the rest of the class on the afternoon of the 2nd day. Your team will need to be constantly planning and developing your posters, and other resources that will be used, in your presentation. How well you can communicate your problem and your solution to the problem will be the part of the standards used to assess your group’s work. The depth and quality of your group’s understanding of the problem and the appropriateness of your solution will also be part of the standards. Mentors and staff at the Challenge will help you to understand what is required in a poster presentation. You will need to start thinking about how to present your solution right from the start of the first session on Day 1.

How will your work be evaluated? When evaluating your poster and presentation, we are going to be using a number of criteria. • The implementation of tools (mathematical or scientific) used to collect, organise and analyse

data. • The choice and construction of suitable models (mathematical or scientific) • Provision of evidence to substantiate your conclusions. • Communication using language of the discipline and natural language. Appendices 1 and 2 detail a schema mentors may use to evaluate your group’s response. What do I need to bring? 1. You must wear your formal school uniform with closed in shoes. 2. Water Bottle- Students must bring a water bottle and are encouraged to bring a hat for

when they are out doors. They will mainly be outside during morning tea and lunch. 3. You will need to bring writing implements (pens, pencils), rulers, some writing paper,

calculator (graphics calculator if you have one), scissors, colouring pencils and/or crayons and anything else you think might be useful for constructing a Poster. Everything else will be provided.

4. Some of the activities will make use of apps on mobile phones. Students in Years 10 and 11

are asked to download a free light meter app. 5. Optional: A laptop might be useful. You will need to be responsible for it. Meals Morning tea and lunch are being provided on both days. Lunch will be pizza on one day and Subway on the other. Special dietary requirements If you have any special dietary requirements and, if they have not been included on your medical form, you will need to email them to Mr Trevor Redmond (trd@abpat.qld.edu.au) as soon as possible. Similarly, if you have any special health requirements, the details of which must have been provided on the medical form. If this has not done, please e-mail Mr Redmond (trd@abpat.qld.edu.au) with the details as soon as possible.

Appendix 1 Mathematical Modelling Challenge Group #

POSSIBLE STANDARDS

GREAT EXCELLENT MASTERFUL

Develop mathematical tools which will allow students to collect analyse and synthesise information

There is evidence in the response to indicate : • recall and use of the required

definitions, results and rules. • Use of appropriate procedures. • Use of technology.

There is evidence in the response to indicate: • Accurate recall, selection and use of definitions,

results and rules. • Accurate and proficient use of selected procedures

used to build the model (s) • Appropriate use of technology.

There is evidence in the response to indicate: • Accurate recall, selection and use of definitions, results and rules. • Accurate and proficient use of all procedures (known and

synthesised) . • Appropriate and efficient use of technology. • Accurate and proficient use of procedures to verify models.

Identify, develop and verify models used to describe and explain relationships (A model could be a concrete representation, a mathematical sentence, an equation, a graph, a table of values or strategy.)

Evidence the solution indicates: • A model has been built. • A process has been put in place to

verify the model.

Evidence in the solution indicates • The construction of a mathematical model that

represents the context. • Identification of variables and assumptions. • Implementation of procedures to verify the model is a

representation of the context. This could include: 1. Using the model to make predictions and then

checking those predictions. 2. Quantifying any variation between the actual and

predicted values of the model. 3. Constructing and implementing an alternative

method.

Evidence in the solution indicates • The selection construction of an accurate model(s) to represent

the context. • Identification of all variables. Indications as to how variables apart

from those to be modelled were controlled. • Identification of assumptions. • Discussion and when necessary investigation of the effects of the

assumptions used. • Discussion and exploration the strengths and limitations of the

model. • Implementation of a rigorous process to verify the model.. This

could include : • Quantification of the variance between the actual and

predicted values of the model.) • Using the model to make predictions and then checking those

predictions. • Constructing and implementing an alternative method.

• Refinement of the model as is necessary to take into account more

of the variation in the data by the model .

Develop communication and justification skills through the appropriate integration of natural and mathematical language.

Evidence in the solution indicates • Use of appropriate language. • The development of a simple

argument to support results and conclusions.

Evidence in the solution indicates: • Appropriate use of terms associated with the

discipline. • Appropriate use of written communication. • Presentation of a variety of forms appropriate for

the context. • The use of simple logical argument (s) to support

conclusions, results and/or propositions. • Adequate justification of procedures and

conclusions.

Evidence in the solution indicates: • Accurate and appropriate use of the terminology of the

discipline. • Accurate and appropriate use of written communication. • Integration of the language of the discipline and natural

language to create a coherent and succinct response. • Presentation of information in a variety of forms consistent with

the context. • Coherent, succinct sequences of logical arguments to support

results, conclusion, and/or proposition. • Detailed justification of procedures and conclusions.

Appendix 2 Science Challenge Group #

POSSIBLE STANDARDS

GREAT EXCELLENT MASTERFUL

Understand and be able to use scientific theories, concepts, inquiry and investigative skills.

Evidence the solution indicates: • A question or hypothesis leads to the

development of a relevant investigation.

• digital technology is used where appropriate to conduct a safe investigation using the scientific method and valid data is collected.

• written statements are based on results and explanations indicate a superficial understanding of scientific knowledge.

• Anomalies are mentioned. • The use of scientific principles to

make a statement about the world.

Evidence in the solution indicates • a question or hypothesis is explained using scientific

theories or principles. • experimental techniques are used to collect accurate,

valid and reliable data. • the use of scientific knowledge and understanding to

explain trends in data and form a conclusion. • suggestions being made that would improve data

collection and anomalies are identified and explained. • scientific facts are used to explain a statement about

the world

Evidence in the solution indicates • a question or hypothesis is substantiated with scientific theories or

principles. • an excellent understanding of scientific theory in planning to collect

a range of results that fully answer the hypothesis. • The use of complex processes to reveal and analyse trends in data

and before forming a valid conclusion. • anomalies are treated. • the use of scientific principles, theory and concepts to

independently reinterpret and form an understanding of the world

Students will understand how to communicate ideas using the scientific genre.

• Evidence in the solution indicates • Appropriate Scientific language used • Most sections included with the

majority correctly formatted • Appropriate visual representations

included

Evidence in the solution indicates: • Appropriate Scientific language used mostly correctly. • All sections included and appropriate to the audience • Accurate and appropriate visual representations

included

Evidence in the solution indicates: • Appropriate Scientific language used mostly correctly. • Appropriate choice of format for the communication which helps

the intended audience to understand the ideas being presented. All parts of the chosen format are set out correctly.

• Accurate and appropriate visual representations are used in a way that helps the intended audience to understand the science and ideas that are being communicated.

Thursday 28 November • 8:40 am Registration Foyer

G17 Lecture Theatre 4 • 9:00am Introduction, meeting

mentors, division into classes. Parents are welcome to attend for the whole day, part of the day or to leave their children. Friday 29 November G17 Lecture Theatre 4 2:30pm Science Show- “Bangs and Flashes” 3:30pm Awards Ceremony G17 4:00pm Parent Pick up.

28 &29 November Workshops G29, G30, G31, G01 G06 Collect students from area between G01 and G05 at about 3:20pm. 29 November Students will sign in the area between G05 and G01.

Parking is very tight. It may be available in the Parklands Showground car park. ($6) or the University Car Park. If you do not park in the designated area you will receive a parking ticket. Parking will also be available at the Hospital across the road from the University.