Showing 10 results from a total of 573
Sarah Garner and Rachel Thomas consider why well-designed and properly analysed experiments are so important when testing how effective a medical treatment is.
Ages: 14-16, 16-19;
Physical science teacher Nicolas Poynter wanted his students not only to learn but also to think for themselves. His solution: a competition to build the fastest car!
Ages: 14-16, 16-19;
How does cancer develop, and how can geneticists tell that a cell is cancerous? This teaching activity developed by the Communication and Public Engagement team from the Wellcome Trust Sanger Institute, UK, answers these and other related questions.
Ages: 14-16, 16-19;
Marine biologist Jean-Luc Solandt tells Karin Ranero Celius about his commitment to study and preserve one of the world’s biggest treasures: the ocean.
Ages: 14-16, 16-19;
What if you could witness the development of a new life, taking your time to study every detail, every single cell, from every angle, moment by moment? Sonia Furtado talks to the scientists who made this possible by creating a digital zebrafish embryo.
Ages: 14-16;
Since the epidemic of ‘mad cow disease’ in the 1980s and 90s, and the emergence of its human equivalent, variant Creutzfeld-Jacob disease, there has been a great deal of research into prions, the causative agents. Mico Tatalovic reviews the current state of knowledge.
Ages: 14-16, 16-19;
Gabriel Cuello from the Institut Laue-Langevin (ILL) in Grenoble, France, introduces a new type of digital memory that may revolutionise our USB sticks.
Ages: 14-16, 16-19;
Fernanda Veneu-Lumb and Marco Costa show how news reports – even inaccurate ones – can be used in the science classroom.
Ages: 11-14, 14-16, 16-19;
Helke Hillebrand has always been fascinated by science, but on the back of a career in plant biology, her urge to work more closely with people helped her decide to go into tending young minds instead of new shoots. Vienna Leigh reports.
Ages: 14-16, 16-19;
Earthquakes, global climate or the placement of wind farms – with the help of geographic information systems, these can all be investigated dynamically in the classroom. Joseph Kerski describes how.
Ages: 14-16, 16-19;
| Issue 16
Evaluating a medical treatment
Topics: Mathematics, Biology
| Issue 16
Car racing in the physics classroom
Topics: Physics
| Issue 16
Can you spot a cancer mutation?
Topics: Biology, Health
| Issue 16
Jean-Luc Solandt: diving into marine conservation
Topics: Profiles
| Issue 15
Watching it grow: developing a digital embryo
Topics: Biology
| Issue 15
Deadly proteins: prions
Topics: Biology, Health
| Issue 15
Programmable metallisation cells: the race for miniaturisation
Topics: Physics, Chemistry, Engineering
| Issue 15
Using news in the science classroom
Topics: , General science
| Issue 15
Sowing the seeds of science: Helke Hillebrand
Topics: Profiles
| Issue 15
GIS: analysing the world in 3D
Topics: Earth science
