This activity, from the Institution of Engineering and Technology (IET), introduces students to the necessity of developing standards and protocols for communication.

It is intended that students will be able to:...

The ability to communicate ideas clearly is a very important skill for a mathematician to have.

Learning outcomes

• Students could be able to construct and interpret an appropriate graph table, chart or diagram from given data; will have clearly explained what their data...

This activity, fom the Insttitution of Engineering and Technology (IET, allows students to look at a series of simple scenarios with a comment on the ‘rightness’ or ‘wrongness’ of the use of the technology. This is an introduction to ethical decision-making, as they are...

This activity, from the Institution of Engineering and Technology (IET), allows students to look at some past events where better communications would have given a better outcome and to think about future development.

This booklet is part of the ‘Innovations in Practical Work’ series published by the Gatsby Science Enhancement Programme (SEP). It is based on two specially developed resources produced by SEP: the Optical Signal Transmission Set and the Analogue/Digital Transmission...

The Community Garden Challenge has been designed to help teachers run an engaging one-day activity with Key Stage Three students for National Science & Engineering Week (NSEW). This written resource, along with the accompanying videos, forms a step-by-step guide to make running the Community Garden Challenge...

In this activity, students work in teams to research an existing or possible future form of community transport. They mark their system against the agreed criteria from the starter and present their findings to the rest of the class.

These diagnostic questions and response activities (contained in the zip file) support students in being able to:

• Recognise that stirring does not affect the solubility of a substance.

• Recognise that increasing the volume of solvent does not increase the solubility of a substance...

This resource, from the Royal Observatory Greenwich, explores magnetism and how it is used in a compass. It is aimed at key stage 2, but the activities would also be suitable for introducing magnetism to key stage 3.

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This booklet is part of the ‘Innovations in Practical Work’ series published by the Gatsby Science Enhancement Programme (SEP). Composites are made by physically combining two or more materials. Many composite materials are used to provide strength and rigidity while using thinner, lighter components. However, they...

Programmers can program computers to learn to do certain tasks.  Although the programmer writes the initial program, as it is fed more data the computer changes the way that it carries out the task in order to improve its ability to perform it.  However, ...

From the Centre for Science Education, the RA3 project aims to bring parents together with their children and teachers to explore the worlds of science and technology.

The aim of this activity is to help children and parents think about the area they live in and how it could be improved. They work together...

A Year Ten module from the Salters’ double award science course. A surveyor’s report on a proposed barn conversion is used to introduce different materials used in construction and issues associated with their use. The lessons which follow then consider each type of...

This resource from Wellcome Trust Sanger Institute is a hands-on classroom activity for Key Stage Two students that aims to support the teaching of topics such as microbes and hand hygiene. This interactive, practical activity demonstrates how microbes, such as bacteria and viruses, can be spread through surface...

These resources were developed by the Gatsby Science Enhancement Programme in collaboration with Keele University in order to provide support for teaching aspects of ‘How Science Works’. The emphasis of the materials is on ‘data, evidence, theories and explanations’ linked to ‘applications and implications of...