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Showing 2009 results
This Problem Solving with Industry module was devised by the Centre for Science Education in collaboration with Willis Carroon North Limited and South Yorkshire Police. In this module the problem is to choose the most appropriate electronically-controlled security...
These diagnostic questions and response activities (contained in the zip file) support students in being able to:
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Recall that all organisms store heritable genetic information in their genome inside cells.
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Recognise that the genome is made of a chemical substance called DNA....
Students will begin by comparing the range of temperatures on the Earth, Mars and the Moon, using the student worksheet ‘Temperature: from one extreme to another!’ They will have to plot the temperature over a ten-day period from 4 September to 13 September, as measured by three different craft that landed on the...
In this activity, developed by the Institute of Physics, students use a lamp and polystyrene balls to model how astronomers detect exoplanets using the transit method. After completing this activity, students should: *Understand that the transit of a planet in front of its star temporarily reduces the star’s...
Produced by Understanding Animal Research, this resource is a Key Stage Three science or citizenship activity looking at malaria, one of the world's greatest killers.
Why is such a small amount of research funding dedicated to this serious condition? Why should it take a celebrity sufferer, Cheryl Cole, to...
This Problem Solving with Industry module was devised by the Centre for Science Education in collaboration with ICI. In this module students find out why pipes in a soda-ash chemical plant have become blocked with a white sludge. They identify the sludge and determine...
In this Bowland assessment task, students determine how long it would take for the judges to see every act that auditioned for a talent show. Students are told the total number of acts to be seen and have to determine what other information is required to find a solution. They have to make sensible estimates where...
Four simple student booklets from the Nuffield Foundation to teach the basics of designing. *Booklet one: Deciding what to design and make *Booklet two: Developing and communicating design ideas *Booklet three: Planning and making *Booklet four: Evaluating
Impulsive, socially anxious, uncompromising - these are some of the characteristics you may recognise in the teenagers you know. Scientists at the University of Oxford are researching into changes that take place in the teenage brain that may...
These resources from the European Space Agency climate change initiative education resource pack allow students to learn about the carbon cycle and the key to controlling climate change by managing it and using it to identify how to reduce carbon emissions to the atmosphere. How carbon moves through the carbon...
This resource uses the mobile phone as an example for how technology can develop over time. Using a card sort activity and classroom presentation, it describes the reasons why technology develops (i.e. technology push, market pull) and provides students with an activity where they create a timeline for mobile phone...
This problem explores loci. A dog stands between a fire hydrant and a tree, twice as far from the hydrant as the tree. He runs in a way so that he is always twice as far from the hydrant. What is the shape of the dog's path?
This resource looks briefly at the moral implications of design and the design of products. It touches on the impact that products (such as mobile phones) have had on society and asks students to explore issues around sustainable manufacture.
Eight pieces of origami paper are shown after they have fallen on the floor. The challenge is to establish the order in which the papers fell on the floor.
In this challenge students have to establish the minimum number of fish tanks needed for six fish to live in harmony, as some fish cannot be placed in the same tanks as others safely.