Coding without computers
Programmes don’t need a computer – turn your students into coders and robots with just pens, paper and a stack of cups.
Showing 10 results from a total of 41
Programmes don’t need a computer – turn your students into coders and robots with just pens, paper and a stack of cups.
Building a hypothetical family portrait can help students to understand genetics.
Why is symmetry so central to the understanding of crystals? And why did ‘forbidden’ symmetry change the definition of crystals themselves?
What makes viruses so virulent? Why do we enjoy music? Why is the Alhambra so beautiful? The answer? Mathematics!
Ever wanted to launch a rocket? Jan-Erik Rønningen, Frida Vestnes, Rohan Sheth and Maria Råken from the European Space Camp explain how.
Friedlinde Krotscheck describes how she used a cutting-edge science article from Science in School as the main focus of a teaching unit on the human body.
Sarah Garner and Rachel Thomas consider why well-designed and properly analysed experiments are so important when testing how effective a medical treatment is.
Why not get your students to make their own predictions of climate change – with the help of Dudley Shallcross and Tim Harrison from Bristol University, UK?
Do you have more than the average number of ears? Is your salary lower than average? When will the next bus arrive? Ben Parker attempts to convince us of the value of statistics – when used correctly.
Everyone knows what symmetry is. In this article, though, Mario Livio from the Space Telescope Science Institute, Baltimore, USA, explains how not only shapes, but also laws of nature, can be symmetrical.
Coding without computers
All in the family
The new definition of crystals – or how to win a Nobel Prize
Finding maths where you least expect it: interview with Marcus du Sautoy
Sky-high science: building rockets at school
Using cutting-edge science within the curriculum: balancing body weight
Evaluating a medical treatment
Climate change modelling in the classroom
Damn lies
Symmetry rules