Showing 10 results from a total of 335
Claire Le Moine from Explor@dome in Paris, France, explains the formula of the explor@mobile: two scientists, some computers and a gas-powered vehicle!
Ages: 11-14, 14-16;
Ever wanted to take a closer look at the stars? Rachel Dodds from the Faulkes Telescope Project explains how you can do just that – together with your students and without even leaving your classroom!
Ages: 14-16, 16-19;
Eva Amsen considers the pros and cons of science fairs, and offers tips for how teachers can get involved – or even organise their own science fair.
Ages: 11-14, 14-16, 16-19;
Why are enzymes so special? How do they differ from inorganic catalysts? Isabella Marini from the University of Pisa, Italy, describes a classroom protocol to enable students to answer these questions for themselves.
Ages: 14-16;
Karen Smith from NEF, the New Economics Foundation, London, UK, describes an approach to creating a safe space where students can discuss sensitive topics, like stem-cell research or genetically modified food. How can students be encouraged to explore their values in relation to science topics, and…
Ages: 14-16, 16-19;
Do you ever get frustrated with that mess of cables connecting your DVD player to your satellite dish, TV and video recorder? Did you know that you can cut those cables – and still get a signal to pass between the machines? Alessandro Iscra, Maria Teresa Quaglini and Giuseppina Rossi from Italy…
Ages: 14-16, 16-19;
Tim Harrison and Dudley Shallcross from the University of Bristol, UK, describe some of the University’s activities to share a delight in chemistry with school students.
Ages: 16-19;
Many of you were fascinated (and disgusted!) by the article about forensic entomology in our last issue. Paula Starbäck, the reviewer, suggested that it would be a fascinating activity for students, if only someone could find a way to avoid the terrible smell. We challenged you to come up with a…
Ages: 11-14, 14-16, 16-19;
Ivo Grigorov from the EurOCEANS project describes how the deep seas can help us to understand and predict climate change.
Ages: 14-16, 16-19;
Graham Gardner from the Inter-Community School in Zürich, Switzerland, describes how an attempt to interest his students in chemical separation techniques developed into a full-scale interdisciplinary detective mystery.
Ages: 14-16;
| Issue 4
Explor@mobile: using new technologies to teach science to teenagers
Topics: Science and society, General science
| Issue 4
The Faulkes Telescopes: real-time, remote-control astronomy for schools
Topics: Physics, Astronomy / space
| Issue 4
Fair enough? Balanced considerations for future science-fair organisers
Topics: Science and society, General science
| Issue 4
Two hydrolytic enzymes and an epistemological–historical approach
Topics: Biology, Chemistry
| Issue 4
Democs: a conversation card activity for teaching science and citizenship
Topics: Science and society, General science
| Issue 3
Introducing radio transmission with a simple experiment
Topics: Physics
| Issue 3
Perfume chemistry, sexual attraction and exploding balloons: university activities for school
Topics: Chemistry
| Issue 3
Forensic entomology: activities for schools
Topics: Biology
| Issue 3
Bringing global climate change to the classroom
Topics: Biology, Earth science, General science
| Issue 3
The detective mystery: an interdisciplinary foray into basic forensic science
Topics: Chemistry
