Showing 10 results from a total of 314
What do continental drift, nuclear power stations and supernovae have in common? Neutrinos, as Susana Cebrián explains.
Ages: 14-16, 16-19;
What does it take to live on the Moon or even Mars? Erin Tranfield suggests an interdisciplinary teaching activity to get your students thinking about this – and learning a lot of science along the way.
Ages: <11, 11-14, 14-16, 16-19;
As though planets from outside our Solar System were not exciting enough, astronomers have recently discovered a planet orbiting a star from outside our galaxy Johny Setiawan reports.
Ages: 16-19;
Did you know that the electron and electricity are named after amber, the ‘gold’ of the Baltic Sea? Bernhard Sturm’s teaching unit based on this fossilised resin introduces not only conductivity but also many other characteristics of solid organic compounds.
Ages: 16-19;
Physics teacher Keith Gibbs shares some of his many demonstrations and experiments for the physics classroom.
Ages: 14-16, 16-19;
Science in School is published by EIROforum, a collaboration of research organisations. Eleanor Hayes, Editor-in-Chief of Science in School, reviews some of the latest news from the EIROforum members.
Ages: not applicable;
Astrid Wonisch, Margit Delefant and Marlene Rau present two activities developed by the Austrian project ‘Naturwissenschaft und Technik zum Angreifen’ to investigate how technology is inspired by nature.
Ages: <11, 11-14, 14-16, 16-19;
Would it not be fascinating to observe and manipulate individual molecules? Patrick Theer and Marlene Rau from the European Molecular Biology Laboratory explain how, with an atomic force microscope, you can do just this. You could even build your own.
Ages: 14-16, 16-19;
When we cool something below its freezing point, it solidifies – at least, that’s what we expect. Tobias Schülli investigates why this is not always the case.
Ages: 11-14, 14-16, 16-19;
Students often find it difficult to calculate the trajectories of projectiles. With the help of Elias Kalogirou’s model, they can be easily visualised. In addition, Ian Francis suggests further uses for the model in the classroom.
Ages: 14-16, 16-19;
| Issue 19
Neutrinos: an introduction
Topics: Physics, General science, Astronomy / space, Earth science
| Issue 19
Building a space habitat in the classroom
Topics: Physics, Biology, Chemistry, Astronomy / space
| Issue 19
A planet from another galaxy
Topics: Physics, Astronomy / space
| Issue 19
Amber: an introduction to organic chemistry
Topics: Physics, Chemistry
| Issue 18
The resourceful physics teacher
Topics: Physics
| Issue 18
Mars, snakes, robots and DNA
Topics: News from the EIROs, Physics, Biology, Astronomy / space
| Issue 18
Biomimetics: clingy as an octopus or slick as a lotus leaf?
Topics: Physics, Biology
| Issue 18
Single molecules under the microscope
Topics: Physics, General science, Biology, Chemistry, Engineering, Health
| Issue 17
Science is cool… supercool
Topics: Physics
| Issue 17
Going ballistic: modelling the trajectories of projectiles
Topics: Physics
