Purpose: A rapid method of recording results of investigations or observations is to take a photograph using the camera built in to most mobile devices. The photograph then needs to be annotated to ensure important details are not forgotten or overlooked.

Teaching approach: An example of when this approach...

The report from the Children’s Learning in Science Project (CLIS) gives an account of a number of aspects of students’ understanding of plant nutrition including:
*To what extent do students understand that plants carry out autotrophic nutrition and not...

Health and Science Education was the ninth in a series of 12 booklets published by Heinemann and the Association for Science Education to explore the issues arising from moving towards a broad and balanced science education for all young people. The main purpose of this...

In Background Stories for Teachers, the authors of the ‘Teaching about why things change’ project illustrate a new approach to the fundamental question 'why do things change?'. They do so with the help of stories about some scientific topics which show how the topics...

In this topic, from the Institute of Physics, students learn to describe motion in terms of displacement, velocity, acceleration and time. There is only a limited discussion of the forces involved as kinematics is concerned with describing motion, while dynamics is concerned with explaining motion in terms of the...

This Exploring the Nature of Science book is divided into units each of which deals with an episode in the history of science. The units involved a variety of teaching and learning methods. 

Aims

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This Topic Brief was published as part of the ASE’s LAMP Project. This unit was developed from work carried out with non-academic boys and girls in the age range 14 to 16 years. It was tried with some success on groups of between 12 and 15 in an urban comprehensive school of 1750 pupils. The average reading age of...

The Mineral Process Chemistry special study was originally published by the Mineral Industry Manpower and Careers Unit (MIMCU) in 1980 as a supplement to the studies published earlier by the Nuffield Foundation. In the first revision of the course, in 1984, this title was incorporated into the project’s list of...

The Nuffield Co-ordinated Sciences Biology book was illustrated in full colour in both editions. There was no change in content between the two editions. The file for this resource is the second edition which used more colour in the design. The text included explanatory text, and questions. Symbols in the margins...

The contents of the Biology strand of Nuffield Co-ordinated Sciences were broadly the same in both the first and second editions of the publications. The second edition of the Teachers’ Guide showed how the course matched to the 1992 version of the National Curriculum...

The aim of this experiment is for students to be able to determine for themselves the threshold voltage needed to activate a range of LEDs of different colours. From these values, combined with a knowledge of the wavelengths of each LED, students can plot a graph to determine a value for Planck’s constant. The...

Published by the Nuffield Foundation this Revised Nuffield Advanced Biology Practical Guide is linked to chapters 11-14 of Study Guide I. Technical information and notes for teachers about the practical activities is given in...

Published by the Nuffield Foundation this Revised Nuffield Advanced Biology Practical Guide is linked to chapters 22 - 25 of Study Guide II. Technical information and notes for teachers about the practical activities is given in ...

In the Nuffield Advanced Physics course, published by the Nuffield Foundation, the original authors were keenly aware of the need to design an end-of-course examination that was not only technically 'reliable' but was also 'valid', in that it tested the stated aims of...

Produced in 2008, these Secondary National Strategy lesson plan sequences were written to help teachers in planning for and teaching specific ideas important to their learning from Key Stage Three to Key Stage Four.

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