Fizzics TWIST is back for Episode 20! In this episode we discuss:

ViralGram: Students around Australia have staged protests against inaction on climate change. We applaud their efforts! 

In the Lab with Quill: Researchers from the University of Queensland (strewth) have discovered a DNA signature of multiple types of cancer. What on Earth does that mean you ask? Quill applies her VLB (Very Large Brain) to the problem. Read the ABC article here: https://www.abc.net.au/news/health/2018-12-05/researchers-discover-unique-cancer-biomarker/10581914 

Far Out with Duncan: CIMON (pronounced 'Simon') is a cute space-robot with a dark and insecure past. Will he take over the ISS? Duncan explores.

Fact of the Week: Are you a Round-Earther? Well, we've got bad news for you...

About Fizzics TWIST

This Week In Science & Technology, brought to you by the team at Fizzics Education! Fizzics Education is one of Australia's leading science outreach providers of interactive science workshops and shows. Each week we take a look back at the hottest yet coolest science stories. From the supersonic to the glacial, from down to earth to out of this world, and from the ancient world to the distant future, Fizzics TWIST has it covered. Hosted by Duncan Bell, Quill Darby, and the entire Fizzics team.

https://www.fizzicseducation.com.au

Fizzics TWIST is back for Episode 20! In this episode we discuss:
ViralGram: Students around Australia have staged protests against inaction on climate change. We applaud their efforts!&nbsp;
In the Lab with Quill: Researchers from the University of Queensland (strewth) have discovered a DNA signature of multiple types of cancer. What on Earth does that mean you ask? Quill applies her VLB (Very Large Brain) to the problem. Read the ABC article here: <a href="https://www.abc.net.au/news/health/2018-12-05/researchers-discover-unique-cancer-biomarker/10581914">https://www.abc.net.au/news/health/2018-12-05/researchers-discover-unique-cancer-biomarker/10581914&nbsp;</a>
Far Out with Duncan: CIMON (pronounced 'Simon') is a cute space-robot with a dark and insecure past. Will he take over the ISS? Duncan explores.
Fact of the Week: Are you a Round-Earther? Well, we've got bad news for you...
About Fizzics TWIST
This Week In Science &amp; Technology, brought to you by the team at<a href="https://www.fizzicseducation.com.au/"> Fizzics Education</a>! Fizzics Education is one of Australia's leading science outreach providers of interactive <a href="https://www.fizzicseducation.com.au/school+visits.html">science workshops and shows</a>. Each week we take a look back at the hottest yet coolest science stories. From the supersonic to the glacial, from down to earth to out of this world, and from the ancient world to the distant future, Fizzics TWIST has it covered. Hosted by Duncan Bell, Quill Darby, and the entire Fizzics team.
https://www.fizzicseducation.com.au

This Week In Science & Technology, brought to you by the team at Fizzics Education! Each week we take a look back at the hottest yet coolest science stories. From the supersonic to the glacial, from down to earth to out of this world, and from the ancient world to the distant future, Fizzics TWIST has it covered. 

Hosted by Duncan Bell, Quill Darby, and the entire Fizzics team.

Fizzics TWIST

Fizzics TWIST - Science and Technology News

Powerful Protests & Crafty Companions

Fizzics TWIST is back! This is the second episode in our series of podcast experiments. Let us know what you think! 

 

Coronavirus is here and it can be both scary and confusing. What even are viruses and what make coronavirus different? 

In this episode we conduct an experiment about how viruses can be transmitted from person to person, and how you can prevent getting infected. 

 

This episode is curriculum linked from Year 5 to Year 10:

 

Year 5 

Living things have structural features and adaptations that help them to survive in their environment (ACSSU043 - Scootle )

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE081 - Scootle )

Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083 - Scootle )

Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS086 - Scootle )

Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS087 - Scootle )

Reflect on and suggest improvements to scientific investigations (ACSIS091 - Scootle )

 

Year 6 

The growth and survival of living things are affected by physical conditions of their environment (ACSSU094 - Scootle )

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE098 - Scootle )

Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE100 - Scootle )

Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS086 - Scootle )

Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS087 - Scootle )

Reflect on and suggest improvements to scientific investigations (ACSIS091 - Scootle )

 

Year 7 

Classification helps organise the diverse group of organisms (ACSSU111 - Scootle )

Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available

Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE223 - Scootle )

Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124 - Scootle )

Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125 - Scootle )

Measure and control variables, select equipment appropriate to the task and collect data with accuracy (ACSIS126 - Scootle )

Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS131 - Scootle )

Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS132 - Scootle )

 

Year 8 

Cells are the basic units of living things; they have specialised structures and functions (ACSSU149 - Scootle )

Multi-cellular organisms contain systems of organs carrying out specialised functions that enable them to survive and reproduce (ACSSU150 - Scootle )

Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE134 - Scootle )

Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE226 - Scootle )

Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139 - Scootle )

Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS140 - Scootle )

Measure and control variables, select equipment appropriate to the task and collect data with accuracy (ACSIS141 - Scootle )

Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence (ACSIS145 - Scootle )

Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS146 - Scootle )

Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS234 - Scootle )

 

Year 9 

Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment (ACSSU175 - Scootle )

Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176 - Scootle )

Formulate questions or hypotheses that can be investigated scientifically (ACSIS164 - Scootle )

Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165 - Scootle )

Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169 - Scootle )

Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170 - Scootle )

Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171 - Scootle )

Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS172 - Scootle )

 

Year 10 

Formulate questions or hypotheses that can be investigated scientifically (ACSIS198 - Scootle )

Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199 - Scootle )

Select and use appropriate equipment, including digital technologies, to collect and record data systematically and accurately (ACSIS200 - Scootle )

Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS203 - Scootle )

Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204 - Scootle )

Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS205 - Scootle )

Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS206 - Scootle )

 

Fizzics TWIST is back! This is the second episode in our series of podcast experiments. Let us know what you think!&nbsp;
&nbsp;
Coronavirus is here and it can be both scary and confusing. What even are viruses and what make coronavirus different?&nbsp;
In this episode we conduct an experiment about how viruses can be transmitted from person to person, and how you can prevent getting infected.&nbsp;
&nbsp;
This episode is curriculum linked from Year 5 to Year 10:
&nbsp;
Year 5&nbsp;
Living things have structural features and adaptations that help them to survive in their environment <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSSU043">(ACSSU043 - Scootle )</a>
Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSHE081">(ACSHE081 - Scootle )</a>
Scientific knowledge is used to solve problems and inform personal and community decisions <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSHE083">(ACSHE083 - Scootle )</a>
Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS086">(ACSIS086 - Scootle )</a>
Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS087">(ACSIS087 - Scootle )</a>
Reflect on and suggest improvements to scientific investigations <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS091">(ACSIS091 - Scootle )</a>
&nbsp;
Year 6&nbsp;
The growth and survival of living things are affected by physical conditions of their environment <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSSU094">(ACSSU094 - Scootle )</a>
Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSHE098">(ACSHE098 - Scootle )</a>
Scientific knowledge is used to solve problems and inform personal and community decisions <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSHE100">(ACSHE100 - Scootle )</a>
Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS086">(ACSIS086 - Scootle )</a>
Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS087">(ACSIS087 - Scootle )</a>
Reflect on and suggest improvements to scientific investigations <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS091">(ACSIS091 - Scootle )</a>
&nbsp;
Year 7&nbsp;
Classification helps organise the diverse group of organisms <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSSU111">(ACSSU111 - Scootle )</a>
Scientific knowledge has changed peoples&rsquo; understanding of the world and is refined as new evidence becomes available
Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSHE223">(ACSHE223 - Scootle )</a>
Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS124">(ACSIS124 - Scootle )</a>
Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS125">(ACSIS125 - Scootle )</a>
Measure and control variables, select equipment appropriate to the task and collect data with accuracy <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS126">(ACSIS126 - Scootle )</a>
Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS131">(ACSIS131 - Scootle )</a>
Use scientific knowledge and findings from investigations to evaluate claims based on evidence <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS132">(ACSIS132 - Scootle )</a>
&nbsp;
Year 8&nbsp;
Cells are the basic units of living things; they have specialised structures and functions <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSSU149">(ACSSU149 - Scootle )</a>
Multi-cellular organisms contain systems of organs carrying out specialised functions that enable them to survive and reproduce <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSSU150">(ACSSU150 - Scootle )</a>
Scientific knowledge has changed peoples&rsquo; understanding of the world and is refined as new evidence becomes available <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSHE134">(ACSHE134 - Scootle )</a>
Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSHE226">(ACSHE226 - Scootle )</a>
Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS139">(ACSIS139 - Scootle )</a>
Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS140">(ACSIS140 - Scootle )</a>
Measure and control variables, select equipment appropriate to the task and collect data with accuracy <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS141">(ACSIS141 - Scootle )</a>
Summarise data, from students&rsquo; own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS145">(ACSIS145 - Scootle )</a>
Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS146">(ACSIS146 - Scootle )</a>
Use scientific knowledge and findings from investigations to evaluate claims based on evidence <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS234">(ACSIS234 - Scootle )</a>
&nbsp;
Year 9&nbsp;
Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSSU175">(ACSSU175 - Scootle )</a>
Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSSU176">(ACSSU176 - Scootle )</a>
Formulate questions or hypotheses that can be investigated scientifically <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS164">(ACSIS164 - Scootle )</a>
Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS165">(ACSIS165 - Scootle )</a>
Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS169">(ACSIS169 - Scootle )</a>
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS170">(ACSIS170 - Scootle )</a>
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS171">(ACSIS171 - Scootle )</a>
Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS172">(ACSIS172 - Scootle )</a>
&nbsp;
Year 10&nbsp;
Formulate questions or hypotheses that can be investigated scientifically <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS198">(ACSIS198 - Scootle )</a>
Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS199">(ACSIS199 - Scootle )</a>
Select and use appropriate equipment, including digital technologies, to collect and record data systematically and accurately <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS200">(ACSIS200 - Scootle )</a>
Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS203">(ACSIS203 - Scootle )</a>
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS204">(ACSIS204 - Scootle )</a>
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS205">(ACSIS205 - Scootle )</a>
Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS206">(ACSIS206 - Scootle )</a>
&nbsp;

Coronavirus is here - How can you protect yourself?

Fizzics TWIST is back! In this episode we're doing something a little different.

Nuclear power has a pretty bad reputation right now, but it might be the energy solution that we need. But wait - how does it work? How does nuclear science work? In this episode we visit ANSTO to learn about nuclear science and build our own cloud chamber (a basic particle detector) to see it in action for ourselves.

 

This episode is curriculum linked from Year 5 to Year 10:

 

Year 5 

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE081)

Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083)

With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231)

Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS086)

Reflect on and suggest improvements to scientific investigations (ACSIS091) 





Year 6 

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE098)

Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE100)

With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS232) 

Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS103)

Reflect on and suggest improvements to scientific investigations (ACSIS108)





Year 7 

Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125) 

Measure and control variables, select equipment appropriate to the task and collect data with accuracy (ACSIS126) 

Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS131)

Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS132)

 

Year 8 

Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE134)

Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE226)

Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)

Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS140)

Measure and control variables, select equipment appropriate to the task and collect data with accuracy (ACSIS141)

Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS146)

 

Year 9 

All matter is made of atoms that are composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms (ACSSU177)

Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE157)

Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE158)

Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)

Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171)

 

Year 10 

Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE191)

Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE192)

Formulate questions or hypotheses that can be investigated scientifically (ACSIS198)

Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS205)

 

 

About Fizzics TWIST

This Week In Science & Technology, brought to you by the team at Fizzics Education! Fizzics Education is one of Australia's leading science outreach providers of interactive science workshops and shows. Each week we take a look back at the hottest yet coolest science stories. From the supersonic to the glacial, from down to earth to out of this world, and from the ancient world to the distant future, Fizzics TWIST has it covered. Hosted by Duncan Bell, Quill Darby, and the entire Fizzics team.

http://fizzics.com.au/

Fizzics TWIST is back! In this episode we're doing something a little different.
Nuclear power has a pretty bad reputation right now, but it might be the energy solution that we need. But wait - how does it work? How does nuclear science work? In this episode we visit ANSTO to learn about nuclear science and build our own cloud chamber (a basic particle detector) to see it in action for ourselves.
&nbsp;
This episode is curriculum linked from Year 5 to Year 10:
&nbsp;
Year 5&nbsp;
Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSHE081">(ACSHE081)</a>
Scientific knowledge is used to solve problems and inform personal and community decisions <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSHE083">(ACSHE083)</a>
With guidance, pose clarifying questions and make predictions about scientific investigations <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS231">(ACSIS231)</a>
Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS086">(ACSIS086)</a>
Reflect on and suggest improvements to scientific investigations <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS091">(ACSIS091)</a>&nbsp;
 
Year 6&nbsp;
Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSHE098">(ACSHE098)</a>
Scientific knowledge is used to solve problems and inform personal and community decisions <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSHE100">(ACSHE100)</a>
With guidance, pose clarifying questions and make predictions about scientific investigations <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS232">(ACSIS232)</a>&nbsp;
Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS103">(ACSIS103)</a>
Reflect on and suggest improvements to scientific investigations <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS108">(ACSIS108)</a>
 
Year 7&nbsp;
Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS125">(ACSIS125)</a>&nbsp;
Measure and control variables, select equipment appropriate to the task and collect data with accuracy <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS126">(ACSIS126)</a>&nbsp;
Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS131">(ACSIS131)</a>
Use scientific knowledge and findings from investigations to evaluate claims based on evidence <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS132">(ACSIS132)</a>
&nbsp;
Year 8&nbsp;
Scientific knowledge has changed peoples&rsquo; understanding of the world and is refined as new evidence becomes available <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSHE134">(ACSHE134)</a>
Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSHE226">(ACSHE226)</a>
Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS139">(ACSIS139)</a>
Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS140">(ACSIS140)</a>
Measure and control variables, select equipment appropriate to the task and collect data with accuracy <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS141">(ACSIS141)</a>
Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS146">(ACSIS146)</a>
&nbsp;
Year 9&nbsp;
All matter is made of atoms that are composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSSU177">(ACSSU177)</a>
Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSHE157">(ACSHE157)</a>
Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSHE158">(ACSHE158)</a>
Formulate questions or hypotheses that can be investigated scientifically <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS164">(ACSIS164)</a>
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS171">(ACSIS171)</a>
&nbsp;
Year 10&nbsp;
Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSHE191">(ACSHE191)</a>
Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSHE192">(ACSHE192)</a>
Formulate questions or hypotheses that can be investigated scientifically <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS198">(ACSIS198)</a>
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data <a href="http://www.scootle.edu.au/ec/search?accContentId=ACSIS205">(ACSIS205)</a>
&nbsp;
&nbsp;
About Fizzics TWIST
This Week In Science &amp; Technology, brought to you by the team at<a href="https://www.fizzicseducation.com.au/"> Fizzics Education</a>! Fizzics Education is one of Australia's leading science outreach providers of interactive <a href="https://www.fizzicseducation.com.au/school+visits.html">science workshops and shows</a>. Each week we take a look back at the hottest yet coolest science stories. From the supersonic to the glacial, from down to earth to out of this world, and from the ancient world to the distant future, Fizzics TWIST has it covered. Hosted by Duncan Bell, Quill Darby, and the entire Fizzics team.
http://fizzics.com.au/

Experimenting with Nuclear Science with ANSTO!

Fizzics TWIST is back! In episode 29 we discuss:



Don’t Farm Octopuses: Scientists have warned that under no circumstances should we ever farm octopuses. The reasons are more numerous than their tentacles! Haha!



Destination Moon: Under the direction of venerable dictator Donald Trump, NASA have announced they are going back to the moon. It’s been more than 45 years since we were last there, so why now?


Dodgy Pineapples: The new Australian $50 dollar note (lovingly known as a ‘pineapple’) has a teeny tiny text problem. But Australian money is still some of the best in the world - and we have the best slang for it too. 





About Fizzics TWIST

This Week In Science & Technology, brought to you by the team at Fizzics Education! Fizzics Education is one of Australia's leading science outreach providers of interactive science workshops and shows. Each week we take a look back at the hottest yet coolest science stories. From the supersonic to the glacial, from down to earth to out of this world, and from the ancient world to the distant future, Fizzics TWIST has it covered. Hosted by Duncan Bell, Quill Darby, and the entire Fizzics team.



http://fizzics.com.au/

Fizzics TWIST is back! In episode 29 we discuss:

Don&rsquo;t Farm Octopuses: Scientists have warned that under no circumstances should we ever farm octopuses. The reasons are more numerous than their tentacles! Haha!

Destination Moon: Under the direction of venerable dictator Donald Trump, NASA have announced they are going back to the moon. It&rsquo;s been more than 45 years since we were last there, so why now?
 Dodgy Pineapples: The new Australian $50 dollar note (lovingly known as a &lsquo;pineapple&rsquo;) has a teeny tiny text problem. But Australian money is still some of the best in the world - and we have the best slang for it too.&nbsp;


About Fizzics TWIST
This Week In Science &amp; Technology, brought to you by the team at<a href="https://www.fizzicseducation.com.au/"> Fizzics Education</a>! Fizzics Education is one of Australia's leading science outreach providers of interactive <a href="https://www.fizzicseducation.com.au/school+visits.html">science workshops and shows</a>. Each week we take a look back at the hottest yet coolest science stories. From the supersonic to the glacial, from down to earth to out of this world, and from the ancient world to the distant future, Fizzics TWIST has it covered. Hosted by Duncan Bell, Quill Darby, and the entire Fizzics team.

http://fizzics.com.au/

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