National STEM Centre (converted from Atom 1.0)
National STEM Centre
http://www.nationalstemcentre.org.uk/elibrary/rss?filter=R
Thu, 23 Oct 2014 09:39:16 GMTThe resource has three parts.<br />
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<b>Continue the patterns 1</b> provides tessellating patterns produced on squared dotted lattice paper. Students are required to continue each of the patterns.<br />
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<b>Continue the patterns 2</b> provides tessellating patterns produced on isometric dotted lattice paper. Students are required to continue each of the patterns.<br />
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<b>Continue the patterns 3</b> are more complex patterns, again on isometric dotted lattice paper.<br />
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There is resource material for use in class when using these activities.TessellationsTessellations
http://stem.org.uk/rxda8
http://stem.org.uk/rxda8http://stem.org.uk/rxda8Fri, 17 Oct 2014 12:53:50 GMTFrank TapsonThis resource begins with s description of what a tangram is and they can be used in the classroom, including a number of extensions and variations.<br />
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A step-by-step guide of how to produce a tangram is followed by several pages of challenges in the form of pictures for students to reproduce. Students are then challenged to make mathematical shapes such as hexagons, pentagons, parallelograms and right-angled triangles.<br />
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There is resource material for use in class when using these activities.TangramsTangrams
http://stem.org.uk/rxda7
http://stem.org.uk/rxda7http://stem.org.uk/rxda7Fri, 17 Oct 2014 12:48:47 GMTFrank TapsonThis resource gives an introduction to the Su Doku puzzle, guidance on how to solve the puzzles and a discussion on variations on the classic Su Doku puzzle. Classroom considerations are made and a historical background given before simple 4 by 4 puzzles are produced. There follows examples of 6 by 6 Su Doku puzzles the classic 9 by 9 puzzle. <br />
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There is resource material for use in class when using these activitiesSu DokuSu Doku
http://stem.org.uk/rxda6
http://stem.org.uk/rxda6http://stem.org.uk/rxda6Fri, 17 Oct 2014 12:46:26 GMTFrank TapsonThis resource begins by exploring the different number of ways of making dominoes, trominoes, tetrominoes and pentominoes; shapes made from five squares. The resource contains 43 problems varying in difficulty exploring the properties and symmetries of pentominoes.<br />
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Students are required to make pentominoes fit together to make a series of rectangles of differing sizes. Pentominoes are used to enclose an area, and are combined to make enlargements of different pentominoes. There are nets of a tetrahedron and a square which contain pentominoes and resource sheets to accompany the problems.PentominoesPentominoes
http://stem.org.uk/rxda5
http://stem.org.uk/rxda5http://stem.org.uk/rxda5Fri, 17 Oct 2014 12:44:41 GMTFrank TapsonMultiplication Bingo is designed to help students practice their times tables and contains a pack of bingo cards and question cards used to play the game. The teacher notes give advice and tips on how to play and vary the game. Blank cards are provided to enable students to make up their own versions of the game.<br />
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Shapes Bingo begins with comprehensive teacher notes explaining how the resources contained can be used in order for students to practice basic shape recognition in the context of a bingo game.Bingo GamesBingo Games
http://stem.org.uk/rxda4
http://stem.org.uk/rxda4http://stem.org.uk/rxda4Fri, 17 Oct 2014 12:34:38 GMTFrank TapsonThis resource contains many examples of different kinds of geometric pattern. The introduction begins with border patterns; simple patterns which are easily reproduced by students. <br />
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This is followed by examples of tile patterns. Geometric patterns 3 to 6 are concerned with cyclotomy; the division of a circle into a number of equal parts, which leads to examples of geometric patterns useful for the study of reflection and rotation. Tricks with triangles produces patterns from triangles and within the following resource pages there is useful information about polygons.Geometric PatternsGeometric Patterns
http://stem.org.uk/rxda3
http://stem.org.uk/rxda3http://stem.org.uk/rxda3Fri, 17 Oct 2014 12:31:46 GMTFrank TapsonStudents begin by making a 'Digit Flipper'. There are three versions in the resource plus blanks to make others. The teacher notes then explain how the 'gadget' can be used in lessons. <br />
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The 'Digit Flipper' can be manipulated to show different numbers. Teachers can ask students to make the largest possible number, the smallest possible number, a square number and so on.Flippin SumsFlippin Sums
http://stem.org.uk/rxda2
http://stem.org.uk/rxda2http://stem.org.uk/rxda2Fri, 17 Oct 2014 12:29:33 GMTFrank TapsonThe resource explores a number of activities to explore the mathematics contained within a pack of dominoes. As a starter, students are asked a series of questions about the number of dots on dominoes. <br />
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<b>Hollow Domino Squares</b> asks students to arrange dominos in the shape of hollow squares such that the total along each side has a given sum.<br />
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<b>Domino Additions</b> requires students to arrange dominoes in such a way that they form a column addition.<br />
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<b>Magic Domino Squares</b> challenges students to arrange dominoes to make 4 by 4 magic squares.<br />
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<b>Domino Multiplication Squares</b>: Dominoes are arranged as a hollow square such that the numbers along each side multiply together to make the same total.<br />
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<b>Hollow Domino Rectangles</b>: A variation of hollow domino squares.<br />
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<b>Domino investigations</b>: A series of tasks to extend the previous challenges.<br />
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<b>Domino Ray Diagrams</b>: The rules of dominoes must be obeyed whilst arranging all 28 dominoes in eight lines radiating from the centre such that the total number of dots in each line is the same.<br />
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<b>Domino Configurations</b>: Students arrange dominoes to produce the require configurations.<br />
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<b>Domino Tilings</b>: Students are presented with a series of shapes and asked to determine whether the shape could be covered using dominoes.<br />
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<b>Domino Knots</b>: Students are presented with a knot patterns and are required to use all 28 dominoes to cover the pattern in such a way that adjacent dominoes match.<br />
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There is resource material for use in class when using these activities.DominoesDominoes
http://stem.org.uk/rxd9z
http://stem.org.uk/rxd9zhttp://stem.org.uk/rxd9zFri, 17 Oct 2014 12:27:48 GMTFrank TapsonThis resource begins by considering how the dartboard and the game of darts, can be used in practising arithmetic. Students are asked to consider the different ways each score1 to 60 can be achieved using a single dart. Students are asked to find the maximum and minimum score achievable with 1, 2 and 3 darts.<br />
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The third section considers the geometry of the dartboard, giving diameters of each of the rings and from this requires students to find the area of different parts of the board and hence the total area available to the player to attain certain scores. This leads to work on probability.<br />
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There is resource material for use in class when using these activities.DartboardDartboard
http://stem.org.uk/rxd9y
http://stem.org.uk/rxd9yhttp://stem.org.uk/rxd9yFri, 17 Oct 2014 12:24:29 GMTFrank TapsonThis resource contains many varied example of counting problems. In each one students are asked to count the number of triangles that can be found in a diagram, how many times does each digit appear if the numbers 1 to 10 are written down, how many different ways can a number be partitioned…<br />
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Further examples include colouring problems, the number of nets that make a cube and concludes with a series of matchstick sequences.Counting ProblemsCounting Problems
http://stem.org.uk/rxd9x
http://stem.org.uk/rxd9xhttp://stem.org.uk/rxd9xFri, 17 Oct 2014 12:21:07 GMTFrank TapsonThis resource contains exercises requiring students to answer questions relating to the dimensions of the square, the circle, sectors of circles, the cube, the cylinder and the sphere. The resource begins with teacher notes to provide some additional background information.<br />
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<b>Squares:</b> Students are required to find the perimeter, area, length of diagonal of a square and find the dimensions of square given the length of the diagonal. Students are required to draw squares given a selection of information about the squares.<br />
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<b>Circles:</b> Students are presented with a range of different diagrams containing circles within circles, compound shapes made up of parts of circles and are required to answer questions such as find the area of the shaded section of the diagram.<br />
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<b>Squares and circle</b>: Students answer questions relating to compound shapes made from circles, squares and triangles.<br />
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<b>Sectors</b>: Requires students to find the sector angle, the radius of the circle, the arc length and the area of a variety of sectors.<br />
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<b>Cubes and spheres:</b> Students are required to find the volume, the total surface area and a range of other dimensions relating to cubes, spheres and hemispheres.<br />
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<b>Practical cylinders:</b> Contains questions requiring students to find the height, diameter, curved surface area and volume of cylinders. There are also some packing problems.MensurationMensuration
http://stem.org.uk/rxd9w
http://stem.org.uk/rxd9whttp://stem.org.uk/rxd9wFri, 17 Oct 2014 12:17:25 GMTFrank TapsonThis resource is designed as a resource bank of questions to supplement the teaching element of the lesson. The questions require students to use Pythagoras' theorem in order to find whether a triangle is right angled and find the lengths of missing sides, and problems on 2D and 3D shapes.<br />
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The next section provides an array of examples requiring students to use sine, cosine and tangent to find missing sides and angles in right-angled triangles. Worded questions set in context, questions using compound shapes and questions in 3D are provided.<br />
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Questions relating to the graphs of the sine and cosine function are followed by questions requiring students to find the area of triangles using the formula: Area = 0.5 ab Sin C.<br />
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The sine rule and the cosine rule are used in the next section followed by tasks relating to the trigonometry of circumscribed circles, inscribed circles, escribed circles and using Heron's rule to find the area of a triangle.TrigonometryTrigonometry
http://stem.org.uk/rxd9v
http://stem.org.uk/rxd9vhttp://stem.org.uk/rxd9vFri, 17 Oct 2014 12:14:09 GMTFrank TapsonThis resource contains two activities each containing a set of problems graduated in difficulty.<br />
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<b>Rectangles:</b> Contains twenty seven questions requiring students to answer simple problems about the area and the perimeter of rectangles gradually becoming more challenging with questions such as find four different rectangles that have a given area. Further problems require the use of Pythagoras' theorem and relate to finding the dimensions of rectangles which have a given diagonal length, find the maximum and minimum area of a rectangle which has a give diagonal. Trigonometry is required to find the angle between the longer side and the diagonal.<br />
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<b>Pyramids:</b> Begins with a definition and description of a pyramid and is followed by questions requiring students to find the volume of the pyramid, the perpendicular height of the pyramid and the angle between different faces.Graduated ProblemsGraduated Problems
http://stem.org.uk/rxd9u
http://stem.org.uk/rxd9uhttp://stem.org.uk/rxd9uFri, 17 Oct 2014 12:09:33 GMTFrank TapsonThis resource contains five activities in which students are presented with a situation in which a digit, a number or an operator is missing. Students are required to complete the calculation.<br />
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<b>Missing Digits 1:</b> Students are presented with a series of two digit column additions and subtractions with digits missing from either the question or the answer or both.<br />
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<b>Missing Digits 5:</b> Students are required to complete a series of calculations in which digits are omitted from the calculation. The calculations are addition, subtraction, multiplication, division and calculating squares and cubes of numbers. <br />
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<b>Missing Numbers 6:</b> Students are presented with a calculation in which a number has been omitted. Students are required to find the missing number.<br />
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<b>Missing Multiplications:</b> Students are presented with a four by four multiplication grid which is partially completed. Students are required to complete the grid. In most cases students have to discover which numbers are being used on the outside of the grid in order to complete the body of the grid.<br />
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<b>Missing Operations:</b> Students are presented with calculations and answers with the operators missing. Students are required to insert the correct operators. Many calculations include the use of brackets.Missing NumbersMissing Numbers
http://stem.org.uk/rxd9t
http://stem.org.uk/rxd9thttp://stem.org.uk/rxd9tFri, 17 Oct 2014 12:07:04 GMTFrank TapsonThis resource contains six activities.<br />
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<b>Find</b>: Contains twenty five questions requiring students to use number properties to find numbers which fit the required criteria. An example is: find three consecutive numbers which when multiplied together make 2184.<br />
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<b>Converting Units</b>: Requires students to convert between metric and imperial units. <br />
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<b>Problems with Units</b>: Twenty problems, in context, requiring students to convert between units in order to solve the problem.<br />
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<b>Square - sum Links</b>: An investigation in which students square the digits of of a number and add the results to form the next number in the sequence. Students link numbers together and are told that one of two situations occur. Students are require to find what these two outcomes are.<br />
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<b>Odd One Out</b>: Students are presented with a set of four numbers and are required to find at least one reason why each number does not belong to the set.<br />
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<b>Divisibility</b>: Students are presented with a table of numbers and have to determine whether each number is divisible by 2, 3 or 5.MiscellaneousMiscellaneous
http://stem.org.uk/rxd9s
http://stem.org.uk/rxd9shttp://stem.org.uk/rxd9sFri, 17 Oct 2014 12:00:45 GMTFrank TapsonThis resource consists of a number of flow diagrams providing the steps required to calculate values of different properties of a variety of shapes and solids given differing starting points. Covered are square, circle, cube, sphere, cone, pyramid, sector of a circle, cylinder, rectangle. There is also a flow diagram to find the cube root of a number using trial and improvement. The resource concludes with a series of exercises in which students use the flow diagrams in order to complete tables of values.<br />
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The resource begins with a series of teacher notes explaining each flow diagram plus additional information to help with the use of the resource.Flow DiagramsFlow Diagrams
http://stem.org.uk/rxd9r
http://stem.org.uk/rxd9rhttp://stem.org.uk/rxd9rFri, 17 Oct 2014 11:54:23 GMTFrank TapsonThis resource contains three activities designed to provide students with practise of working with coordinates in the first quadrant and in all four quadrants.<br />
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<b>Practice Sheets:</b> Require students to plot points on a grid, joining the points with a straight line as they go in order to draw a picture. Practice sheet two requires students to identify different quadrilaterals.<br />
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<b>Tests:</b> Eight different tests, four in the first quadrant and four tests featuring all four quadrants, requiring students to give the coordinates of points and then to plot some points given their coordinates.<br />
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<b>Coordinate Bingo:</b> The bingo cards consist of points plotted on axes in the first quadrant. Coordinates are called and students mark off the coordinate as appropriate.<br />
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The resource concludes with a set of <b>teacher notes</b> providing suggestions of how to use the resources and suggestions for further activities.CoordinatesCoordinates
http://stem.org.uk/rxd9q
http://stem.org.uk/rxd9qhttp://stem.org.uk/rxd9qFri, 17 Oct 2014 11:30:24 GMTFrank TapsonThis resource contains six activities for use in the classroom when exploring the properties of circles.<br />
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<b>The Circle:</b> Contains a variety of questions requiring students to calculate the circumference and the area of circles. Given values for the diameter or radius of the circle. The second section contains questions requiring students to find the diameter or the radius given the circumference or the area. The third section has problems set in context.<br />
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<b>Drawing Circles:</b> Begins by defining the radius, diameter and circumference and asking students to draw circles with a given radius, circumference or area. The following section is more challenging requiring students to draw two circles with the same centre, one property of each circle being given.<br />
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<b>The Annulus:</b> the shape formed between two circles. Students explore the properties of the annulus by completing a table with values of pertaining to the properties of the inner circle, the outer circle and the annulus.<br />
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<b>Circles 2:</b> Contains a series of questions set in a variety of contexts.<br />
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<b>Sectors:</b> Begins by defining major and minor sector, and explaining how to calculate the arc length and the area of a sector of a circle. Students are then required to complete a table of values of properties of a circle and a sector of that circle given different properties from which to start with.<br />
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<b>Circles 3:</b> Contains further questions set in a variety of contexts.CirclesCircles
http://stem.org.uk/rxd9p
http://stem.org.uk/rxd9phttp://stem.org.uk/rxd9pFri, 17 Oct 2014 11:24:08 GMTFrank TapsonThis resource contains eight activities for use in the classroom.<br />
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<b>Self descriptive numbers</b>: 'Four' is a self descriptive number as the word four contains 4 letters. This is the only number for which this is the case. However if 22 is represented as 17+1+4 then this written in words takes 22 letters and is therefore self descriptive; and so the investigation begins.<br />
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<b>Magic 30</b>: Exploring ways of making 30 in 4 by 4 magic squares<br />
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<b>Totalines</b>: Placing numbers in circles to create the required total<br />
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<b>Addagons</b>: Exploring triangular and pentagonal addagons in which the numbers in two circles add to give the number in the square.<br />
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<b>Multogons</b>: As addogons except the number in the square is found by finding the product of the number in the two circles.<br />
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<b>Arithmecuts</b>: Numbers 1 to 16 are arranged randomly in a 4 by 4 grid. The task is to split the grid into parts such that the numbers in the two parts add to the same total. <br />
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<b>Jumblies</b>: Words have to be reordered to make sense mathematically.Arithmetic PracticeArithmetic Practice
http://stem.org.uk/rxd9o
http://stem.org.uk/rxd9ohttp://stem.org.uk/rxd9oFri, 17 Oct 2014 11:20:48 GMTFrank TapsonFollowing the successful rendezvous of the Rosetta spacecraft, with comet 67P, this Catalyst article explains how a smaller spacecraft will land on the surface of the comet. <br />
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Philae is due to land on the comet on 12 November 2014, the first ever attempt to land an object on the surface of a comet. <br />
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The article looks at five possible landing sites and provides images of the comet from the OSIRIS camera, one of which can be viewed using red/green stereo glasses to see the comet in 3D.<br />
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The size of comet 67P is also shown against an image of London, taken from the International Space Station.<br />
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The article is from Catalyst: Secondary Science Review 2014, Volume 25, Issue 1.<br />
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Catalyst is a science magazine for students aged 14-19 years. Annual subscriptions to print copies of the magazine can be purchased from <a target="_blank" href="http://www.mindsetsonline.co.uk/Site/catalyst">Mindsets</a>.Where Will Philae Land? Rosetta in OrbitWhere Will Philae Land? Rosetta in Orbit
http://stem.org.uk/rxd9c
http://stem.org.uk/rxd9chttp://stem.org.uk/rxd9cWed, 15 Oct 2014 11:16:42 GMTTom LyonsThis resource aimed at primary level, links to the topics of rocks and soils, evolution and the identification and classification of plants and animals. It tells the story of three great biologists: <b>Mary Anning</b>, <b>C B Williams</b> and <b>Beatrix Potter</b> providing insight into their lives and work and their impact on science.<br />
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Consisting of an informative poster and accompanying teacher guidance pack, the resource contains information on each of the individuals listed on the poster in addition to background information on the linked subject areas. The notes also include ideas for further practical work linked to the topics and engagement tools for use in the classroom. <br />
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A selection of online resources that link to Mary Anning, CB Williams and Beatrix Potter can be found on the National STEM Centre<a target="_blank" href="http://www.stem.org.uk/cx3xv"> eLibrary</a>. <br />
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Biology Changing the World is part of 15-month project run by the Society of Biology, which began in January 2014.It was funded by the Heritage Lottery Fund and has been developed in partnership with the Biotechnology and Biological Sciences Research Council (BBSRC).Biology Changing the WorldBiology Changing the World
http://stem.org.uk/rxd9b
http://stem.org.uk/rxd9bhttp://stem.org.uk/rxd9bMon, 13 Oct 2014 09:57:49 GMTSociety of BiologyThis resource contains a series of card tricks. Each trick is presented in two parts. In the first part enough detail is given so that the trick can be performed. A description of the desired effect is given followed by an explanation of the mechanics of the trick – actually what is done to ensure the trick works.<br />
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All the tricks have a link to fundamental concepts and topics in Computer Science such as algorithms, testing, parity, binary, searching and sorting.The Magic of Computer ScienceThe Magic of Computer Science
http://stem.org.uk/rxd9a
http://stem.org.uk/rxd9ahttp://stem.org.uk/rxd9aFri, 10 Oct 2014 14:56:54 GMTPeter McOwanPaul CurzonPaul CurzonScience and engineering represent great opportunities for magic. This book contains some amazing and easy-to-do magic tricks based on secret chemistry, physics, engineering and mathematics. The description of each trick explains the effect, how it works and hints and tips for performing the illusion. The illusions include the disappearing coin, the levitating wheel, the vanishing bowl of water, the un-burstable balloon and many more.Clever Conjuring Using Secret Science and EngineeringClever Conjuring Using Secret Science and Engineering
http://stem.org.uk/rxd99
http://stem.org.uk/rxd99http://stem.org.uk/rxd99Fri, 10 Oct 2014 14:49:01 GMTPeter McOwanMatt ParkerMatt ParkerRichard GarriotRichard GarriotThis handbook of magical mathematical tricks is intended for use in the classroom to help teach many of the basic concepts in mathematics in an engaging and entertaining way. The tricks have been mapped to topics found in Key Stage Four and are as diverse as Pythagoras' theorem, simultaneous equations, probability, sine and cosine, factors, loci, powers and indices, vectors, ratios, factorials and many more. <br />
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Accompanying each trick is a comprehensive description of how the trick is to be performed, what effect is attempting to be achieved and the mathematics behind why the illusion works.The book contains photocopiable resources for use with the tricks.Maths Made MagicMaths Made Magic
http://stem.org.uk/rxd98
http://stem.org.uk/rxd98http://stem.org.uk/rxd98Fri, 10 Oct 2014 14:38:51 GMTJason DavisonPeter McOwanPeter McOwanMany of the most powerful magical effects performed today have a mathematical basis. Mathematics is also the secret behind the technologies people use, the products they buy and the jobs they will have. <br />
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This book shows how to perform some magic tricks, explains the mathematics behind them and how that same mathematics is used in the real world.<br />
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All the tricks are self-working, which means there is no need to know any clever sleight of hand. The magic uses a whole range of mathematical ideas that you may already have come across, from simple addition and subtraction, to prime numbers, geometry, algebra and statistics. The intention of this book is to show that all of maths can be exciting, magical and useful.The Manual of Mathematical MagicThe Manual of Mathematical Magic
http://stem.org.uk/rxd97
http://stem.org.uk/rxd97http://stem.org.uk/rxd97Fri, 10 Oct 2014 14:10:17 GMTPeter McOwanMatt ParkerMatt ParkerPublished in September 2014 this report details the findings and recommendations of a study carried out by the Wellcome Trust on the deployment of science and maths leaders in primary schools. The study carried out in 2013 explored how science and maths expertise is currently used in schools and looked at understanding the strategic drivers behind the different models of deployment. Research consisted of:<br />
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• an online survey completed by 209 schools in England with primary age students<br />
• follow-up interviews with 21 of the schools that completed the survey<br />
• detailed case studies of science provision and leadership in three of the schools followed-up.<br />
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Finding that very few schools have access to high levels of science expertise and that strategic leadership for the subject is weak, the report discusses the concerns about the status of primary science and the accountability systems in place for it.Primary Science: Is It Missing Out? Recommendations for Reviving Primary SciencePrimary Science: Is It Missing Out? Recommendations for Reviving Primary Science
http://stem.org.uk/rxd96
http://stem.org.uk/rxd96http://stem.org.uk/rxd96Fri, 10 Oct 2014 09:25:02 GMTWellcome TrustThis book describes young people’s attitudes, beliefs, motivations and behaviours that affect their decisions on subject choice and career paths to add depth to the current understanding of how young people perceive STEM careers.<br />
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Four phases of research activity with young people; qualitative, social listening, co-creation and quantitative research activities are brought together. The book contains four sections exploring:<br />
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• Attitudes and Mindsets that define today’s generation of 14 to 17 year olds across England.<br />
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• Career goals and ambitions: what young people want from work.<br />
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• Decision points: When key decisions are made, identifying the key influencers, the role of parents and the role of teachers.<br />
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• Perceptions of STEM: How STEM is perceived by young people, parents and teachers. How STEM is talked about on social media.<br />
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The appendix outlines the approach taken in this piece of research.Project STEM - Book of InsightsProject STEM - Book of Insights
http://stem.org.uk/rxd95
http://stem.org.uk/rxd95http://stem.org.uk/rxd95Thu, 09 Oct 2014 09:57:33 GMTDepartment for Business, Innovation and SkillsAimed at primary level, this book provides a comprehensive range of practical activities relating to Earth and Space, light and astronomy. ‘Hands on’ activities include: creating a lunar landscape, Moon storytelling, modelling a solar eclipse, building a sundial, observing sunspots and building a model of our solar system. <br />
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Provided by European Universe Awareness (EU-UNAWE) the book contains background knowledge around each of the activities and full teacher guidance on running them. Many images, cards and activity sheets are provided and other resources required are easy to source or make. The topics are:<br />
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• The Moon<br />
• The Earth <br />
• Solar and Lunar eclipses<br />
• The Sun<br />
• Light and Shadows<br />
• The Sun’s surface<br />
• Sun’s Rotation<br />
• The Solar System<br />
• Asteroids <br />
• Rockets<br />
• Weight on other planets<br />
• Star constellations<br />
• Making a planisphere, a turnable star mapUniverse in a BoxUniverse in a Box
http://stem.org.uk/rxd94
http://stem.org.uk/rxd94http://stem.org.uk/rxd94Thu, 09 Oct 2014 09:39:32 GMTEU-UNAWECountries charge for planes to fly through their airspace even if the plane does not land. Different countries levy different charges, therefore plane companies consider a number of different routes and calculate the associated charges with each route. The formula used to fly over Europe is considered and an example calculation provided. <br />
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The first problem requires students to substitute the correct values into the formula in order to calculate the flying charges for two different flights. <br />
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The second problem gives the charge and the distance flown requiring the students to use the formula to calculate the weight of the plane. <br />
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In problem three a second formula is then considered which requires students to look up relevant information from a table of data followed by three problems for students to complete.<br />
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Problem four asks students to illustrate the charges using a series of graphs.Flight ChargesFlight Charges
http://stem.org.uk/rxd8t
http://stem.org.uk/rxd8thttp://stem.org.uk/rxd8tMon, 29 Sep 2014 11:27:38 GMTCIMTThere are strict limits on the number of hours that pilots can work. A formula is given which is used to calculate 'stick' time, the actual working time for a flight with a scheduled flying time of t minutes. Students are required to use this formula to solve a number of problems posed. Students are asked to graph the relationship between scheduled flying time and 'stick' time.Scheduling PilotsScheduling Pilots
http://stem.org.uk/rxd8s
http://stem.org.uk/rxd8shttp://stem.org.uk/rxd8sMon, 29 Sep 2014 11:25:38 GMTCIMTThe flight from Singapore from London takes 13 hours and 35 minutes. Given the take off time and the fact that Singapore is 7 hours ahead of London, students are asked to find the local time the plane lands in London. Students are posed a series of problems and tasks relating to other flights between Singapore and London involving the scheduling of flights, designing timetables and completing a week-long schedule with a designated number of planes.Scheduling AircraftScheduling Aircraft
http://stem.org.uk/rxd8r
http://stem.org.uk/rxd8rhttp://stem.org.uk/rxd8rMon, 29 Sep 2014 11:24:09 GMTCIMTThis problem features a coil of tinplate being stored on a mandrel. In the first problem, students are presented with the diameter of the mandrel, the height from the floor, the width of the coil and the density of the steel. The problem is to calculate the maximum coil weight. A worked solution is included with the problem. The follow up activity asks students to calculate the percentage increase in weight if the height of the mandrel is increased by 10% Students need to be able to calculate the area of a circle and the volume of a cylinder and work with percentages.<br />
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Problem two gives the thickness of the tinplate and asks students to calculate the length of the coil. Students are required to use the fact that the volume can be calculated in two different ways: by considering the volume of a cylinder and secondly by considering the tin plate laid out as a very thin cuboid. A worked solution is included.<br />
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Extra exercises require students to repeat problem two for different thicknesses of tinplate and to produce a general solution for the length of coil.Coil Feed LineCoil Feed Line
http://stem.org.uk/rxd8q
http://stem.org.uk/rxd8qhttp://stem.org.uk/rxd8qMon, 29 Sep 2014 11:10:12 GMTCIMTThe reduction mill reduces the thickness of a strip of steel using a series of rollers, each roller making the steel slightly thinner. The percentage reduction is constant on each pair of rollers. The mathematics used to calculate the actual reduction is similar to that used when calculating compound interest. Students are required to find the thickness of the steel at different stages of the process.<br />
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The first problem asks students to calculate the number of rollers required to produce the required reduction in thickness given the percentage reduction of each pair of rollers and then to generalise the result. <br />
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Activities two and three consider the speed at which the steel leaves the rollers given that the thickness is reduced but the width stays constant.<br />
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Problem two requires students to solve an equation in n where n is a power. This can be achieved by trial and improvement or by use of logarithms.Reduction MillReduction Mill
http://stem.org.uk/rxd8p
http://stem.org.uk/rxd8phttp://stem.org.uk/rxd8pMon, 29 Sep 2014 11:07:48 GMTCIMTThe cost of transportation is a key factor for many industries. This activity features a classic transportation problem giving the outputs of two suppliers, the demands of two consumers and the associated transportation costs. <br />
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Students are asked to find the minimum transportation cost to meet the demand. Students are presented with increasingly complex problems to solve and, in each case, find the optimum solution.TransportationTransportation
http://stem.org.uk/rxd8o
http://stem.org.uk/rxd8ohttp://stem.org.uk/rxd8oMon, 29 Sep 2014 11:06:10 GMTCIMTDue to problems in the manufacture of tinplate coils, the edge of the strip can be slightly longer than the centre. This causes a 'wave' on the wall of the coil but can be rectified by differentially stretching the strip to make the edges flat.<br />
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Students are required to apply Pythagoras' theorem to find the radius of the arc produced by the wave. Trigonometry is then used to find the angle at the centre of the sector to enable to length of the arc to be calculated. To complete the task students find the percentage elongation and generalise their results.Wavy EdgesWavy Edges
http://stem.org.uk/rxd8n
http://stem.org.uk/rxd8nhttp://stem.org.uk/rxd8nMon, 29 Sep 2014 11:03:44 GMTCIMTDrinks cans are made by stamping out circular discs from a sheet of tin. Given the dimensions of the sheet of tin and the diameter of the circle stamped out, students are required to calculate the wastage and to investigate whether there is a more efficient method. The problem requires students to be able to calculate the area of a square, the area of a circle and simple percentages.<br />
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Problem one asks students to find the thickness of one can top if it can be made from recycling the wastage from the making of one can. <br />
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Activity two asks students to consider a different configuration for stamping out the tins and evaluate the percentage waste requiring the use of trigonometry. The exercise consists of related problems including consideration of three dimensional packing problems.Drinks CansDrinks Cans
http://stem.org.uk/rxd8m
http://stem.org.uk/rxd8mhttp://stem.org.uk/rxd8mMon, 29 Sep 2014 11:02:14 GMTCIMTTin cans come in a variety of shapes and sizes. In this activity students consider the net of a tin can, the formula for the total surface area and the formula for the volume of the can. <br />
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The first problem requires students to express the total surface area as a function of r by eliminating h. <br />
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The second problem requires students to draw a graph of the function which requires consideration of what happens to the value of the surface area when the radius of the can equals zero and as the radius tends to infinity.<br />
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The third problem requires students to find the value of r for which the surface area is a minimum. This can be achieved in a variety of ways including the introduction of calculus.<br />
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Students are asked to investigate whether, in real-life, minimising the surface area is a key factor when designing cans.Tin Can DesignTin Can Design
http://stem.org.uk/rxd8k
http://stem.org.uk/rxd8khttp://stem.org.uk/rxd8kMon, 29 Sep 2014 10:59:40 GMTCIMTThis resource contains three ideas for card games involving Planets of the Solar System. It includes instructions for playing the games and the cards of the Planets with key facts about them. The games are Trump Card, Snap and Families.<br />
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This activity has been provided by European Universe Awareness (EU-UNAWE).Card GamesCard Games
http://stem.org.uk/rxd8c
http://stem.org.uk/rxd8chttp://stem.org.uk/rxd8cMon, 15 Sep 2014 12:29:31 GMTUNAWEThis resource, aimed at primary level, links to work on light and Earth and Space. Looking first at the principles behind how a telescope works, it provides activities in which children explore the nature of light, the role of concave and convex lenses in focussing light to form an image and on making a ‘Home TV’. Further activities show how to make both a reflective and a refractory telescope, providing a step by step guide, details on how they work and the scientists involved in their invention. <br />
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These activities have been provided by European Universe Awareness (EU-UNAWE).Telescope GuidesTelescope Guides
http://stem.org.uk/rxd8b
http://stem.org.uk/rxd8bhttp://stem.org.uk/rxd8bMon, 15 Sep 2014 12:25:47 GMTUNAWEThis resource, aimed at primary level, contains three activities relating to the Solar System. In the first activity children create a solar system flip book to show that the four planets closest to the Sun (Mercury, Venus, Earth and Mars) revolve around the Sun in the same direction, but at different speeds. <br />
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Using this information they deduce that the length of a year isn't the same from one planet to the next and find out that their birthdays wouldn't be celebrated at the same frequency on these planets as on Earth. <br />
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In <b>Spicy Solar system</b> children build a representation of the solar system to scale using edible ingredients that can be easily sourced and in <b>Super Saturn</b> they make a model of Saturn using a CD and a polystyrene ball. <br />
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These activities have been provided by European Universe Awareness (EU-UNAWE).Solar System activitiesSolar System activities
http://stem.org.uk/rxd8a
http://stem.org.uk/rxd8ahttp://stem.org.uk/rxd8aMon, 15 Sep 2014 12:21:11 GMTUNAWEIn this activity children are introduced to safe solar observation. Using everyday materials, the activity provides a step by step guide to create a safe sun viewer. <br />
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A second activity investigates ‘sunspots’ and looks at how to use binoculars as a projector to see 'sunspots'. ‘Sunspots’ are areas of the sun which look dark because they are a bit cooler than the rest of the sun. Created by the magnetic fields of the sun, they are actually large areas, often bigger than the Earth.<br />
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These activities have been provided by European Universe Awareness (EU-UNAWE).Safe Sun ViewerSafe Sun Viewer
http://stem.org.uk/rxd88
http://stem.org.uk/rxd88http://stem.org.uk/rxd88Mon, 15 Sep 2014 12:13:18 GMTUNAWEThis resource contains 12 lessons, for students aged 8 to 12, that look at radio waves and other invisible forms of light. <br />
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Lesson 1: Looking at radio telescopes and objects that do and do not use radio waves<br />
Lesson 2: Making an antenna dish from paper to amplify your voice<br />
Lesson 3: A discussion on X-rays<br />
Lesson 4: Making a model of a radio telescope and making a string telephone<br />
Lesson 5: Using a number grid to construct a "radio image"<br />
Lesson 6: Making coloured filter glasses<br />
Lesson 7: Play 'Happy Families' with six kinds of electromagnetic radiation<br />
Lesson 8: Measuring wavelengths<br />
Lesson 9: Coding and decoding an "alien message"<br />
Lesson 10: Making an antenna dish from aluminium foil to heat up a marshmallow<br />
Lesson 11: Showing the radio interference from a mobile phone<br />
Lesson 12: Linking the size of a radio dish to the quality of the imageRadioastronomyRadioastronomy
http://stem.org.uk/rxd87
http://stem.org.uk/rxd87http://stem.org.uk/rxd87Mon, 15 Sep 2014 12:10:43 GMTUNAWEIn this cross curricular activity, children learn about light and shadows by creating shadow puppets which tell the story of a myth or legend. Teacher’s notes provide a step by step guide to creating the shadow puppets, showing how to create moving parts; it also shows how to set up a shadow theatre to tell the story using everyday materials. <br />
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A second activity explores how shadows are produced and how shadows change over the course of a day. <br />
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These activities have been provided by European Universe Awareness (EU-UNAWE).Making Shadow PuppetsMaking Shadow Puppets
http://stem.org.uk/rxd86
http://stem.org.uk/rxd86http://stem.org.uk/rxd86Mon, 15 Sep 2014 12:07:15 GMTUNAWEThis activity looks at the shape of the Earth and the reasons why we have day and night. It includes a game “The Earth goes on a Spin”; in which children role-play the Sun and the Earth. In other activities children think about the sounds that are heard during day and night. The activities require the use of an earth ball or a globe.<br />
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This activity has been provided by European Universe Awareness (EU-UNAWE).The Earth is a BallThe Earth is a Ball
http://stem.org.uk/rxd85
http://stem.org.uk/rxd85http://stem.org.uk/rxd85Mon, 15 Sep 2014 11:56:55 GMTUNAWEThis booklet provides a range of activities which look at the Earth and what we can find out about it. Cross curricular activities encompass science, geography and literacy and include facts, question sheets and practical activities, all designed to provoke interest and awareness of the Earth and its place in the Universe. Topics include: <br />
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• Planets of the solar system<br />
• The composition of the surface of the Earth<br />
• Why we have day and night<br />
• The seasons<br />
• Identifying continents<br />
• Aliens <br />
• Phases of the moon <br />
• Eclipses <br />
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This activity has been provided by European Universe Awareness (EU-UNAWE).Earth Ball Activity BookEarth Ball Activity Book
http://stem.org.uk/rxd84
http://stem.org.uk/rxd84http://stem.org.uk/rxd84Mon, 15 Sep 2014 11:48:35 GMTUNAWEThis selection of eight short stories from around the world shows how myths have arisen which explain the formation of star constellations, phases of the moon, the creation of the Earth and the Sun and Moon. Whilst linking to learning in literacy about myths and legends, they also provide a context for further study on aspects of Space in the curriculum.<br />
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The stories are:<br />
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• <b>Dream of the Gods</b><br />
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• <b>The Eyes of St Lucia</b><br />
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• <b>Hercules, the Strongest and Bravest Boy of all</b><br />
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• <b>Orion the Giant</b><br />
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• <b>A Rabbit in a Pot</b>Observing the Moon<br />
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• <b>The Legend of Yacana</b><br />
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• <b>The Sad Story of the Three Siblings</b><br />
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• <b>The Sun and the Moon</b><br />
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This resource has been provided by European Universe Awareness (EU-UNAWE).MythsMyths
http://stem.org.uk/rxd82
http://stem.org.uk/rxd82http://stem.org.uk/rxd82Mon, 15 Sep 2014 11:37:05 GMTUNAWEThis careers pack, for primary schools, uses space as a context to highlight the importance of STEM subjects. The resource has been written to highlight some of the STEM career opportunities available so that students, teachers and school communities can discuss and explore, from an earlier age, the breadth of jobs opportunities available.<br />
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There are seven activities included in the booklet:<br />
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Activity 1 – Skills and Qualities: to examine what skills and qualities mean and why they are important<br />
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Activity 2a and 2b - Communication: to identify the importance of clear communication in jobs people do<br />
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Activity 3 – Teamwork: to identify the importance of teamwork in jobs people do<br />
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Activity 4 – Problem solving: to identify the importance of problem solving and decision making<br />
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Activity 5 – Crew Patch Design: create a personalised ‘crew patch’ that will help you identify your interests, strengths and hopes for the future<br />
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Activity 6 – Space Spin Offs: to make connections between an object connected with space and an invention used on Earth<br />
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Activity 7 – Where can STEM take you?: to explore and research possible future careersLook to the Future: the Future Needs STEMLook to the Future: the Future Needs STEM
http://stem.org.uk/rxd7y
http://stem.org.uk/rxd7yhttp://stem.org.uk/rxd7yTue, 09 Sep 2014 13:12:59 GMTDerbyshire County CouncilThis video explains how Lemaître theory of the Big Bang explained the measurements made from the early 20th Century until today. <br />
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The presenter, Anu Ojha, explains how different elements have different spectra because of the changes in energy levels of the electrons in the atoms. Spectroscopy of many nebulae show a redshift, showing that the object is moving away from us. <br />
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Measurements of this redshift can give a measurement of the speed of recession. This leads on to a measurement of the age of the universe. More recent measurements show that the universe is not only expanding but accelerating.<br />
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One of the Automated Transfer Vehicles (ATV) is named after Georges Lemaître. ATV is an expendable, pressurised unmanned resupply spacecraft designed to supply the International Space Station (ISS) with propellant, water, air, payloads, and experiments.ATV – Georges LemaitresATV – Georges Lemaitres
http://stem.org.uk/rxd7x
http://stem.org.uk/rxd7xhttp://stem.org.uk/rxd7xTue, 09 Sep 2014 09:43:49 GMTESAWith the aid of animations, in this video, Anu Ojha explains Einstein’s theory of Special and General Relativity. Special Relativity tells us that the speed of light is constant, and therefore the measurements of space and time will change from the perspective of different observers. <br />
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General Relativity tell us that a gravitational field is just the distortion of space-time caused by mass. He explains that any system using GPS, such as the European Space Agency’s Automated Transfer Vehicle (ATV), must take into account the effects of relativity to enable precise positioning information.ATV – Albert EinsteinATV – Albert Einstein
http://stem.org.uk/rxd7w
http://stem.org.uk/rxd7whttp://stem.org.uk/rxd7wTue, 09 Sep 2014 09:37:43 GMTESAThe physicist Edoardo Amaldi was instrumental in the development of CERN and of ESRO, which eventually became the European Space Agency. <br />
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One of the European Space Agency’s Automated Transfer Vehicles (ATV) is named after him.<br />
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This video focuses on the low Earth orbit radiation environment and cosmic rays. The video shows how a cloud chamber can be used to see muons produced from cosmic rays. Radiation hardened components are used on the ATV, and like the rest of the International Space Station, protective layers are used to prevent many of the cosmic rays from penetrating the spacecraft and potentially damaging the DNA of astronauts on board.ATV – AmaldiATV – Amaldi
http://stem.org.uk/rxd7v
http://stem.org.uk/rxd7vhttp://stem.org.uk/rxd7vTue, 09 Sep 2014 09:32:11 GMTESAThis video explains the historical context of observations and the different models of the solar system, that led to Kepler’s theories of elliptical planetary orbits. <br />
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Both the Copernican and Ptolemaic models required the use of epicycles to explain retrograde motion. Kepler spent six years developing his three laws, which are outlined in the video, with supporting animations.<br />
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One of the Automated Transfer Vehicles is named after Kepler. Anu Ojha explains how the ATV gradually changes its orbit to enable it to dock with the International Space Station. <br />
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He also explains how the small atmospheric drag of the International Space Station (ISS) causes it to lose height, and how the ATV boosts the ISS into a new orbit.ATV – Johaness KeplerATV – Johaness Kepler
http://stem.org.uk/rxd7u
http://stem.org.uk/rxd7uhttp://stem.org.uk/rxd7uTue, 09 Sep 2014 09:23:10 GMTESAThe book, From the Earth to the Moon written by Jules Verne, describes firing the explorers from a canon to reach the Moon. This video explores Newton’s equation for gravitational force and how these forces change over distance. <br />
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Anu Ojha explains how the International Space Station is in freefall, and how this leads to the idea of weightlessness in space. <br />
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Verne correctly calculated the speed needed to send the explorers to the Moon, even though his solution was never practical in the real world. Anu goes on to explain how the acceleration provided by today’s multi-stage rockets can be used as a solution.<br />
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One of the European Space Agency’s Automated Transfer Vehicles (ATV) is named after Jules Verne. The ATV uses a multi-stage rocket to reach the International Space Station.ATV – Jules VerneATV – Jules Verne
http://stem.org.uk/rxd7t
http://stem.org.uk/rxd7thttp://stem.org.uk/rxd7tTue, 09 Sep 2014 09:17:04 GMTESAThe main aim of the study was to: <br />
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• engage students and enhance their learning in mathematics through cross-curricular work with other STEM subjects, using video as a tool to encourage students to:<br />
- reflect on their problem solving strategies<br />
- interpret and communicate outcomes<br />
- understand STEM contexts for mathematics<br />
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• develop links with other STEM departments and improving collaborative planning and delivery<br />
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• raise profile and awareness of STEM across the Local Authority<br />
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• share uses of video for teaching and learning STEM across the Local Authority<br />
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At Townley Grammar School for Girls teachers sought to engage students in STEM subjects and support each other through the use of video with a view to raising the profile and improving the teaching and learning of STEM subjects. <br />
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As a borough wide initiative the school worked with the local authority to build an MLE room with examples of how video can be used to enhance teaching and learning and assist linking mathematics with science and technology.Using Video as a Tool for a Cross-Curricular Approach to Teaching STEM SubjectsUsing Video as a Tool for a Cross-Curricular Approach to Teaching STEM Subjects
http://stem.org.uk/rxd7r
http://stem.org.uk/rxd7rhttp://stem.org.uk/rxd7rFri, 05 Sep 2014 16:47:56 GMTMichael KentThe project involved members of staff from the STEM subjects at the Kingswinford School working collaboratively to plan and deliver sessions to a group of Year Nine students. These sessions were held after school for an hour each week during the summer and autumn terms in 2010 and targeted students who were Gifted and Talented in at least one of the STEM subjects.<br />
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The topic of the applications of glass was chosen due to the historical significance of glass to the local area and the students’ task was to construct their own borescope. It was hoped that by choosing a science and design and technology based topic, but one with a strong maths component, that it would engage the students and stimulate their interest in the subjects.<br />
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During the project, the students researched and studied a range of topics including:<br />
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• The behaviour of light as it passes between different media<br />
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• The properties of lenses.<br />
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• The design and technology of optical instruments including telescopes, microscopes and borescopesApplications of Glass to Make Mathematics More Appealing to STEM Club MembersApplications of Glass to Make Mathematics More Appealing to STEM Club Members
http://stem.org.uk/rxd7q
http://stem.org.uk/rxd7qhttp://stem.org.uk/rxd7qFri, 05 Sep 2014 16:42:22 GMTNational STEM centreA group of enthusiastic mathematics and science teachers with an interest in raising student achievement and making the link between the STEM subjects spent several months working as a STEM Knowledge Network and were able to commit time to evaluating the benefits of cross curricular teaching and the effect of the National STEM Centre resource collection on both their teaching and the students’ learning.<br />
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The main aim was to improve teaching and learning in STEM subjects through use of the National STEM Centre resource collection and to help students make the link between the STEM subjects.Using the National STEM Centre Resource Collection to Improve Teaching and Learning in STEM SubjectsUsing the National STEM Centre Resource Collection to Improve Teaching and Learning in STEM Subjects
http://stem.org.uk/rxd7p
http://stem.org.uk/rxd7phttp://stem.org.uk/rxd7pFri, 05 Sep 2014 16:38:09 GMTNational STEM centreSuccessful scientists require a broad range of skills and attributes in order to achieve, and have recognition of, their successes. Central and pivotal to these skills is the mastery of number and a proficiency in mathematics. In science lessons students frequently rely on these mathematical skills but when out of the confines of a mathematics classroom and in a different context, find difficulty in demonstrating them suitably. <br />
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Teachers from Heaton Manor School, Newcastle Upon Tyne, focussed on a targeted group of students in order to nurture and develop the mathematical skills they are most likely to employ to become successful scientists. In doing so they considered the role staff can play in orchestrating and collaboratively planning activities to develop these skills.<br />
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Science staff wanted to place a greater emphasis on key mathematical operations whilst the mathematics staff were more interested in gaining a context for the mathematical concepts thereby making some activities more relevant to students by working with real data.Success in Science: Does It Add Up?Success in Science: Does It Add Up?
http://stem.org.uk/rxd7o
http://stem.org.uk/rxd7ohttp://stem.org.uk/rxd7oFri, 05 Sep 2014 16:08:20 GMTSteve SmithNewland School is passionate about promoting women into areas such as mathematics and science, which are often viewed as traditionally male careers. Success in these careers requires an ability to draw on a range of common skills, but the traditionally isolated nature of secondary school departments has been a barrier that the Newlands STEM Knowledge Network is determined to cross. Karen Hornby reports on their move towards collaborative working and how this was achieved in a joint project – the design and production of a Mother’s Day gift box.STEM in a Box: Coordinating the Teaching of Common Content through a Practical Project across Year EightSTEM in a Box: Coordinating the Teaching of Common Content through a Practical Project across Year Eight
http://stem.org.uk/rxd7n
http://stem.org.uk/rxd7nhttp://stem.org.uk/rxd7nFri, 05 Sep 2014 16:05:17 GMTKaren HornbyThe STEM Knowledge Network based at King Edward’s Stourbridge has developed a range of materials to further the active use of statistics within the sciences. <br />
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These have been trialled in some subject areas and are being further developed and trialled during the 2010-11 academic year, at AS, A2 and GCSE level. A major focus of the project has been in the use of MINITAB to enable effective interpretation of large and complex data sets.Promoting the Active and Effective Use of Statistical Techniques within the SciencesPromoting the Active and Effective Use of Statistical Techniques within the Sciences
http://stem.org.uk/rxd7m
http://stem.org.uk/rxd7mhttp://stem.org.uk/rxd7mFri, 05 Sep 2014 15:53:21 GMTNational STEM CentreWith the introduction of the revised National Curriculum programmes of study, one of the Hampshire Leading Mathematics Teachers’ (LMT) core groups decided to focus on activities to promote cross-curricular STEM work in schools. <br />
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Mathematics departments tend to work in isolation and the LMTs first objective was to try cross-curricular activities and discuss the successes, merits and pitfalls of each. The intended outcome was a bank of ideas, presented in a format that teachers could then try in their own settings.Promoting Innovation through Practical STEM Based ActivitiesPromoting Innovation through Practical STEM Based Activities
http://stem.org.uk/rxd7k
http://stem.org.uk/rxd7khttp://stem.org.uk/rxd7kFri, 05 Sep 2014 15:49:12 GMTJenny BurnCastlebrook High School was aware that many of its feeder primary schools found it difficult to deliver exciting STEM projects. In this project they aimed to provide training for the primary staff and in-school support when the activity was delivered. <br />
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Key Stage Three students from the science club were involved in both the training and support of the primary teachers.Professional Development for Primary Teachers to Deliver STEM ActivitiesProfessional Development for Primary Teachers to Deliver STEM Activities
http://stem.org.uk/rxd7j
http://stem.org.uk/rxd7jhttp://stem.org.uk/rxd7jFri, 05 Sep 2014 15:46:52 GMTVictoria AyrisCross-curricular work can be incredibly powerful, both in terms of student outcomes and staff Continuing Professional Development. However, it is easy to contemplate, but far more difficult to deliver. Effective planning is the key. At King James’s School, near Huddersfield, members of the mathematics and science departments worked collaboratively to prepare a ‘rockets’ project which was delivered jointly on one of the school’s cross-curricular days, and followed up in subsequent mathematics lessons to provide a high quality and enjoyable learning experience for staff and students alike.Mathematics and Science Departments Working CollaborativelyMathematics and Science Departments Working Collaboratively
http://stem.org.uk/rxd7h
http://stem.org.uk/rxd7hhttp://stem.org.uk/rxd7hFri, 05 Sep 2014 15:43:43 GMTIan RimmerTeachers often battle with students’ inability to make links between their learning across subjects. For example: in science, after collecting data from an experiment, students are required to draw a graph of their results and describe what the graph shows. As as soon as the graph paper is out students usually point out that it is a science lesson, not mathematics!<br />
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This problem is exacerbated by the difference in requirements for different subjects. For example, mathematics exams very rarely require students to be able to draw axes for graphs. However, science exams usually do. In the absence of collaboration between departments this difference may not be identified and staff assume incorrectly that students have been taught specific maths skills, which may ultimately be detrimental to their progress. <br />
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Teachers from the science and mathematics departments at Ashton-on-Mersey School collaborated on an after-school STEM club for Key Stage Three students that had been identified as Gifted and Talented in either subject. <br />
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They investigated whether the better use of cross-curricular links particularly across the STEM subjects could help to raise student attainment and also what impact this had on the teachers involved.Does STEM Enhance Cross-Curricular Learning within the Gifted and Talented Cohort at Key Stage Three?Does STEM Enhance Cross-Curricular Learning within the Gifted and Talented Cohort at Key Stage Three?
http://stem.org.uk/rxd7f
http://stem.org.uk/rxd7fhttp://stem.org.uk/rxd7fFri, 05 Sep 2014 15:33:03 GMTBeth HarropStudents often seem uncomfortable when confronted with a science teacher talking about mathematics in a science lesson or a design and technology teacher talking about science in a design and technology lesson. <br />
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Karen Laws, a secondary science teacher at Hinchingbrooke School who had trained as a primary teacher, had observed that students viewed lessons as isolated and stand alone with respect to curriculum areas. <br />
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When the opportunity to research these observations became available, she was inspired to try and find out more about making links and if this could support students in their studies.Cross-Curriculum Cooperation in Product DesignCross-Curriculum Cooperation in Product Design
http://stem.org.uk/rxd7e
http://stem.org.uk/rxd7ehttp://stem.org.uk/rxd7eFri, 05 Sep 2014 15:29:39 GMTKaren LawsAt Bishop Challoner Catholic College in Birmingham, a STEM project entitled “Rockets in Motion” took place during the autumn term of the 2010-2011 academic year. The project ran through a series of after-school sessions led jointly by the science, technology and mathematics departments. <br />
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This project explored the role of algebra in science, technology and engineering. The project not only provided an enriching experience for the students involved but also supported the professional development of the teachers involved.Creating a 'Rockets in Motion' ProjectCreating a 'Rockets in Motion' Project
http://stem.org.uk/rxd7d
http://stem.org.uk/rxd7dhttp://stem.org.uk/rxd7dFri, 05 Sep 2014 15:21:03 GMTNational STEM CentreThis question is made up of four parts. Students are required to sketch the graph of a modular function, find where this function intersect a line, find the value of a composite function and find the range of a quadratic function. <br />
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The mathematical solution explains how to sketch the modular function by first drawing the straight line and reflecting appropriately in the x-axis. Explanation is then given as to which equations need to be solved to find the points of intersection of the two lines. The value of the composite function fg(2) is then found where g(x) is a quadratic function and f(x) is the function containing a modulus. The range of the quadratic function, in the given domain, is then found by locating the maximum and minimum values in this domain.<br />
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Graphical solution 1 explains how to use the graphic calculator to use the 'abs' function to draw the graph of a function containing a modulus. The second line is then drawn and the points of intersection are found.<br />
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Graphical solution 2 explains how input a composite function into the graphical calculator to find the value of fg(2). The second part explains how to limit the domain when drawing the graph of a function then find the maximum and minimum function.Solving Equations Involving the Modulus function, Composite Functions and Examining the Range of a FunctionSolving Equations Involving the Modulus function, Composite Functions and Examining the Range of a Function
http://stem.org.uk/rxd7c
http://stem.org.uk/rxd7chttp://stem.org.uk/rxd7cFri, 05 Sep 2014 13:48:16 GMTMathstouch LtdGiven a straight line intersecting with a quadratic, the mathematical solution explains how to find the value of the area bounded by the line and the curve. The first step is to find the points of intersection of the line of the curve by equating and using the quadratic formula.<br />
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The second part of the question requires students to find the area bounded by the curve and the line. Explanation is given as to what equations should be integrated in order to find the required area. The integration is performed and the value of the required area found.<br />
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Graphical solution 1 explains how to use the graphic calculator to find the points of intersection of the line and the curve by drawing each of the graphs and finding the points of intersection.<br />
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Graphical solution 2 explains how to use the graphical calculator to find the bounded are between the line and the curve by shading the appropriate region on the graph. The calculator automatically gives the value of the shaded region.Integrating to Find the Area Between a Curve and a LineIntegrating to Find the Area Between a Curve and a Line
http://stem.org.uk/rxd7b
http://stem.org.uk/rxd7bhttp://stem.org.uk/rxd7bFri, 05 Sep 2014 12:24:36 GMTMathstouch LtdThe mathematical solution explains how to use calculus to find the definite integral of an expression. The first step is to write the expression using index form using, where appropriate, negative indices. The expression is then integrated and the limits used to evaluate the value of the integral.<br />
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The graphical solution explains how to use the graphic calculator could be used to find a definite integral by drawing an appropriate graph and finding the area under the curve, however, in this case the answer is verified by using the integrate function on the calculator.Evaluating the Definite Integral of a PolynomialEvaluating the Definite Integral of a Polynomial
http://stem.org.uk/rxd7a
http://stem.org.uk/rxd7ahttp://stem.org.uk/rxd7aFri, 05 Sep 2014 12:10:55 GMTMathstouch LtdThe mathematical solution explains how to sketch the graph of an exponential function. Explanation of the graph being an increasing exponential is given and the fact that y=0 is an asymptote is discussed. The intersection point with the y axis is found and, using the information given, the graph is sketched.<br />
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The second part of the question requires students to solve an exponential equation by expressing the equation as a quadratic. The quadratic equation is factorised with the resultant equations being solved using simple logarithms.<br />
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The graphical solution explains how to use the graphic calculator to verify the accuracy of the sketch by confirming the point of intersection with the y-axis and that there are no roots as y=0 is an asymptote. The solutions to the equation are verified by drawing the appropriate graph and finding the points of intersection with the x-axis.Sketching an Exponential Function and Solving an Exponential EquationSketching an Exponential Function and Solving an Exponential Equation
http://stem.org.uk/rxd79
http://stem.org.uk/rxd79http://stem.org.uk/rxd79Fri, 05 Sep 2014 11:26:29 GMTMathstouch LtdThe mathematical solution explains how to use the identity sin2x + cos2x≡ 1 to form a quadratic equation which can then be solved in a given range. The method of 'splitting the middle term' is used in order to help factorise the resulting quadratic in sin2x. <br />
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The two resulting equations are then considered separately in order to obtain all the solutions within the required range. The solution is then verified by considering the appropriate graph.<br />
<br />
The graphical solution explains how to use the graphic calculator to draw the two graphs featuring in the original equation and exploring their points of intersection in order to verify the solution found using the mathematical solution.Using Trig Identities to Solve a Quadratic in Sin xUsing Trig Identities to Solve a Quadratic in Sin x
http://stem.org.uk/rxd78
http://stem.org.uk/rxd78http://stem.org.uk/rxd78Fri, 05 Sep 2014 11:08:49 GMTMathstouch LtdGiven a quadratic graph which cuts the x axis at two points, the mathematical solution explains how to find the area bounded between the curve and the x axis. The points of intersection with the x axis are located by equating the function to zero, factorising and solving the resulting equation. The required region is then found by integrating the function between appropriate limits.<br />
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The minimum value of the function is then found, using two different methods: completing the square and differentiating and equating to zero.<br />
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The graphical solution explains how to use the graphic calculator to verify the solutions by finding the points on the graph where the graph cuts the axis, calculating the required area and finding the minimum value.Finding the Area Bounded Between the x Axis and a ParabolaFinding the Area Bounded Between the x Axis and a Parabola
http://stem.org.uk/rxd77
http://stem.org.uk/rxd77http://stem.org.uk/rxd77Fri, 05 Sep 2014 10:44:47 GMTMathstouch LtdThis report, developed by a group of ten international experts in science education in October 2009 sets out the principles that should underpin the science education of all students throughout their schooling. It argues that students should be helped to develop ‘big ideas’ of science and about science that will enable them to understand the scientific aspects of the world around and make informed decisions about the applications of science. In order to develop this understanding learning experiences must be interesting and engaging and seen as relevant to the lives of students. It also considers the progression from small ideas about specific events, phenomena and objects to more abstract and widely applicable ideas and the significant aspects of pedagogy that are required to support this progression.Principles and Big Ideas of Science EducationPrinciples and Big Ideas of Science Education
http://stem.org.uk/rxd75
http://stem.org.uk/rxd75http://stem.org.uk/rxd75Thu, 14 Aug 2014 09:43:06 GMTWynne HarlenThis resource, aimed at primary learners, contains three lessons on skeleton and muscles, digestion and circulation. An interactive simulation <b>Inside the Human Body</b> explores the structure and function of each of the systems demonstrating their structure and function. It also provides interactive games which support the activities.<br />
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<b>The skeleton-muscular system</b><br />
Through a series of activities children identify the key features of the skeleton and investigate the functions of the skeletal and the muscular system. Children design structures which provide support and compare them to different bones in the body. Investigating the protective qualities of different structures they then compare their design to various parts of the skeleton. They then create models of pairs of muscles and show how they work antagonistically to produce movement of the forearm round the elbow joint. Children arrange the bones of the body to build a skeleton using the<b> Build a Body game</b>. <br />
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<b>The Digestive System</b><br />
Children identify different parts of the digestive system and find out about the functions they perform in the process of digestion. Looking at the structure and function of the mouth, oesophagus, small intestine and large intestine they simulate the physical and chemical breakdown of food as it goes through the digestive system; describing what happens to it as it is broken down. Children can test their nutrition knowledge with the <b>Power up Your Body game</b>.<br />
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<b>The Circulatory System</b><br />
In this activity children identify and name the main parts of the human circulatory system, and explore the functions of the heart, blood vessels and blood. Starting with children’s existing ideas about the circulatory system, they then locate parts of the circulatory system within the body and find out about their structure and function. <br />
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Provided by Siemens, it includes a presentation illustrating the teaching points, notes on running the activities, related worksheets and interactive simulations and games.Human BodyHuman Body
http://stem.org.uk/rxd74
http://stem.org.uk/rxd74http://stem.org.uk/rxd74Wed, 13 Aug 2014 14:45:18 GMTSiemensA level descriptor for use with Key Stage Three computing students, appropriate for the new curriculum in September 2014. The resource comprises a set of level descriptors detailed in five strands: systems, development, programming, modelling and analysis. The descriptors are based on the Computing At School curriculum and are written in a student-friendly way. <br />
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Accompanying the level descriptors are five posters; one for each of the strands, in which the descriptors are clearly worded and appropriate for display in the classroom.Level Descriptor for Key Stage Three Computing StudentsLevel Descriptor for Key Stage Three Computing Students
http://stem.org.uk/rxd6p
http://stem.org.uk/rxd6phttp://stem.org.uk/rxd6pMon, 11 Aug 2014 10:35:33 GMTMatthew WalkerThis resource has been developed by the Raspberry Pi Foundation in conjunction with OCR.<br />
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<b>The Flashing Light LED Recipe Card</b> explains how to turn an LED into an output device for your Raspberry Pi. The resource guides the learner through the steps required when writing the program to make the LED flash.<br />
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<b>The Singing Jelly Baby Recipe Card</b> explains how to turn a Jelly Baby into an input device for the Raspberry Pi. The resource guides the learner through the steps required when writing a program that will make the Jelly Baby 'sing' when squeezed.<br />
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<b>The Traffic Light LED Recipe Card</b> explains how to create a set of traffic lights by turning LED's into output devices for the Raspberry Pi. The resource guides the learner through the steps required to write a program designed to illuminate the LEDs in the correct sequence.<br />
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<b>The Flood Alarm Recipe card</b> explains how to make a water sensor which acts as an input device for the Raspberry Pi. The resource guides the learner through the steps required when writing a program that will detect a required amount of water and create an alert when the specified level is reached.Raspberry Pi Recipe CardsRaspberry Pi Recipe Cards
http://stem.org.uk/rxd65
http://stem.org.uk/rxd65http://stem.org.uk/rxd65Fri, 08 Aug 2014 10:12:36 GMTOCRThe video explains the purpose of the activity which is, in simple terms, how the Internet works. This is an unplugged activity meaning that computing concepts are learnt without the use of a computer. All relevent terminology is explained. The lesson shows students pretending to flow through the Internet, whilst learning about web addresses, IP addresses and the DNS.<br />
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The resource explains how the teacher can introduce the activity in order that students learn about the complexity of sending messages over the Internet, translate web addresses into IP addresses and practise creative problem solving.The InternetThe Internet
http://stem.org.uk/rxd5q
http://stem.org.uk/rxd5qhttp://stem.org.uk/rxd5qThu, 07 Aug 2014 10:39:32 GMTLearn CodeThe video explains the purpose of the activity which is to help students understand the principles behind coding. This is an unplugged activity meaning that students understand the computing principles without the use of a computer. <br />
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By programming one another to draw pictures, students begin to understand what programming is really about. The lesson begins with students instructing each other how to colour squares in on graph paper in an attempt to reproduce an existing picture. The lesson concludes with images the students create themselves.Graph Paper ProgrammingGraph Paper Programming
http://stem.org.uk/rxd5o
http://stem.org.uk/rxd5ohttp://stem.org.uk/rxd5oThu, 07 Aug 2014 10:16:08 GMTLearn CodeThis resource explains the basics of using Scratch. Beginning with how to make the sprite move, further explanations show how to add sound, dance, start a procedure using the green flag, change colours, start a procedure using a key press and add further sprites.<br />
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The simple, clear instructions make this resource suitable for students who are beginning to explore Scratch for the first time.<br />
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This resource is developed by the Lifelong Kindergarten Group at the MIT Media Lab.Getting Started with ScratchGetting Started with Scratch
http://stem.org.uk/rxd5n
http://stem.org.uk/rxd5nhttp://stem.org.uk/rxd5nThu, 07 Aug 2014 09:59:21 GMTNatalie RuskThe programming language Scratch enables students to create characters which are able to dance, sing, and interact with one another. Students are able to create images that whirl, spin, and animate in response to movements of the mouse and integrate images with sound effects and music clips. Students can create an interactive birthday card for a friend, or an interactive school report. <br />
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In completing the required tasks, students learn the principles of mathematical and computational needed to achieve the desired outcome. As students create programs in Scratch, they learn core computational concepts such as iteration and conditionals and gain an understanding of important mathematical concepts such as coordinates, variables, and random numbers.Creating, Learning and Programming with Scratch GuidesCreating, Learning and Programming with Scratch Guides
http://stem.org.uk/rxd5k
http://stem.org.uk/rxd5khttp://stem.org.uk/rxd5kWed, 06 Aug 2014 12:45:49 GMTLifelong Kindergarten Group, MIT Media LaA set of four homework challenges to promote computational thinking using Scratch and Python. The challenges are: <br />
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• <b>fixed loops</b> in which students are presented with a series of scripts produced using the programming language Scratch. Students have to explain what the output will be, fill in missing parts of the script and decide which of a series of scripts produced the given outcome. each of the scripts contains a loop created using the 'repeat' command.<br />
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• <b>values and variables</b> follows a similar pattern to 'fixed loops' exploring the use of variables and substituting values for variables.<br />
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• <b>string handling</b> explores string handling using Python programming language. Area covered are storing text, concatenation, sub-strings, lower case, upper case and length of string.<br />
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• <b>making decisions</b> explores how decisions are made dependent upon an input by the use of the 'if' statement, the 'else if' statement, the 'or' statement using the Python programming language.Computational Thinking HomeworkComputational Thinking Homework
http://stem.org.uk/rxd5h
http://stem.org.uk/rxd5hhttp://stem.org.uk/rxd5hWed, 06 Aug 2014 12:25:37 GMTGreg RiedThe video explains the purpose of the task which is to understand the concept of computational thinking. This is an unplugged activity which means that students explore the concept without the use of a computer. <br />
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In this activity, students attempt to understand the four steps of computational thinking. After a brief introduction, students are split into groups where they create directions for other students to follow in order to draw a specific monster.<br />
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The students are required to decomposed the task into smaller, more managable parts The teams then analyse all monsters in the catalogue in an attempt to spot patterns, abstract similar details and then use that information to create their algorithm for another team to follow.Computational ThinkingComputational Thinking
http://stem.org.uk/rxd5g
http://stem.org.uk/rxd5ghttp://stem.org.uk/rxd5gWed, 06 Aug 2014 12:21:07 GMTLearn CodeThis resource provides an introduction to Scratch for younger students. It features two children making a version of the basic demo FishChomp game by stacking up blocks and discussing the process involved. <br />
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The basic principles of programming covered include: stacking up blocks to make actions, fixing bugs, getting help and using ideas from other projects. <br />
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This article is from the September 13 Issue of Ask magazine.<br />
<br />
All Cricket Media material is copyrighted by Carus Publishing Company, d/b/a Cricket Media, and/or various authors and illustrators. Any commercial use or distribution of material without permission is strictly prohibited. Please visit the <a target="_blank" href="http://www.cricketmedia.com/info/licensing2">Cricket Media</a> for licensing.Bit and Byte Go Fishing with ScratchBit and Byte Go Fishing with Scratch
http://stem.org.uk/rxd5f
http://stem.org.uk/rxd5fhttp://stem.org.uk/rxd5fWed, 06 Aug 2014 12:18:03 GMTAsk Magazine (Liz Huyck)The video explains the purpose of the activity which is to understand that different algorithms will produce the same results, but some methods are more efficient than others.This is an unplugged activity which meand that the computing principles are understood without the use of a computer. <br />
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Students use tangram shapes and graph paper to complete the task, the purpose of which is to understand the importance of making each instruction clear and unambiguous. AftStudents then explore the number of ways it is possible to fold paper into a rectangle, noting how some methods can take more or fewer folds than others.AlgorithmsAlgorithms
http://stem.org.uk/rxd5e
http://stem.org.uk/rxd5ehttp://stem.org.uk/rxd5eWed, 06 Aug 2014 12:11:43 GMTCode.orgThis film, from Twig World, looks at the super volcano which lies beneath Yellowstone National Park. The film explores why we can't we see it and whether it ever erupt.<br />
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The key points made in the film include:<br />
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•Yellowstone National Park sits on a supervolcano.<br />
•Yellowstone boasts hydrothermal features fuelled by the supervolcano.<br />
•There is evidence of a massive depression called a caldera, which suggests that the last eruption of the volcano happened 640,000 years ago.<br />
•When Yellowstone's supervolcano next erupts it will produce an explosion with the power of 1000 atomic bombs.Yellowstone: SupervolcanoYellowstone: Supervolcano
http://stem.org.uk/rxd5d
http://stem.org.uk/rxd5dhttp://stem.org.uk/rxd5dWed, 06 Aug 2014 11:49:48 GMTTwigThis film, from Twig World, looks at the cycle of lava as a destructive and constructive force, building the structure of volcanoes and powering their devastating impact.<br />
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The key points made in the film are:<br />
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•Volcanoes are landforms that occur along plate boundaries.<br />
•Volcanoes consist of a magma chamber, main and secondary vents and a crater.<br />
•Volcanic eruptions occur when pressure forces magma from the chamber to the main vent.<br />
•The pressure forces the crater to blow and release molten rock, ash and a cocktail of gases into the atmosphere.What is a Volcano?What is a Volcano?
http://stem.org.uk/rxd5c
http://stem.org.uk/rxd5chttp://stem.org.uk/rxd5cWed, 06 Aug 2014 11:41:09 GMTTwigThis film, from Twig World, looks at disaster response in developed countries. In the Spring of 1980, the Mount St Helens Volcano in Washington State erupted in one of the most violent events in recorded history. But a human catastrophe was prevented due to the More Economically Developed Country's (MEDC) capacity to prepare for and respond to the disaster.<br />
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The key points made in the film are:<br />
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•On May 18th 1980, Mount St Helens, in Washington State, USA, erupted creating the largest landslide in recorded history – which resulted in very few casualties.<br />
•As part of an MEDC, Washington State had the infrastructure in place to provide relief and recovery.<br />
•Scientists had predicted the event weeks in advance and over 2000 local residents had been evacuated in response.<br />
•A $1 billion relief fund was provided by the US Congress to support clean-up operations and cover the damage to the surrounding area.Volcanoes: MEDC ResponseVolcanoes: MEDC Response
http://stem.org.uk/rxd5b
http://stem.org.uk/rxd5bhttp://stem.org.uk/rxd5bWed, 06 Aug 2014 11:36:44 GMTTwigThis film, from Twig World, looks at how scientists can predict volcanic activity using seismology to monitor lava patterns deep underground.<br />
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The key points made in the film are:<br />
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•Scientists use seismology to predict an eruption.<br />
•A "long-period event" involves pressure slowly building up before an eruption.<br />
•Scientists monitor the external behavior of volcanoes.<br />
•Thousands were saved in 2000 when an eruption of a volcano was predicted in Mexico.Predicting Volcanic EruptionsPredicting Volcanic Eruptions
http://stem.org.uk/rxd5a
http://stem.org.uk/rxd5ahttp://stem.org.uk/rxd5aWed, 06 Aug 2014 11:20:39 GMTTwigThis film, from Twig World, looks at disaster response in less developed countries. In 2002, the Nyiragongo volcano in the Democratic Republic of the Congo erupted. As a Less Economically Developed Country (LEDC), the Democratic Republic of the Congo was unprepared and less able to mount an effective response to the disaster.<br />
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The key points made in the film are:<br />
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•In 2002, the eruption of Mount Nyiragongo, in the Democratic Republic of the Congo, caused devastation that could have been prevented.<br />
•Early warnings of tremors weeks before were not acted upon, and the LEDC failed to prepare for the eruption.<br />
•Evacuation of more than 300,000 began only when plumes of ash and smoke were visible and lava flows were engulfing the area.<br />
•Aid agencies in the country launched a short-term response of shelter and food, but political instability in the Democratic Republic of the Congo meant MEDCs were reluctant to provide long-term support.Volcanoes: LEDC ResponseVolcanoes: LEDC Response
http://stem.org.uk/rxd59
http://stem.org.uk/rxd59http://stem.org.uk/rxd59Wed, 06 Aug 2014 11:02:06 GMTTwigThis film, from Twig World, looks at the eruption of Mount Vesuvius which devastated Pompeii, encasing the whole city in ash for nearly 1500 years.<br />
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The key points made in the film are:<br />
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•On 24 August 79 AD, the inactive Mount Vesuvius erupted, sending molten rock 15km into the sky.<br />
•Four billion tonnes of pumice rock, ash and rain rained down on Pompeii, blocking sunlight.<br />
•A pyroclastic surge destroyed the city and its people, encasing them in volcanic ash.<br />
•Pompeii was rediscovered in 1594 - accidentally.The Last Day of PompeiiThe Last Day of Pompeii
http://stem.org.uk/rxd58
http://stem.org.uk/rxd58http://stem.org.uk/rxd58Wed, 06 Aug 2014 10:55:40 GMTTwigVolcanoes are infamously destructive, but they can also be a constructive force. This film, from Twig World, looks at how Mt. Kilauea, the world's most active volcano, helped create the islands of Hawaii millions of years ago.<br />
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The key points made in the film are:<br />
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•Mount Kilauea in Hawaii is the world's most active volcano - having erupted 34 times since 1952.<br />
•Mount Kilauea grew up out of the the ocean, creating a chain of islands in the process.<br />
•Mount Kilauea is a shield volcano.<br />
•Shield volcanoes are less explosive than cone-shaped volcanoes. They eject a steady stream of molten lava.Kilauea - the Island MakerKilauea - the Island Maker
http://stem.org.uk/rxd57
http://stem.org.uk/rxd57http://stem.org.uk/rxd57Wed, 06 Aug 2014 10:40:31 GMTTwigThis film, from Twig World, reveals some of the most active, and the most potentially devastating, volcanoes on Earth.<br />
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The key points made in the film are:<br />
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•Nevado Del Ruiz in Colombia erupted in 1985, causing mudslides that killed 25,000 people.<br />
•Stromboli, Italy, is one of the world's most active volcanoes - it erupts almost continuously.<br />
•A dormant super volcano lies beneath Yellowstone National Park, USA.<br />
•If Yellowstone's volcano erupts it will devastate North America.FactPack: Extreme EruptionsFactPack: Extreme Eruptions
http://stem.org.uk/rxd56
http://stem.org.uk/rxd56http://stem.org.uk/rxd56Wed, 06 Aug 2014 10:28:35 GMTTwigThis film, from Twig World, looks at why hundreds of planes were grounded by volcanic ash when a volcano in Iceland erupted in 2010, and how dangerous a volcanic ash cloud can be.<br />
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The key points made in the film are:<br />
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•In March 2010, the eruption of Eyjafjallajökull in Iceland grounded commercial flights over western and northern Europe.<br />
•The giant ash cloud produced by the eruption was hazardous to airplanes.<br />
•Small particles of rock and ash can stop aircraft engines working.<br />
•This forced airports to close around the world.Danger: Volcanic AshDanger: Volcanic Ash
http://stem.org.uk/rxd55
http://stem.org.uk/rxd55http://stem.org.uk/rxd55Wed, 06 Aug 2014 10:20:26 GMTTwigThe workbook contains a number of simulations designed to aid students understanding of the Poisson distribution.<br />
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<b>Queuing simulation:</b> is designed to introduce the Poisson distribution through a realistic application, that of simulating a supermarket checkout queue. Students choose the number of people joining the queue per minute and the number of people leaving the queue per minute. The simulation shows the mean queue length, the maximum queue length, and the number of arrivals per minute. Work card 4.1 leads students through the activity.<br />
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<b>Poisson distribution:</b> enables students to investigate the Poisson distribution using different values of the mean rate λ. Work card 4.2 leads students through the activity and sets further challenges.<br />
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<b>Poisson distributions:</b> enables students to compare graphically up to three Poisson distributions with different values of λ. Work card 4.3 leads students through the activity.<br />
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<b>Comparing distributions:</b> enables students to compare Binomial and Poisson distributions. Work card 4.4 leads students through the activity.The Poisson DistributionThe Poisson Distribution
http://stem.org.uk/rxd4s
http://stem.org.uk/rxd4shttp://stem.org.uk/rxd4sTue, 05 Aug 2014 11:21:07 GMTHunt, NevilleTyrell, SidneyTyrell, SidneyThe activities in this workbook are designed to help students to understand what happens when a sample is taken, how to calculate the confidence interval for a mean and what this interval represents.<br />
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The first three spreadsheets consider samples taken from a normal distribution, a uniform distribution and an exponential distribution respectively. In each case, students compare the variability of the sample mean when different sample sizes are used. Work card 6.1/2/3 support student use of these spreadsheets.<br />
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The next three spreadsheets investigate the <b>sampling distribution of the mean</b> when sampling from a normal, uniform and an exponential distribution. Students are able to alter the sample size and the number of samples considered. Work card 6.4/5/6 support student use of these spreadsheets.<br />
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The next spreadsheet is designed to enable students understand how a <b>confidence interval for a population mean</b> is calculated. Students are able to alter the percentage degree of confidence, the sample mean, the sample size and the standard deviation of the population mean thus determine what effect these alterations have on the size of the confidence interval. Work card 6.7 support student use of this spreadsheet.<br />
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The next spreadsheet is designed to enable students understand how a <b>confidence interval for a population proportion</b> is calculated. Students are able to alter the percentage degree of confidence, the sample proportion and the sample size and thus determine what effect these alterations have on the size of the confidence interval. Work card 6.8 support student use of this spreadsheet and poses further challenges.<br />
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The final spreadsheet is designed to help students understand how often the confidence interval does include the mean of the population. Students are able to alter the size of the sample, the population mean and standard deviation and the percentage degree of confidence. A chart makes it easy to see whether the population mean lies within the confidence interval for a number of different samples. Work card 6.9 support student use of this spreadsheet and poses further challenges.SamplingSampling
http://stem.org.uk/rxd4r
http://stem.org.uk/rxd4rhttp://stem.org.uk/rxd4rTue, 05 Aug 2014 11:18:59 GMTHunt, NevilleTyrell, SidneyTyrell, SidneyThese activities cover bivariate data which includes regression and correlation.<br />
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<b>Least squares regression</b> spreadsheet is designed to help students get a feel for drawing a line of best fit through a set of points and to begin to understand the concept of regression. Students are given a set of six coordinates plotted with the line y = a + bx. Students are required to alter the values of a and b to find the best line of fit. Residuals are calculated to help indicate the best fit line. Work card 7.1 support student use of this spreadsheet and poses further challenges.<br />
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The next spreadsheet is designed to enable students understand what is meant by the 'goodness of fit' by noting the effects of alterations to the values of r, R-squared and s. Work card 7.2 support student use of this spreadsheet and poses further challenges.<br />
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The next spreadsheet helps students understand what a correlation coefficient measures. Students are presented with a set of points and have to predict what the correlation coefficient is before revealing the exact answer. Work card 7.3 support student use of this spreadsheet.<br />
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<b>Linear combinations</b> shows how the standard deviation of linear combinations of variables is calculated. In the first case the variables are independent whereas in the second case the student can determine the correlation. Students are able to alter variables in order to see their effect. Work card 7.4/5 support student use of this spreadsheet and poses further challenges.<br />
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The regression calculator performs regression analysis on the students own data. Three plots are given: the data with the line of best fit, the residuals against the fitted values and the normal probability plot of the residuals. Work card 7.6 support student use of this spreadsheet.RegressionRegression
http://stem.org.uk/rxd4q
http://stem.org.uk/rxd4qhttp://stem.org.uk/rxd4qTue, 05 Aug 2014 11:15:39 GMTHunt, NevilleTyrell, SidneyTyrell, SidneyThe workbook contains two simulations designed to help students to understand what is meant by a random process and to give some idea of the likelihood of particular events occurring.<br />
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<b>National Lottery Simulation:</b> Students choose six different numbers in the range 1 to 49 inclusive. The simulation can be set to pause after every 10, 100, 1000 draws. A frequency table and bar chart displays the number of correct numbers in each draw and the players profit is displayed. Work card 2.1 leads students through the activity and sets further challenges.<br />
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<b>Coupon collector simulation:</b> investigates the variability in the number of packets needed to be bought in order complete a set. Students dictate the number of cards, from 1 to 20, required to complete a set. The cards collected are displayed, with a bar chart displaying how many of each card has been collected. The simulation indicates how many cards have to be bought in order to obtain a complete set of cards. Work card 2.2 leads students through the activity.<br />
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<b>River:</b> simulates the water level in a river, indicating how often the river runs dry or when in flood. Students set the probability that the river will rise next month and dictates whether just s a drought is counted as a disaster or whether floods and droughts are counted. The number of disasters and the mean time between the disasters is counted. Work card 2.3 leads students through the activity and sets further challenges.<br />
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<b>Tree diagrams:</b> is designed to help students understand how simple tree diagrams can be used to calculate probabilities, and how changing the initial probabilities affect the outcome. The simulation shows the results of a test for a disease which is not 100% reliable. Work card 2.4 leads students through the activity and sets further challenges.ProbabilityProbability
http://stem.org.uk/rxd4p
http://stem.org.uk/rxd4phttp://stem.org.uk/rxd4pTue, 05 Aug 2014 11:12:39 GMTHunt, NevilleTyrell, SidneyTyrell, SidneyThis resource is designed to help students understand:<br />
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• Different averages: the mean and the median.<br />
• Measures of spread: the standard deviation and the interquartile range.<br />
• Statistical diagrams: histograms and boxplots.<br />
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Self teaching notes and questions are contained on the work cards.<br />
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<b>Mean and Standard Deviation:</b> Students are given five numbers. The mean, variance and standard deviation have been calculated, showing each step of the calculations. Work card 1.1 leads students through exercises which explore the effect on the mean and standard deviation of changing the original five numbers.<br />
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<b>Mean and Median:</b> A frequency distribution of students' examination marks is given for which the mean and median have been calculated and displayed on a histogram. Work card 1.2 asks students to explore the effect on the value of the mean, the median and the shape of the distribution as the frequencies are changed.<br />
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<b>Standard Deviation and inter Quartile range:</b> A frequency distribution of students' examination marks is given for which the standard deviation and interquartile range have been calculated and displayed on a histogram. Work card 1.3 asks students to explore the effect on the value of the standard deviation and the interquartile range as the frequencies are changed.<br />
<br />
<b>Boxplots:</b> A data set of 48 numbers is given. The median, quartiles, interquartile range and fences have been calculated and the boxplot and outliers plotted. Work card 1.4 explores the effect on the boxplots of altering the original data.<br />
<br />
<b>Histograms:</b> A data set of 48 numbers is given which is tallied into seven classes of unequal width. The resulting histogram is displayed. Work card 1.5 explores how the histogram changes as the data values and class intervals are altered.Descriptive StatisticsDescriptive Statistics
http://stem.org.uk/rxd4o
http://stem.org.uk/rxd4ohttp://stem.org.uk/rxd4oTue, 05 Aug 2014 11:10:33 GMTHunt, NevilleTyrell, SidneyTyrell, SidneyThe activities in this workbook cover the ideas of statistical significance, type I and type II errors and the power of a test. The relationship between power and significance in the context of tests of means is considered and the final spreadsheet shows how to conduct a chi-squared test of association in a contingency table.<br />
<br />
The first spreadsheet is designed to introduce the concept of statistical significance. The activity simulates the tossing of a coin eight times and the number of heads recorded. Based upon the results a decision has to be made about whether the coin is fair. Work card 8.1 support student use of this spreadsheet.<br />
<br />
The second activity is an extension of the first and considers how good, or powerful, the test is at detecting whether the coin is fair. Work card 8.2 support student use of this spreadsheet.<br />
<br />
The third activity is designed to help students gain a better understanding of the concepts involved in hypothesis tests for a population mean, in particular what is meant by significance of a power test. Work card 8.3 support student use of this spreadsheet.<br />
<br />
The final activity demonstrates the calculations involved in a chi-squared test of association and understand the idea of independence in a two-way table. Work card 8.3 support student use of this spreadsheet.Hypothesis TestingHypothesis Testing
http://stem.org.uk/rxd4n
http://stem.org.uk/rxd4nhttp://stem.org.uk/rxd4nTue, 05 Aug 2014 11:07:20 GMTHunt, NevilleTyrell, SidneyTyrell, SidneyThe activities in this workbook are designed to help students understand the Normal distribution, the student's t-distribution, the Chi-squared distribution, the F-distribution, the Exponential distribution, the Beta distribution, the Gamma distribution and the Weibull distribution. <br />
<br />
For each distribution students are able to alter the required variables and observe the effect these changes have on the distribution. The final spreadsheet enables students to compare different distributions. The word cards support students using the spreadsheets and, where appropriate, pose further challenges.Continuous DistributionContinuous Distribution
http://stem.org.uk/rxd4m
http://stem.org.uk/rxd4mhttp://stem.org.uk/rxd4mTue, 05 Aug 2014 10:54:44 GMTHunt, NevilleTyrell, SidneyTyrell, SidneyThe workbook contains a number of simulations designed to aid students understanding of the Binomial distribution.<br />
<br />
<b>Binomial distribution:</b> simulated tossing a coin ten times. The probability of achieving 0,1,2… heads is calculated and displayed in a frequency table and a bar chart. The probability of tossing a head can be set by the student. Work card 3.1 leads students through the activity and sets further challenges.<br />
<br />
<b>Letters simulation:</b> simulates a postman receiving a bundle of letters which can be address side up or address side down. The bundle size is set by the student. A frequency chart and bar chart indicate how many letters were address side up in each bundle. Work card 3.2 leads students through the activity.<br />
<br />
<b>Binomial distributions:</b> enables students to compare graphically up to three Binomial distributions with different values of n and p. Work card 3.3 leads students through the activity.Binomial DistributionBinomial Distribution
http://stem.org.uk/rxd4k
http://stem.org.uk/rxd4khttp://stem.org.uk/rxd4kTue, 05 Aug 2014 10:47:04 GMTHunt, NevilleTyrell, SidneyTyrell, SidneyThis report, from the Nuffield Foundation, focuses on the crucial period between GCSEs and entrance to higher education, and how mathematical, statistical and quantitative skills develop during this period.<br />
<br />
The report has three aims: to outline the current state of play in post-16 mathematics and the explanations for it; to describe a number of challenges in this area and assess how government policy attempts to address them and to pose a number of ways in which these challenges might be addressed, including through work funded and undertaken by the Nuffield Foundation.<br />
<br />
The report begins by analysing the proportion of post-16 students studying any maths in different countries, the proportion of students studying advanced level mathematics and shows the rise in the uptake of advanced mathematics and further mathematics in the period 2003 to 2013. The relative difficulty of different A-level subjects is discussed and the correlation between GCSE performance and performance at A-level is explored. The proposals for the weighting of mathematical skills in subjects other than mathematics, the demands from higher education and the challenge of meeting the need for mathematics teachers are all considered.<br />
<br />
The report concludes by suggesting some possible ways forward to meet the demands highlighted in the first half of the report.Mathematics after 16: the State of Play, Challenges and Ways AheadMathematics after 16: the State of Play, Challenges and Ways Ahead
http://stem.org.uk/rxd4j
http://stem.org.uk/rxd4jhttp://stem.org.uk/rxd4jTue, 05 Aug 2014 10:17:54 GMTHillman, JoshThis film, from Twig World, looks at what a light year is, how it is measured and why we measure distance in terms of time?<br />
<br />
The key points made in the film are:<br />
<br />
•Light travels through space at 300 million metres per second.<br />
•A light year is the distance that light travels in one year.<br />
•Although light travels very quickly, distances in space are vast.<br />
•Light from the Sun takes 8.3 minutes to reach Earth.What is a Light Year?What is a Light Year?
http://stem.org.uk/rxd4h
http://stem.org.uk/rxd4hhttp://stem.org.uk/rxd4hMon, 04 Aug 2014 12:44:48 GMTTwigThis film, from Twig World, looks at the work of scientists, deep underground in a disused mine in Yorkshire, searching for particles that can't be seen and have never been detected, but might bind our Universe together.<br />
<br />
The key points made in the film are:<br />
<br />
•Dark matter is believed to make up about 85% of the mass of the Universe.<br />
•Dark matter particles interact very rarely with other matter, making them hard to identify.<br />
•Experiments designed to detect dark matter are conducted underground, where there is less interference from cosmic rays.<br />
•The Boulby Underground Laboratory is located in North Yorkshire, in an old potash mine over 1000m deep.The Search for Dark MatterThe Search for Dark Matter
http://stem.org.uk/rxd4g
http://stem.org.uk/rxd4ghttp://stem.org.uk/rxd4gMon, 04 Aug 2014 12:39:40 GMTTwigThis film, from Twig World, looks at who invented telescopes and how they have developed throughout history.<br />
<br />
The key points made in the film are:<br />
<br />
•The first optical telescopes were made around 1608.<br />
•Early telescopes consisted of a convex lens and an eyepiece.<br />
•Later telescope designs used multiple concave mirrors to reflect light.<br />
•Modern telescopes can be used to view the entire electromagnetic spectrum, from radio waves through to gamma rays.TelescopesTelescopes
http://stem.org.uk/rxd4f
http://stem.org.uk/rxd4fhttp://stem.org.uk/rxd4fMon, 04 Aug 2014 12:34:57 GMTTwigThis film, from Twig World, looks at how big the universe is. <br />
<br />
The key points made in the film are:<br />
<br />
•The Universe is constantly expanding.<br />
•The Universe is already billions of light years across.<br />
•Our Solar System is part of the Milky Way galaxy.<br />
•Beyond our galaxy lie many more galaxies.Scale of the UniverseScale of the Universe
http://stem.org.uk/rxd4e
http://stem.org.uk/rxd4ehttp://stem.org.uk/rxd4eMon, 04 Aug 2014 12:26:37 GMTTwigThis film, from Twig World, looks at how scientists study black holes. Scientists believe there is a supermassive black hole 26,000 light years away at the centre of our Galaxy. But how do they know, when they can't see it?<br />
<br />
The key points made in the film are:<br />
<br />
•Black holes are formed when massive stars collapse in on themselves to a single point.<br />
•Black holes are so dense that not even light can escape their immense gravitational pull, making them invisible.<br />
•By studying the motion of stars, scientists believe they have detected a black hole at the centre of the Milky Way, known as Sagittarius A*.<br />
•Sagittarius A* is 26,000 light years from Earth.Milky Way's Black HoleMilky Way's Black Hole
http://stem.org.uk/rxd4d
http://stem.org.uk/rxd4dhttp://stem.org.uk/rxd4dMon, 04 Aug 2014 12:19:43 GMTTwigThis film, from Twig World, tells the story of Joe Kittinger who made the first journey beyond Earth's atmosphere. <br />
<br />
The key points made in the film are:<br />
<br />
•Project Excelsior III was the American Air Force’s mission to test high altitude bailouts.<br />
•As part of this mission Colonel Joe Kittinger became the first man to enter space.<br />
•Kittinger entered the stratosphere in a helium balloon – reaching a height of more than 30km – on 16th August 1960.<br />
•With only a pressure suit to protect him, Kittinger jumped from his gondola at 31km and was freefalling for nearly five minutes, reaching speeds of almost 1000km/h.Kittinger: First Man in SpaceKittinger: First Man in Space
http://stem.org.uk/rxd4c
http://stem.org.uk/rxd4chttp://stem.org.uk/rxd4cMon, 04 Aug 2014 12:16:28 GMTTwigThis film, from Twig World, shows how scientists working on the Hubble Telescope, orbiting 400 miles above the Earth, fixed a fault by giving the telescope a pair of spectacles.<br />
<br />
The key points made in the film are:<br />
<br />
•The Hubble Telescope took eight years to build, from over 400,000 parts.<br />
•Initially, a fault in the Hubble telescope's mirror caused blurry images.<br />
•In 1993, the Hubble telescope's faulty mirror was repaired using Corrective Optics Space Telescope Axis Replacement, or COSTAR.<br />
•The Hubble telescope allows astronomers to see 10 billion light years into space.Hubble Space TelescopeHubble Space Telescope
http://stem.org.uk/rxd4b
http://stem.org.uk/rxd4bhttp://stem.org.uk/rxd4bMon, 04 Aug 2014 12:10:03 GMTTwigThis film, from Twg World, looks at the process of manufacturing glass into sophisticated mirror systems in the world's largest telescopes.<br />
<br />
The key points made in the film are:<br />
<br />
•Mirrors are made from glass, which is melted and spread over a base.<br />
•Telescopes use mirrors to focus light onto a detector, which allows us to see deep into space.<br />
•The larger a telescope's mirror, the more light it lets in.<br />
•The largest mirror ever made measured 8.4m wide, using 23 metric tonnes of glass.How Are Mirrors Made?How Are Mirrors Made?
http://stem.org.uk/rxd4a
http://stem.org.uk/rxd4ahttp://stem.org.uk/rxd4aMon, 04 Aug 2014 11:53:07 GMTTwigThis film, from Twig World, looks at how dying stars transform into black holes and are areas of mass so great that even light can't escape.<br />
<br />
The key points made in the film are:<br />
<br />
•When a star dies, it collapses and condenses into a single point, known as a singularity.<br />
•The gravitational pull around the singularity is enormous.<br />
•The region surrounding a black hole is known as the event horizon.<br />
•Anything inside a black hole's event horizon, even light, is pulled towards the singularity and lost forever.Black HolesBlack Holes
http://stem.org.uk/rxd49
http://stem.org.uk/rxd49http://stem.org.uk/rxd49Mon, 04 Aug 2014 11:43:49 GMTTwigThis video, from Twig World, begins by asking how do astronomers estimate the number of stars in the night sky. To explain how it is done, a method of calculating the number of grains of sand on a beach is shown. The same principles are used to estimate the number of stars in the sky.<br />
<br />
The video is accompanied by a lesson plan and a worksheet requiring students to calculate the area of rectangles, triangles and circles; the volume of cuboids and the volume of a prism.Volume: Counting StarsVolume: Counting Stars
http://stem.org.uk/rxd48
http://stem.org.uk/rxd48http://stem.org.uk/rxd48Mon, 04 Aug 2014 11:04:46 GMTTwigThis video, from Twig World, explains that the planet earth is constantly moving through space and models the Earth’s orbit as a circle in order to approximate the distance travelled in one year and hence estimate the distance the Earth travels every second. <br />
<br />
The video is accompanied by a lesson plan and a worksheet covering calculations using time, average speed and the time a journey takes before requiring students to calculate the circumference and areas of circles.Speed of the EarthSpeed of the Earth
http://stem.org.uk/rxd47
http://stem.org.uk/rxd47http://stem.org.uk/rxd47Mon, 04 Aug 2014 10:50:31 GMTTwigThis video, from Twig World, explains how we are able to measure extremes of speed, from incredibly fast to extremely slow. The degree of accuracy required when taking these measures needs to be decided. This is achieved by rounding. Examples of unhelpful rounding are given and the need for the notion of significant figures is introduced.<br />
<br />
The video is accompanied by a lesson plan and a worksheet covering rounding to powers of ten, to decimal places, to significant figures and to estimate answers.Rounding: Snails Vs RocketsRounding: Snails Vs Rockets
http://stem.org.uk/rxd46
http://stem.org.uk/rxd46http://stem.org.uk/rxd46Mon, 04 Aug 2014 10:42:58 GMTTwigThis video, from Twig World, explains how the city of Jaipur in India was designed by the mathematician and King Jai Singh II. In order to ‘unravel the mysteries of the Heavens’, he built a series of observatories and the largest sundial in order to make the most accurate sundial in the world.<br />
<br />
The video is accompanied by a lesson plan and a worksheet covering measurement and enlargement of shapes by scale factors.Jai SinghJai Singh
http://stem.org.uk/rxd45
http://stem.org.uk/rxd45http://stem.org.uk/rxd45Mon, 04 Aug 2014 10:34:08 GMTTwigThis three minute video, from Twig World, explains that the metre is the base unit for measurement for most of the world, but how was it agreed how long a metre should be? The need for standardised units of measurement is discussed and the value of the metre being one ten millionth of the distance from the North Pole to the equator explained, this later being redefined more accurately in 1983.<br />
<br />
The video is accompanied by a lesson plan and a worksheet covering measurement, estimation and conversion between metric units.How long is a Metre?How long is a Metre?
http://stem.org.uk/rxd44
http://stem.org.uk/rxd44http://stem.org.uk/rxd44Mon, 04 Aug 2014 10:19:13 GMTTwigThis two and half minute video, from Twig World, begins by asking how it was estimated that 1.8 million people attended the swearing in ceremony of Barack Obama as the 44th president of the United States. Statisticians use a variety of methods to help estimate large crowds, taking into account known values and using technology such as satellite images, the area could be split into regions, the area of each region approximated and each region given a density rating. From this information an approximation for the number of people in each region is calculated.<br />
<br />
The video is accompanied by a lesson plan and a worksheet covering further estimation work.Counting CrowdsCounting Crowds
http://stem.org.uk/rxd43
http://stem.org.uk/rxd43http://stem.org.uk/rxd43Mon, 04 Aug 2014 10:05:40 GMTTwigThis film, from Twig World, explores some of the many ways to explore the Earth and its physical and 'human' features.<br />
<br />
The key points made in the film are:<br />
<br />
•Maps have been used by man throughout history to explain and navigate the world.<br />
•Traditionally, maps are two-dimensional drawings that use scale to map the landscape.<br />
•Aerial photography and satellite imagery allow us to view the world in a new way.<br />
•We can use sonar technology to discover the topography of the bottom of the sea.Ways of Looking At The WorldWays of Looking At The World
http://stem.org.uk/rxd42
http://stem.org.uk/rxd42http://stem.org.uk/rxd42Fri, 25 Jul 2014 12:35:36 GMTTwigThis resource, from Twig World, looks at time zones around the planet and how these changes affect people.<br />
<br />
The key points made in the film are:<br />
<br />
•There are 24 time zones, which are regions on Earth that are bound by longitudinal lines.<br />
•Local time depends on what time zone you are in.<br />
•The system of Greenwich Mean Time was established in 1884, and by 1929 most countries had aligned their clocks accordingly.<br />
•At any given moment, the time will be different in different places in the world.Time ZonesTime Zones
http://stem.org.uk/rxd3z
http://stem.org.uk/rxd3zhttp://stem.org.uk/rxd3zFri, 25 Jul 2014 12:27:55 GMTTwigThis film, from Twig World, looks at the relationship between time and place. In an age before satellite navigation and GPS, one man found an ingenious solution to the problem of determining a ship's location at sea. <br />
<br />
The key points made in the film are:<br />
<br />
•Lines of latitude circle the Earth horizontally; lines of longitude run vertically from pole to pole.<br />
•Calculating your latitude and longitude gives you your position in the world.<br />
•Sailors use latitude and longitude to calculate their position at sea.<br />
•John Harrison built an accurate portable clock, called a chronometer, to allow accurate naval navigation.The Longitude ProblemThe Longitude Problem
http://stem.org.uk/rxd3y
http://stem.org.uk/rxd3yhttp://stem.org.uk/rxd3yFri, 25 Jul 2014 12:23:14 GMTTwigThis film, from Twig World, looks at the history of ordnance survey maps. Ordnance Survey has been creating maps for hundreds of years. How have their mapping methods changed since the first Ordnance Survey maps were made?<br />
<br />
The key points made in the film are:<br />
<br />
•The British Ordnance Survey team are the British government's mapping agency.<br />
•The Ordnance Survey was founded in 1791, and early maps were created by manually measuring the land.<br />
•Today, the Ordnance Survey team carry out aerial surveys of the landscape to produce a giant electronic map of Britain.<br />
•Ordnance Survey maps are used by many different people, including the emergency services and ramblers.Ordnance Survey MapsOrdnance Survey Maps
http://stem.org.uk/rxd3x
http://stem.org.uk/rxd3xhttp://stem.org.uk/rxd3xFri, 25 Jul 2014 12:17:28 GMTTwigThis film, from Twig World, looks at how the oceans can be mapped. Charting the waters around the Scottish island of Orkney was a pivotal moment in maritime mapping. But a reliance on outdated maps places modern ships in danger.<br />
<br />
The key points made in the film are:<br />
<br />
•Before mapping of the sea floor began, hazards hidden beneath the waves were responsible for destroying hundreds of ships and killing many sailors.<br />
•In 1743, Murdoch Mackenzie mapped the ocean floor around the island of Orkney and invented new mapping symbols.<br />
•Today, sound waves can be used to accurately measure the depth of water.<br />
•Mapping the seabed is important for uncovering hazards, which ultimately saves lives.Mapping the SeaMapping the Sea
http://stem.org.uk/rxd3w
http://stem.org.uk/rxd3whttp://stem.org.uk/rxd3wFri, 25 Jul 2014 12:12:35 GMTTwigThis film, from Twig World, looks at the processes involved in using vegetable oil as a biofuel and whether it could become a viable alternative to fossil fuels.<br />
<br />
The key points made in the film are:<br />
<br />
•Vegetable oil is made of long chains of carbon atoms similar to diesel oil or gasoline.<br />
•Vegetable oil is very thick and viscose and damages engines.<br />
•A solution is to switch between diesel and vegetable oil during a journey.<br />
•Experiments to find an efficient renewable fuel using vegetable oil continue.Vegetable Oils As FuelVegetable Oils As Fuel
http://stem.org.uk/rxd3v
http://stem.org.uk/rxd3vhttp://stem.org.uk/rxd3vFri, 25 Jul 2014 11:59:53 GMTTwigThis film, from Twig World, looks at the differences between thermosetting, thermosoftening and partially biodegradable plastics, and how they can be recycled.<br />
<br />
The key points made in the film are:<br />
<br />
•We throw away a lot of plastic and most is non-biodegradable.<br />
•It can be recycled using mechanical and chemical methods.<br />
•Scientists are now making biodegradable plastic.<br />
•They add non-oils to monomer chains like sugar, silk, even bamboo.Recycling PlasticsRecycling Plastics
http://stem.org.uk/rxd3u
http://stem.org.uk/rxd3uhttp://stem.org.uk/rxd3uFri, 25 Jul 2014 11:27:38 GMTTwigThis film, from Twig World, looks at how plastics are made and how they can be manipulated to have very different functions. <br />
<br />
The key points made in the film are:<br />
<br />
•Plastics are synthetic materials called polymers.<br />
•Polymers are made of small molecules called monomers obtained from crude oil.<br />
•The plastic's properties depend on how the polymer chains are arranged.<br />
•Plastics are used in an enormous variety of products like bags and milk bottles.Plastics and PolymersPlastics and Polymers
http://stem.org.uk/rxd3t
http://stem.org.uk/rxd3thttp://stem.org.uk/rxd3tFri, 25 Jul 2014 11:17:00 GMTTwigThis film, from Twig World, looks at the dangers of tetraethyl lead in petrol.<br />
<br />
The key points made in the film are:<br />
<br />
•Lead was added to fuel to make it better for our engines.<br />
•However, lead is a dangerous pollutant.<br />
•It is toxic and damages our inner organs. Leaded fuel caused a health scare.<br />
•Leaded fuel has been banned and replaced with unleaded.Leaded and Unleaded PetrolLeaded and Unleaded Petrol
http://stem.org.uk/rxd3s
http://stem.org.uk/rxd3shttp://stem.org.uk/rxd3sFri, 25 Jul 2014 11:12:33 GMTTwigThis film, from Twig World, looks at what makes the polymer Nylon so durable.<br />
<br />
The key points made in the film are:<br />
<br />
•In the past, clothes were all made from natural sources, such as silk, wool and cotton.<br />
•Then Wallace Carothers discovered nylon in 1939.<br />
•It was discovered through experimentation with polymers, products of crude oil.<br />
•Nylon is strong and durable and used in many products.Invention of NylonInvention of Nylon
http://stem.org.uk/rxd3r
http://stem.org.uk/rxd3rhttp://stem.org.uk/rxd3rFri, 25 Jul 2014 11:05:20 GMTTwigThis film, form Twig World, looks at how the industrial process of fractional distillation transforms crude oil into a variety of products, from plane fuel to road surfacing.<br />
<br />
The key points made in the film are:<br />
<br />
•Extraction of crude oil from Fractional Distillation gives us many useful products.<br />
•First it is heated to a vapour and pumped into a tall tower.<br />
•As it travels up, liquids of different boiling points are collected.<br />
•For example, Naptha is used for plastics and petrol is used for fuel.Fractional DistillationFractional Distillation
http://stem.org.uk/rxd3q
http://stem.org.uk/rxd3qhttp://stem.org.uk/rxd3qFri, 25 Jul 2014 10:49:34 GMTTwigThis film, from Twig World, provides an introduction to hydrocarbons and looks at how unreactive alkanes can be made into reactive alkenes.<br />
<br />
The key points made in the film are facts about Hydrocarbons, for example:<br />
<br />
•Hydrocarbons are the simplest organic compounds.<br />
•Alkanes are poor fuels, thick and don't combust easily.<br />
•Alkenes are more reactive, like alcohol and polyethylene.FactPack: HydrocarbonsFactPack: Hydrocarbons
http://stem.org.uk/rxd3p
http://stem.org.uk/rxd3phttp://stem.org.uk/rxd3pFri, 25 Jul 2014 10:41:45 GMTTwigThis film, from Twig World, looks at esters which occur in nature and have been harnessed by the perfume industry. It explores what esters are and how are they made and used.<br />
<br />
The key points in the film are:<br />
<br />
•Esters give many fruits their scents, including bananas, lavender and pineapples.<br />
•They are produced by a reaction between an alcohol and carboxylic acid.<br />
•They are made of a sequence of carbon and oxygen atoms called an ester linkage.Esters and PerfumesEsters and Perfumes
http://stem.org.uk/rxd3o
http://stem.org.uk/rxd3ohttp://stem.org.uk/rxd3oFri, 25 Jul 2014 10:27:26 GMTTwigThis film, from Twig World looks at plant nutrition and why nitrates, phosphates, potassium and magnesium are vital for plant health.<br />
<br />
The key points in the film are:<br />
<br />
•Understanding how plants grow ensures we have food on the table.<br />
•Plants need sunlight and air, water and minerals.<br />
•If minerals are lacking, roots shrivel and leaves discolor.<br />
•Essential minerals include nitrates, phosphates, potassium and magnesium.What Plants Need to GrowWhat Plants Need to Grow
http://stem.org.uk/rxd3n
http://stem.org.uk/rxd3nhttp://stem.org.uk/rxd3nFri, 25 Jul 2014 10:20:26 GMTTwigThis film, from Twig World, looks at plant hormones and tropisms.<br />
<br />
The key points made by the film are:<br />
<br />
•Tropisms allow plants to seek out the best conditions for survival.<br />
•Tropisms are controlled by hormones called auxins.<br />
•Tropisms react to varying conditions of light, gravity and water.<br />
•There are both positive and negative tropisms.Tropisms and HormonesTropisms and Hormones
http://stem.org.uk/rxd3m
http://stem.org.uk/rxd3mhttp://stem.org.uk/rxd3mFri, 25 Jul 2014 10:12:51 GMTTwigThis film, from Twig World, looks at the history of aspirin, which can be traced back to the Egyptians, where it comes from and what makes it so special.<br />
<br />
The key points made in the film are:<br />
<br />
•Aspirin originates from an ancient plant remedy used by the Egyptians.<br />
•They chewed willow bark to relieve pain and fever.<br />
•The link was identified and eventually led to the production of aspirin.<br />
•Aspirin's main functions are to reduce pain, swelling and fever.Plants and Medicine: AspirinPlants and Medicine: Aspirin
http://stem.org.uk/rxd3k
http://stem.org.uk/rxd3khttp://stem.org.uk/rxd3kFri, 25 Jul 2014 10:07:48 GMTTwigThis film, from Twig World, explores how artichokes, garlic and poppies play an important role in medicine, for pain management and the treatment of disease.<br />
<br />
The key points made in the film are:<br />
<br />
•The medicinal properties of plants have saved countless lives.<br />
•Over half of prescription drugs use chemicals first identified in plants.<br />
•Nowadays scientists chemically copy or synthesise them.<br />
•This allows them to increase potency and meet higher demands.Plants and MedicinePlants and Medicine
http://stem.org.uk/rxd3j
http://stem.org.uk/rxd3jhttp://stem.org.uk/rxd3jFri, 25 Jul 2014 10:00:40 GMTTwigThis film, from Twig World, explores how plants transport resources via the xylem and phloem.<br />
<br />
The key points made in the the film are:<br />
<br />
•Transpiration is the evaporation of water from leaves into the atmosphere.<br />
•It causes water to be sucked up from roots to the leaves.<br />
•Water enters the roots from the soil by osmosis.<br />
•The xylem and phloem are systems of hollow tubes that carry the water and food.Plant TransportPlant Transport
http://stem.org.uk/rxd3h
http://stem.org.uk/rxd3hhttp://stem.org.uk/rxd3hThu, 24 Jul 2014 12:47:05 GMTTwigThis film, from Twig World, journeys into the chloroplast to show how plants convert sunlight into usable chemical energy through the process of photosynthesis.<br />
<br />
The key points covered in the film are:<br />
<br />
•Leaves are small solar-powered food factories.<br />
•Through a process called photosynthesis they make their own food.<br />
•Using only water, carbon dioxide and the Sun's energy they produce glucose and oxygen.<br />
•They form the basis of the global food chain.PhotosynthesisPhotosynthesis
http://stem.org.uk/rxd3g
http://stem.org.uk/rxd3ghttp://stem.org.uk/rxd3gThu, 24 Jul 2014 12:38:44 GMTTwigThis film, from Twig World, looks at different species of parasitic plants.<br />
<br />
The key points covered in the film are:<br />
<br />
•Parasitic plants derive some or all of their nutrients from other plants.<br />
•Some plants latch on and stay in balance with their hosts.<br />
•Some kill their hosts.<br />
•Examples include mistletoe, the dodder vine and the strangler fig.Parasitic PlantsParasitic Plants
http://stem.org.uk/rxd3f
http://stem.org.uk/rxd3fhttp://stem.org.uk/rxd3fThu, 24 Jul 2014 12:32:40 GMTTwigThis film, from Twig World, looks at some surprising uses of common crops.<br />
<br />
The film illustrates facts about non-edible crops, for example:<br />
<br />
•Cotton, flax and hemp are used to produce textiles.<br />
•Borage, poppies, lavender and chamomile produce drugs and cosmetics.<br />
•Wheat, corn and potato are used for paper, plastics and packagingFactPack: Non-Edible CropsFactPack: Non-Edible Crops
http://stem.org.uk/rxd3e
http://stem.org.uk/rxd3ehttp://stem.org.uk/rxd3eThu, 24 Jul 2014 12:26:58 GMTTwigThis film, from Twig World, looks at how some carnivorous plants trap and kill their prey.<br />
<br />
The key points in the film are:<br />
<br />
•Some plants, often in harsh conditions, have adapted to catch prey.<br />
•They lure small insects with sweet nectar and bright colors.<br />
•They capture them in sticky pads and pools of water.<br />
•They digest and absorb the nutrients.Carnivorous PlantsCarnivorous Plants
http://stem.org.uk/rxd3d
http://stem.org.uk/rxd3dhttp://stem.org.uk/rxd3dThu, 24 Jul 2014 12:20:45 GMTTwigThis topic uses the context of long distance communications to get pupils thinking about how scientific ideas are used to develop solutions to challenges and how technology is about comparing and evaluating different solutions. <br />
<br />
<b>Ways of communicating – sound, light, telephone, semaphore</b><br />
Looks at how information can be communicated in various ways and considers the advantages and shortcomings of each method. Children work together to invent a way of sending information using: a beam of light, some form of signs and an electrical circuit which reaches from one place to the other.<br />
<br />
<b>Planning a link – choosing a route</b><br />
Children work as communications engineers planning and justifying a route for a submarine cable, showing how hazards were avoided whilst minimising the amount of cable used. Linking to aspects of design and technology and geography, it provides an opportunity to develop thinking and reasoning skills whilst working collaboratively.<br />
<br />
<b>Technologies in competition</b><br />
Children learn about how engineers sometimes develop different solutions to a problem. They build models of two systems: the Morse transmitter by build a simple circuit with either a buzzer or a bulb and the Siemens transmitter and receiver. They then work in small groups sending messages via Morse code, transmitting using light or sound and decoding at the other end. The Siemens system is a representation of how it would work so allowing the systems to be compared.<br />
<br />
Provided by Siemens it includes a presentation, teacher’s notes and activity sheets.Words Along WiresWords Along Wires
http://stem.org.uk/rxd2s
http://stem.org.uk/rxd2shttp://stem.org.uk/rxd2sTue, 22 Jul 2014 10:50:14 GMTSiemensThis resource contains three lessons which link to various aspects of energy production and electricity. <br />
<br />
The lessons are:<br />
<br />
<b>The magic of making electricity</b><br />
Children find out how electricity can be produced and used. They look at examples of hand crank technology and they also identify the advantages and disadvantages of this method. <br />
<br />
<b>Moving water</b><br />
Looks at the advantages of a water wheel to power a generator and design, children construct and test simple water wheels. <br />
<br />
<b>Not one house but a whole town</b><br />
Discusses the advantages of electric lighting over gas lighting, and explores the use of parallel circuits.<br />
<br />
Provided by Siemens, the resource includes a presentation, notes on running the activities and related worksheets.Let There Be LightLet There Be Light
http://stem.org.uk/rxd2r
http://stem.org.uk/rxd2rhttp://stem.org.uk/rxd2rTue, 22 Jul 2014 10:44:33 GMTSiemensThis resource, aimed at primary learners, looks at how science, technology and engineering has shaped the way we live. It is divided into four activities which link to aspects of technology, science and mathematics. <br />
<br />
<b>The power of steam</b><br />
The first part of this activity introduces examples of transport from the late 19th century, evaluating steam and electric powered trains and looking at the similarities and differences between them. <br />
<br />
<b>The impact of electric motors</b><br />
The range of applications of electric motors is introduced and children identify devices which contain motors and how they produce movement. Finding examples of motors in cars and houses they then think about the applications of motors in a ‘house of the future’.<br />
<br />
<b>Operating the railway</b><br />
In this activity children apply ideas about distance, time and speed to the context of a railway. They explore how information and estimation can be used to solve problems and devise alternative solutions and evaluate them. Using the Volks Electric Railway they find the information needed to calculate the speed of the train. <br />
<br />
<b>The railway timetable</b><br />
This activity aimed at primary learners looks at train timetables in the context of an electric railway. The four part problem solving activity asks them to apply mathematical skills and logical reasoning to produce a timetable for a railway, whilst maximising the use of resources. <br />
<br />
First children create a timetable for a single track line, then are given different scenarios for the line and asked to produce further timetables and comment on their effectiveness. These include: using sidings, a passing loop and investigating the differences between running one train with more coaches or two trains and how this impacts the number of passengers, staff needed and the frequency of trains.<br />
<br />
Provided by Siemens, it includes a presentation illustrating the teaching points, notes on running the activities and related worksheets.Clean Silent TrainsClean Silent Trains
http://stem.org.uk/rxd2p
http://stem.org.uk/rxd2phttp://stem.org.uk/rxd2pTue, 22 Jul 2014 10:29:49 GMTSiemensThis report, from the Royal Society, expresses the belief that science and mathematics are at the heart of modern life and provide the foundations for economic prosperity and explains the Royal Society’s ambition for the next twenty years of science and mathematics education. That it should enable people to make informed choices, empower them to shape scientific and technological developments, and equip them to work in an advanced economy.<br />
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The report contains a number of recommendations to support the vision that:<br />
<br />
• All young people study mathematics and science up to the age of 18.<br />
<br />
• Curricula and their assessment are stabilised and support excellent teaching and learning.<br />
<br />
• Teachers have high professional status and there is a strong supply of science and mathematics specialists.<br />
<br />
• Students understand the significance of STEM through better careers awareness and guidance.<br />
<br />
• The success of students, teachers and education systems is judged through appropriate and broadly based assessment and accountability measures.<br />
<br />
• Education policy and practice are better informed by evidence.Vision for Science and Mathematics EducationVision for Science and Mathematics Education
http://stem.org.uk/rxd2o
http://stem.org.uk/rxd2ohttp://stem.org.uk/rxd2oTue, 22 Jul 2014 10:16:00 GMTThe Royal SocietyThis collection of twelve Scratch cards is designed to provide a quick way to learn how to code using the language Scratch. The front of the card describes to the students what can be done; the back explains how to do it. Each card can be printed and folded to A5 size for use with students.<br />
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The activities cover how to change the colour of a sprite, make the sprite move when a sound is played, make the sprite change directions using the arrow keys, make a sprite say something, make the sprite glide to a different location on the screen, make the sprite follow the mouse, make the sprite whirl round when required, animate by switching between sprites, use the random function and keep a score in a game.Scratch CardsScratch Cards
http://stem.org.uk/rxd25
http://stem.org.uk/rxd25http://stem.org.uk/rxd25Tue, 08 Jul 2014 10:53:09 GMTCode ClubThe Rising Stars Year Three planning unit uses Scratch to create an animated cartoon from characters designed by students. The resource contains detailed planning of each stage of the lesson, accounting for all groups of learners.<br />
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In the lesson students learn how to use the paint tool in Scratch to create a sprite and a background. Students create an animation by translating a storyboard into a series of scripted instructions for graphic objects. <br />
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The planning has useful links, core steps and extensions and assessment guidance.We Are Programmers: Creating an AnimationWe Are Programmers: Creating an Animation
http://stem.org.uk/rxd23
http://stem.org.uk/rxd23http://stem.org.uk/rxd23Tue, 08 Jul 2014 10:40:31 GMTRising StarsThis series of resources supports the teaching and learning of the computer programming language Python. The series of activities, produced by Code Club have support sheets for each of the activity projects. They are easy to follow and support progression in the learning. The activities require studenst to:<br />
<br />
• control turtles on the screen<br />
<br />
• send secret messages using ciphers, <br />
<br />
• design and play hangman and noughts and crosses against the computer.Python ProjectsPython Projects
http://stem.org.uk/rxczz
http://stem.org.uk/rxczzhttp://stem.org.uk/rxczzTue, 08 Jul 2014 10:05:26 GMTCode ClubWritten by Mark Dorling and Matthew Walker for Computing at School, this document maps the computer science, information technology and digital literacy strands of the National Curriculum Computing Programme of Study.<br />
<br />
Each of the progression pathway statements is underpinned by one or more learning outcomes, providing greater detail of what should be taught to achieve each progression pathway statement and National Curriculum point of study.Computing Progression PathwaysComputing Progression Pathways
http://stem.org.uk/rxczw
http://stem.org.uk/rxczwhttp://stem.org.uk/rxczwMon, 07 Jul 2014 12:52:28 GMTMark DorlingMatthew WalkerMatthew WalkerThis resource contains ten posters which explain key words in the primary computing curriculum. <br />
<br />
‘Al-the-gorilla’ explains what each key word means in a fun and informative way. The key words described are algorithm, debug, input, output, process, program, repetition, selection and sequence.<br />
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The resource has been provided by Pete Dring.Computing Key Word PostersComputing Key Word Posters
http://stem.org.uk/rxczv
http://stem.org.uk/rxczvhttp://stem.org.uk/rxczvMon, 07 Jul 2014 12:43:37 GMTDring, PeteThese ‘I can’ statements support assessment of the new primary computing programme of study from Reception to Year Six. The strands covered are programming, e-safety, multimedia, data handling and technology in our lives and is based on Somerset’s eLIM's progression plans.<br />
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This resource has been produced by eLIM (e Learning and Information Management Service), Somerset County Council.‘I can’ Statements for the Primary Computing Curriculum‘I can’ Statements for the Primary Computing Curriculum
http://stem.org.uk/rxczu
http://stem.org.uk/rxczuhttp://stem.org.uk/rxczuMon, 07 Jul 2014 12:29:37 GMTSomerset e-learning and information management teamThis diagram supports the understanding of computational thinking, a skill in the primary computing curriculum. Students studying computing will gain an understanding of computational systems of all kinds, whether or not they include computers. <br />
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Computational thinking is the thought processes involved in problems and finding their solutions so that the solutions are represented in a form that can effectively be carried out by an information-processing agent. This map has been widely accepted as an analysis that actually supports thinking across the whole curriculum.<br />
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This resource has been produced by eLIM (e Learning and Information Management Service), Somerset County Council.Computational Thinker MapComputational Thinker Map
http://stem.org.uk/rxczt
http://stem.org.uk/rxczthttp://stem.org.uk/rxcztMon, 07 Jul 2014 11:47:44 GMTSomerset e-learning and information management teamIn this activity, aimed at Early Years Foundation Stage children learn about the seasons and the different fruit and vegetables which are ready to eat at different times of the year. <br />
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Children discuss the seasons thinking about: the things that may be observed in each, the clothes worn and activities that may be carried out. <br />
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Using the season cards provided they discuss the fruits and vegetables which have finished growing and are ready to eat (in the UK). They then go on to make a seasonal salad using produce from the current season.<br />
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Provided by the British Nutrition Foundation the resource includes teachers’ notes and materials required for running the lesson.What Foods Are in Season?What Foods Are in Season?
http://stem.org.uk/rxczr
http://stem.org.uk/rxczrhttp://stem.org.uk/rxczrFri, 04 Jul 2014 15:59:55 GMTBritish Nutrition FoundationFood a Fact of LifeFood a Fact of LifeAimed at Early Years this activity looks at food which comes from plants, with children learning about what a plant needs in order to grow well and caring for a growing plant. Children taste some herbs and learn that some plants can be eaten but that others cannot. They then think about what a seed needs to grow and go on to plant seeds and care for them whilst they are growing. <br />
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Provided by the British Nutrition Foundation the resource includes teachers’ notes and materials required for running the lesson.How Does Food Grow?How Does Food Grow?
http://stem.org.uk/rxczq
http://stem.org.uk/rxczqhttp://stem.org.uk/rxczqFri, 04 Jul 2014 15:55:56 GMTBritish Nutrition FoundationFood a Fact of LifeFood a Fact of LifeIn this activity, aimed at Early Years children find out if a food comes from a plant or an animal. Using a selection of foods and food packaging they name each food and say where it originates from. Children are then asked to sort cards into food from plants or animals then match the food cards to their sources.<br />
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In an further activity children talk about the different shops that sell foods from plants and animals. They learn about shops which sell just one type of food and match different types of food to the shops which sell them.<br />
<br />
Whilst carrying out these activities it is important to note that many there is a distinction between where food comes from (originates) and where it is sold.<br />
<br />
Provided by the British Nutrition Foundation the resource includes teachers’ notes and materials required for running the lesson.Where Does Food Come From?Where Does Food Come From?
http://stem.org.uk/rxczo
http://stem.org.uk/rxczohttp://stem.org.uk/rxczoFri, 04 Jul 2014 15:48:13 GMTBritish Nutrition FoundationFood a Fact of LifeFood a Fact of LifeAimed at Early Years Foundation Stage this activity asks children to identify and name a range of kitchen equipment explaining how different items are used. <br />
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Children look at part of an object and try and guess what it is then think how the piece of equipment would be used in the kitchen and the kind of food they could prepare using it. They then practise using some of the equipment to make a fruit drink.<br />
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Provided by the British Nutrition Foundation the resource includes teachers’ notes, a jigsaw and an activity sheet for making fruit punch.What Does This Piece of Kitchen Equipment Do?What Does This Piece of Kitchen Equipment Do?
http://stem.org.uk/rxczm
http://stem.org.uk/rxczmhttp://stem.org.uk/rxczmFri, 04 Jul 2014 15:36:04 GMTBritish Nutrition FoundationFood a Fact of LifeFood a Fact of LifeThis activity aims to encourage children learning in the Early Years to understand it is important to get ready to cook so the food we prepare is safe to eat. It could be used as an introduction to a lesson in which children are involved in preparing or cooking food. <br />
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The activity provided by the British Nutrition Foundation includes a presentation to stimulate discussion, display cards and a game to help learn about getting ready to cook.How Do You Get Ready to Cook?How Do You Get Ready to Cook?
http://stem.org.uk/rxczk
http://stem.org.uk/rxczkhttp://stem.org.uk/rxczkFri, 04 Jul 2014 15:22:17 GMTBritish Nutrition FoundationFood a Fact of LifeFood a Fact of LifeThis activity aims to encourage children learning in the Early Years to try new foods and use their senses to describe them. Children predict what different fruit and vegetables may look like inside and talk about how they might be eaten. They record their observations and feelings about the food in the My food book provided.<br />
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This activity is designed to be repeated on a number of occasions, with different foods. Each time they try new foods, they fill in My food book. <br />
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The activity provided by the British Nutrition Foundation contains all materials for running the session including, permission letters and certificates.What Does It Taste Like?What Does It Taste Like?
http://stem.org.uk/rxczj
http://stem.org.uk/rxczjhttp://stem.org.uk/rxczjFri, 04 Jul 2014 15:17:13 GMTBritish Nutrition FoundationFood a Fact of LifeFood a Fact of LifeThis activity provides the opportunity for children to learn about the number of dishes which can be made with fish and to plan their own meals which include fish, a starchy food and vegetables.<br />
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Children are shown meals containing fish and asked to identify the fish, the starchy food and the fruit and vegetables in the meal. They then play a game where they use cards showing ingredients to create a fish dish.<br />
<br />
Provided by the British Nutrition Foundation the resource includes teachers’ notes and the materials required for running the lesson.What Makes a Meal?What Makes a Meal?
http://stem.org.uk/rxczh
http://stem.org.uk/rxczhhttp://stem.org.uk/rxczhFri, 04 Jul 2014 15:11:00 GMTBritish Nutrition FoundationFood a Fact of LifeFood a Fact of LifeIn this activity, aimed at Early Years Foundation Stage children learn the importance of eating a variety of fruit and vegetables every day to stay healthy. <br />
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Using the images of fruit and vegetables children discuss when they could be eaten over the course of a day. They use their sense of touch to identify fruit and vegetables in a feely bag and play fruit and vegetable bingo.<br />
<br />
Provided by the British Nutrition Foundation the resource includes teachers’ notes and the materials required for running the lesson.How Many Fruit and Vegetables Do You Need?How Many Fruit and Vegetables Do You Need?
http://stem.org.uk/rxczg
http://stem.org.uk/rxczghttp://stem.org.uk/rxczgFri, 04 Jul 2014 15:06:31 GMTBritish Nutrition FoundationFood a Fact of LifeFood a Fact of LifeIn this activity, aimed at Early Years Foundation Stage children start to recognise the eatwell plate and which foods belong to each group. <br />
<br />
Using the eatwell plate poster provided children become more familiar with what may constitute a healthy, balanced diet, they sort food images into correct food groups and then play the eatwell game in small groups where they collect cards from each food group to complete their board and win the game.<br />
<br />
Provided by the British Nutrition Foundation the resource includes teachers’ notes and the materials required for running the lesson.What Is the Eatwell Plate?What Is the Eatwell Plate?
http://stem.org.uk/rxcze
http://stem.org.uk/rxczehttp://stem.org.uk/rxczeFri, 04 Jul 2014 14:55:40 GMTBritish Nutrition FoundationFood a Fact of LifeFood a Fact of LifeIn this activity, aimed at Early Years Foundation Stage children name and express opinions about different foods and learn that that different people like different foods. Using the pictures provided, children give their preferences for different food and explain their reasons.<br />
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They also talk about some of the food and drink their friends and families like. They then cut and stick food they like into the relevant page of My food book.<br />
<br />
Provided by the British Nutrition Foundation the resource includes teachers’ notes and materials required for running the lesson.What Foods Do You Like?What Foods Do You Like?
http://stem.org.uk/rxczd
http://stem.org.uk/rxczdhttp://stem.org.uk/rxczdFri, 04 Jul 2014 14:48:35 GMTBritish Nutrition FoundationFood a Fact of LifeFood a Fact of LifeThis resource contains twelve activity ideas which involve preparing healthy foods for different meals within the day. Linking to many aspects of the EYFS curriculum, they explore healthy eating and the importance of a healthy balanced diet. <br />
<br />
Through designed for EYFS the activities could be adapted for use across the primary phase. <br />
<br />
Each activity includes teachers’ notes, a letter to parents and information on safe food preparation.<br />
<br />
The activities are:<br />
Super smoothies<br />
Tasty toast<br />
Delicious dips and dippers<br />
Scrummy scones<br />
Perfect plant salad<br />
Picturesque pizza<br />
Fabulous fruit salad<br />
Great green soup<br />
Pleasing pasta<br />
Brilliant bread<br />
Fantastic fish<br />
Splendid sandwich<br />
<br />
This resource has been provided by the British Nutrition Foundation.12 Food-based Sessions12 Food-based Sessions
http://stem.org.uk/rxczc
http://stem.org.uk/rxczchttp://stem.org.uk/rxczcFri, 04 Jul 2014 14:35:22 GMTBritish Nutrition FoundationFood a Fact of LifeFood a Fact of LifeThis leaflet has been put together by the Gatsby Charitable Foundation to help school science technicians and their colleagues find out more about the range of support available to help with practical work. It provides information about resources and training, as well as top tips from experienced technician advisors working with the National Science Learning Centre.Support for Science TechniciansSupport for Science Technicians
http://stem.org.uk/rxcz8
http://stem.org.uk/rxcz8http://stem.org.uk/rxcz8Mon, 30 Jun 2014 13:08:20 GMTGatsby Charitable FoundationThis resource, from the Design and Technology Association, provides guidance on six, interrelated principles that have been agreed by the National Curriculum Expert Group for D&T. These principles describe the features of a genuine D&T experience from the students’ perspective and can be applied to all material areas and aspects of the subject. Each principle should be evident to a greater or lesser degree in each project that students undertake. The principles do not represent an exhaustive list, but provide a helpful starting point for clarifying and securing the distinctive nature of D&T in the classroom. The new National Curriculum requirements are consistent with the six principles:<br />
<br />
• User<br />
• Purpose<br />
• Functionality<br />
• Design Decisions<br />
• Innovation<br />
• Authenticity<br />
<br />
The purpose of the guidance is to enable primary and secondary teachers and trainees to evaluate their own practice, reflecting on the experience they are providing for students in relation to each of the principles. Each principle is defined and illustrated through examples of practice in Key Stages One to Three. Teachers and trainees are asked to consider a number of questions. When responding to the questions, teachers and trainees are asked to make a note of strengths and areas requiring development in their own practice, and identify any action needed to improve the D&T experience that students are offered.School Curriculum Principles for Design and TechnologySchool Curriculum Principles for Design and Technology
http://stem.org.uk/rxcz6
http://stem.org.uk/rxcz6http://stem.org.uk/rxcz6Tue, 24 Jun 2014 13:02:55 GMTDesign and Technology AssociationThis progression framework has been developed by the Design and Technology Association in collaboration with the National Curriculum Expert Group for D&T. The framework explains the progression steps for students' knowledge, understanding and skills. The aim is to help teachers to plan activities which build on students' previous learning and ensure an appropriate level of challenge.Design and Technology Progression Framework: Key Stages One and TwoDesign and Technology Progression Framework: Key Stages One and Two
http://stem.org.uk/rxcz5
http://stem.org.uk/rxcz5http://stem.org.uk/rxcz5Tue, 24 Jun 2014 12:59:20 GMTDesign and Technology AssociationThis resource, from the Design and Technology Association, details the key messages in the new programmes of study for design and technology. The new programmes of study are slimmer and set out only the essential, core knowledge, understanding and skills that all pupils should learn from Key Stage One to Three.<br />
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This publication has been written to help primary and secondary schools interpret words and phrases in the programmes of study that need further explanation. It also provides initial advice on how the new requirements can be implemented effectively to ensure good quality teaching and learning.Design and Technology Programmes of Study: Key Stages One to ThreeDesign and Technology Programmes of Study: Key Stages One to Three
http://stem.org.uk/rxcz4
http://stem.org.uk/rxcz4http://stem.org.uk/rxcz4Tue, 24 Jun 2014 12:56:22 GMTDesign and Technology Association<b>Ordering units of weight:</b> the objective of this activity is to assess prior knowledge of learners and their understanding of metric units. Students are presented with a set of cards on which are written metric weights in grams, kilograms and in words. Students are required to place the cards in order of weight. Extension ideas include asking students to write new weights on blank cards and lace these appropriately and match weights with pictures of objects.<br />
<br />
<b>Scalars and vectors:</b> the objectives of this activity are to assess prior knowledge of learners and their understanding of the difference between scalar and vector quantities and to encourage them to fill in some gaps in their knowledge through research. Students are presented with cards upon each is written a word. Students sort the cards into three categories depending upon how familiar they are with the word and how confident they are of the meaning of the word. Several questions are posed for the teacher to consider throughout the activity. The resources required for the activity are included.Building on the Knowledge Learners Already HaveBuilding on the Knowledge Learners Already Have
http://stem.org.uk/rxcxe
http://stem.org.uk/rxcxehttp://stem.org.uk/rxcxeMon, 23 Jun 2014 09:27:11 GMTNCETM<b>Linear equations:</b> the objective of this activity is to develop skills in working with linear equations. Pairs of students are given a set of cards containing a number of linear equations. Students are asked to sort the cards into categories based upon their own criteria. Students have to justify why each equation satisfies their criteria for that category. Several questions are posed for the teacher to consider throughout the activity. The resources required for the activity are included.<br />
<br />
<b>Visualising 3D shapes:</b> the objective of this activity is to develop skills in visualising and describing 3D shapes. Students are asked to draw a simple 3D shape keeping it hidden from their partner. The drawer has to describe their shape to their partner. This can be extended by asking students to draw the resultant shape when a 3D shape is cut in half. Several questions are posed for the teacher to consider throughout the activity.Encouraging Reasoning Rather than ‘Answer Getting’Encouraging Reasoning Rather than ‘Answer Getting’
http://stem.org.uk/rxcxd
http://stem.org.uk/rxcxdhttp://stem.org.uk/rxcxdMon, 23 Jun 2014 09:22:50 GMTNCETMThe objectives of this activity are to develop a chain of reasoning and to understand the application of mathematical induction to proving divisibility. Students are given a set of cards. The cards have to be arranged in such a manner that they form the solution to a problem together with justification for their decisions. Students are then required to devise the question to which this is the solution. Several questions are posed for the teacher to consider throughout the activity.Creating Connections Between Topics: Proof by InductionCreating Connections Between Topics: Proof by Induction
http://stem.org.uk/rxcxc
http://stem.org.uk/rxcxchttp://stem.org.uk/rxcxcMon, 23 Jun 2014 09:18:14 GMTNCETMThe objectives of this activity are to expose common misconceptions about the nature of forces and to introduce Newton’s Laws of Motion. Students are asked to place the headings, true, false, unsure at the top of their paper and place the accompanying cards into the appropriate column, giving reasons for placing it where they have. Several questions are posed for the teacher to consider throughout the activity. The resources required for the activity are included.Exposing and Discussing Misconceptions: ForcesExposing and Discussing Misconceptions: Forces
http://stem.org.uk/rxcxb
http://stem.org.uk/rxcxbhttp://stem.org.uk/rxcxbMon, 23 Jun 2014 09:14:58 GMTNCETM<b>Functions and their derivatives:</b> the objective of this activity is to develop skills in working with functions, their derivatives and function notation. The suggested activity begins by asking students to explain what is meant by f'(3) and what is the difference between f(2) and f'(2). There follows a matching activity in which the function described has to be matched with a value for f(x) when x is given a value and the derivative function. Several questions are posed for the teacher to consider throughout the activity. The resources required for the activity are included.<br />
<br />
<b>2D shapes explored through tangrams</b>: the objectives of this activity are to identify and name 2D shapes, to establish angle properties of 2D shapes and to find areas and perimeters of 2D shapes using symbols. The suggested activity is based around a tangram as stimulus to explore properties of shapes. Several questions are posed for the teacher to consider along the way. The resources required for the activity are included.<br />
<br />
<b>Equation of the tangent to a circle</b>: the objective of this activity is to practise finding the equation of the tangent to a circle. The activity begins by requiring students to identify correct rearrangements of an equation of a circle. Students are required to be able to complete the square for this activity. The process finding the equation of the tangent to a circle is followed, but at each step students are given a variety of options and are require to explain which of the possible solutions are correct and be able to explain their thinking.<br />
<br />
<b>Forces, motion and friction:</b> the objective of this activity is to test understanding of routine questions on forces, motion and friction. It is suggested that students are placed in groups and allocated one of a series of forces diagrams. Students are required to devise a problem based upon that diagram. Several questions are posed for the teacher to consider throughout the activity. The resources required for the activity are included.<br />
<br />
<b>Calculus vocabulary:</b> the objective of this activity is to practise using the notation of calculus. Following a simple starter, the suggested activity is a matching activity in which students match cards which, whilst the notation is different, mathematically the cards mean the same thing. Several questions are posed for the teacher to consider along throughout the activity. The resources required for the activity are included.Using Cooperative Group WorkUsing Cooperative Group Work
http://stem.org.uk/rxcxa
http://stem.org.uk/rxcxahttp://stem.org.uk/rxcxaMon, 23 Jun 2014 09:06:49 GMTNCETM<b>Modulus graphs:</b> the objectives of this activity are to understand the concepts and notation of modulus graphs and to expose common misconceptions in the interpretation of modulus notation. The suggested activity asks groups of students to match function cards with graphs and to explain their thinking. Several questions are posed for the teacher to consider throughout the activity. The resources required for the activity are included.<br />
<br />
<b>Collisions:</b> the objective of this activity is to have an understanding of the outcomes of collisions and the conditions which give rise to different scenarios. The suggested activity poses questions to put to students and asks the teacher what other questions may be posed and how the responses are to be dealt with. Pairs of students are given different scenarios to consider and explore. Several questions are posed for the teacher to consider throughout the activity. The resources required for the activity are included.Using Rich Collaborative TasksUsing Rich Collaborative Tasks
http://stem.org.uk/rxcx9
http://stem.org.uk/rxcx9http://stem.org.uk/rxcx9Fri, 20 Jun 2014 17:20:15 GMTNCETM<b>Classifying shapes</b>: the objective of this activity is to reflect on the Improving Learning in Mathematics session <a target="_blank" href="http://stem.org.uk/cxhe">Mostly Shape and Space Session SS1</a>. The activity asks teachers to consider what knowledge would learners be expected to bring to the lesson, what misconceptions may be brought to the lesson and how would the class be organised. There are links to a number of articles to be read before discussing future strategies.<br />
<br />
<b>Analysing sequences</b>: the objective of this activity is to revisit the Improving Learning in Mathematics session <a target="_blank" href="http://stem.org.uk/rx3xm">Analysing Sequences</a>. The activity asks to consider what knowledge would learners be expected to bring to the lesson, what misconceptions may be brought to the lesson and how would the class be organised. There are links to a number of articles to be read before discussing future strategies.<br />
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<b>Evaluating statements about number operations:</b> the objective of this activity is to revisit the Improving Learning in Mathematics session <a target="_blank" href="http://stem.org.uk/rx3x9">Evaluating Statements about Number Operations</a>. The activity asks to consider what knowledge would learners be expected to bring to the lesson, what misconceptions may be brought to the lesson and how would the class be organised. There are links to a number of articles to be read before discussing future strategies.Improving Learning in MathematicsImproving Learning in Mathematics
http://stem.org.uk/rxcx8
http://stem.org.uk/rxcx8http://stem.org.uk/rxcx8Fri, 20 Jun 2014 17:16:15 GMTNCETM<b>Using positional vocabulary</b>: the objective of this activity is for students to practise using positional vocabulary. The suggested activity requires students to hide an object in the classroom, then give directions to other students in order to find the missing object. The resource contains many prompts, suggestions and questions for the teacher to consider when planning the lesson. A further idea uses electronic maps found on websites such as Street Map or Google Earth and asks students to describe routes to places they know.<br />
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<b>Temperature:</b> the objective of this activity is to give learners the opportunity to make connections between conversion graphs and using formulae in the context of temperature. It is suggested that students are asked to convert between degrees Celsius and degrees Fahrenheit using technology such as a graphing package or a graphic calculator. The resource contains many prompts, suggestions and questions for the teacher to consider when planning the lesson.Using Technology Creatively and AppropriatelyUsing Technology Creatively and Appropriately
http://stem.org.uk/rxcx7
http://stem.org.uk/rxcx7http://stem.org.uk/rxcx7Fri, 20 Jun 2014 17:10:50 GMTNCETMThis report considers the teaching and learning of statistics across a number of A-level subjects other than mathematics. The role of statistics is considered in biology, business studies, chemistry, computing, economics, geography, history, physics, psychology and sociology. The report contains twenty two recommendations for consideration by policy makers, curriculum developers, school and college managers, examination regulators and awarding bodies, those responsible for school mathematics, providers of teacher training and professional development, teachers, providers of teaching materials and the statistics community.A World Full of Data: Statistics Opportunities across A-level SubjectsA World Full of Data: Statistics Opportunities across A-level Subjects
http://stem.org.uk/rxcx6
http://stem.org.uk/rxcx6http://stem.org.uk/rxcx6Fri, 20 Jun 2014 11:48:07 GMTRoger PorkessThis report contains eighteen recommendations relating to the importance of the teaching of statistics in the English education system. There are four recommendations under the heading of Statistics in our national life; five recommendation under the heading of Statistics in the School Curriculum; three recommendations under the heading of Assessment of statistics; four recommendations under the heading of Statistics in the National Curriculum and a further two recommendations under the heading of Statistics for all post-16 students.<br />
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The report considers the current situation regarding the teaching of statistics in schools and colleges and asks Where in the curriculum is statistics best taught? considering all age ranges from primary school to post 16. There is also consideration of the statistical skills required in school subjects other than mathematics.The Future of Statistics in Our Schools and CollegesThe Future of Statistics in Our Schools and Colleges
http://stem.org.uk/rxcx5
http://stem.org.uk/rxcx5http://stem.org.uk/rxcx5Fri, 20 Jun 2014 11:27:23 GMTRoger PorkessThis document, produced by Computing at School, is to support the teaching and learning of computing in secondary school. The introduction explains the context of the document with computing being included in the 2014 national curriculum in England and highlights the three main strands of computing: computer science, information technology and digital literacy. <br />
<br />
<b>Getting started</b> provides an overview what is expected at Key Stage Three, split into strands of computer science, information technology and digital literacy. <br />
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<b>Subject knowledge </b> gives a much more detailed explanation of what is meant by each of the learning objectives and defining terms used in the objectives in both key Stage Three and Key Stage Four. Throughout the guide computing objectives are highlighted by the use of blue text with computing terms in orange text.<br />
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<b>Planning </b>asks the question: “How can we turn the requirements of the programme of study into engaging lessons?” The section asks questions such as should computing be a discrete subject or embedded in a cross curricular fashion? What can be covered beyond the National Curriculum? The section discusses progression, schemes of work, assessment and timings.<br />
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The next section, <b>Resourcing </b>provides suggestions and guidance for resourcing the curriculum discussing programming languages, hardware and software. <b>Teaching </b> considers a range of topics including pedagogy, teaching programming, gifted and talented students, inclusion and informal learning.<br />
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<b>Assessment </b> provides help and advice on formative assessment, self assessment, peer assessment and summative assessment.<br />
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The document concludes with a <b>Glossary</b>, a guide to where to find <b>Resources </b> and details of where further <b>Support </b> can be found.Computing in the National Curriculum: a Guide for Secondary TeachersComputing in the National Curriculum: a Guide for Secondary Teachers
http://stem.org.uk/rxcx3
http://stem.org.uk/rxcx3http://stem.org.uk/rxcx3Fri, 20 Jun 2014 10:18:08 GMTPeter KempThe mathematical solution explains how to use the substitution x = sin θ to find the exact value of an integration. The steps required to change the subject of the integration, including changing the values of the limits is explained. The final integral uses the fact that the differential of tanθ is equal to sec<sup>2</sup>θ with the solution being given in surd form.<br />
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The graphical solution explains how to use the graphic calculator to verify the value of integral found in the mathematic solution. The calculator leaves the solution in surd form.Integration by Using a Suitable Substitution Example TwoIntegration by Using a Suitable Substitution Example Two
http://stem.org.uk/rxcwt
http://stem.org.uk/rxcwthttp://stem.org.uk/rxcwtFri, 13 Jun 2014 12:28:52 GMTMathsTouch LtdThe mathematical solution explains how to express a function in partial fractions where the three denominators are linear. The result is used to find the definite integral of the original function, the solution given in terms of natural logarithms in its simplest form before calculating the decimal value.<br />
<br />
The graphical solution explains how to use the graphic calculator to verify the solution found in the mathematic solution.Using Partial Fractions to Evaluate the Definite Integral of an Algebraic Fraction Example TwoUsing Partial Fractions to Evaluate the Definite Integral of an Algebraic Fraction Example Two
http://stem.org.uk/rxcws
http://stem.org.uk/rxcwshttp://stem.org.uk/rxcwsFri, 13 Jun 2014 12:23:21 GMTMathsTouch LtdThe mathematical solution explains how to use the substitution method to find the exact value of a definite integral. There is a detailed explanation of how to change the variable, including the change of value of the limits. The integration is then completed and the value of the definite integral calculated.<br />
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The graphical solution explains how to use the integration function of the graphic calculator to verify the answer found in the mathematical solution.Integration by Using a Suitable Substitution Example OneIntegration by Using a Suitable Substitution Example One
http://stem.org.uk/rxcwr
http://stem.org.uk/rxcwrhttp://stem.org.uk/rxcwrFri, 13 Jun 2014 12:15:17 GMTMathsTouch LtdThe mathematical solution explains how to find the value of the first and second derivatives of a given function at specific values for x. The function is presented in the form of algebraic fractions which needs to be converted to index notation and the chain rule used to find the differentials.<br />
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The graphical solution explains how to use the graphic calculator to find the derivatives at specific values of x in order to verify the solution. Clear instructions are given to show how to input algebraic fractions and find the first and second derivatives.Find the Value of the First and Second Derivative of a Function in x, at Specified Values of xFind the Value of the First and Second Derivative of a Function in x, at Specified Values of x
http://stem.org.uk/rxcwq
http://stem.org.uk/rxcwqhttp://stem.org.uk/rxcwqFri, 13 Jun 2014 12:08:30 GMTMathsTouch LtdThe mathematical solution explains how to integrate a square root function in order to find the area bounded by the curve and the positive x and y axes. The integral is found by differentiating an appropriate function and rearranging and evaluating.<br />
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The graphical solution explains how to use the graphic calculator to verify the solution by drawing the graph of the function and using the function of calculator in order to find the required area.Integrating a Square Root FunctionIntegrating a Square Root Function
http://stem.org.uk/rxcwp
http://stem.org.uk/rxcwphttp://stem.org.uk/rxcwpFri, 13 Jun 2014 11:54:29 GMTMathsTouch LtdThe mathematical solution explains how to find the points of intersection of a linear and a quadratic function by solving the equations simultaneously. By rearranging the linear equation and equating to form a quadratic equation, the x values of the intersection are found by solving the equation using factorisation. The corresponding values of y are then found by substitution.<br />
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The graphical solution explains how to use the graphic calculator to verify answers by drawing the two functions and finding the coordinates of the intersections of the two graphs.Finding the Points of Intersection of a Linear and a QuadraticFinding the Points of Intersection of a Linear and a Quadratic
http://stem.org.uk/rxcwo
http://stem.org.uk/rxcwohttp://stem.org.uk/rxcwoFri, 13 Jun 2014 11:30:55 GMTMathsTouch LtdThe mathematical solution explains how to sketch the graph of a quadratic function given one of the roots of the equation. The factor theorem is used to express the function as a product of three linear factors and hence find all three roots. The general shape of the graph can then be determined. The point of intersection of the y axis is then found before the graph is sketched.<br />
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The video then explains how to sketch the graph of y = -f(x) by reflecting in the x axis, the graph of y=2f(x): a stretch from the x axis parallel to the y axis scale factor 2 and the graph of y= f(2x): a stretch from the y axis parallel to the x axis, scale factor 0.5<br />
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Graphical solution 1 explains how to use the graphic calculator to sketch the cubic graph to verify their answer and how to adjust the scale on the axes. Graphical solution 2 explains how to use the graphic calculator to verify that the correct reflection has been drawn and how to find the points of intersection with the x axis. Graphical solution 3 explains how to use the graphics calculator to verify the graph of y=f(2x) by drawing an appropriate graph and finding the points of intersection of the graph with the axes and the value of a local minimum on the graph. Graphical solution 4 verifies the solution to drawing y= f(2x)Sketching the Graph of a Cubic and Transformations ThereofSketching the Graph of a Cubic and Transformations Thereof
http://stem.org.uk/rxcwn
http://stem.org.uk/rxcwnhttp://stem.org.uk/rxcwnFri, 13 Jun 2014 10:23:32 GMTMathsTouch LtdThis hands-on enquiry-based workshop enables students to explore renewable energy solutions in the developing world with a focus on wind turbines. Aimed at secondary students the main activity focusses on wind power and how it specifically can help solve the lack of electricity in rural communities around the world.<br />
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Students compare the energy consumption of appliances and look at how electricity is produced. They gain an understanding of how renewable energy can provide power in rural communities in developing countries. Focussing on wind power they learn about different designs for turbines and how they convert wind energy into electricity. They then go on to build their own wind turbine blades in the role of engineers working in a specific country using the resources available to them.<br />
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The resource, provided by Practical Action includes a presentation, Teacher’s notes and a video about renewable energy. It also contains a case study by The Micro Hydro Centre at Nottingham Trent University showing a community project in which Pico Hydro technology was demonstrated in Sub Saharan Africa.Power for the World - Secondary ResourcesPower for the World - Secondary Resources
http://stem.org.uk/rxcwe
http://stem.org.uk/rxcwehttp://stem.org.uk/rxcweThu, 12 Jun 2014 11:26:15 GMTPractical ActionThis hands-on enquiry-based workshop enables children to explore renewable energy solutions in the developing world with a focus on wind turbines. Aimed at seven to eleven year olds it links to topics on electricity, sustainable development and aspects of geography. The main activity focusses on wind power and how it specifically can help solve the lack of electricity in rural communities around the world. <br />
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Children are asked to think about appliances which use electricity and where electricity comes from. They then go on to build their own wind turbine blades out of everyday objects in the role of engineers working in a specific country using the resources available to them. By also adding in an element of unfairness to the groups, depending on which country they have, it allows them to develop the idea of unfairness within the world.<br />
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The resource provided by Practical Action includes teacher guidance on running the activities and all classroom resources.Power for the World - Primary ResourcesPower for the World - Primary Resources
http://stem.org.uk/rxcwd
http://stem.org.uk/rxcwdhttp://stem.org.uk/rxcwdThu, 12 Jun 2014 11:01:07 GMTPractical ActionThis resource looks at the key features, advantages and disadvantages of tidal power as an energy source. Students identify the features of a landscape which will maximise the effectiveness of tidal power, considering the ideal shape of the location, whether the machinery will interfere with other activities, impact on the environment and proximity to industry and populations.<br />
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Using data in tide tables, they also consider the challenges presented by this technology, such as the maximum energy generation not always being synchronous with maximum need.<br />
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Finally, students summarize their findings in order to propose and justify a role for tidal energy in an overall energy strategy.Underwater Energy (14-16)Underwater Energy (14-16)
http://stem.org.uk/rxcwa
http://stem.org.uk/rxcwahttp://stem.org.uk/rxcwaWed, 11 Jun 2014 12:09:15 GMTSiemensThis resource, from Siemens, looks at the function of a wheel bearing on trains and the importance of finding out whether replacement is needed. Students consider the cost implications of replacing bearings before it is necessary and the cost and safety implications of not replacing them in time.<br />
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Traditionally, wheels were tapped and the pitch of the note produced would indicate whether the wheel was worn. Students find out about the RailBAM system, which records the sound made by passing trains and compares it with the sound of a train with bearings in good working order. If there is a difference the system notes this and issues a warning.Ringing True (14-16)Ringing True (14-16)
http://stem.org.uk/rxcw8
http://stem.org.uk/rxcw8http://stem.org.uk/rxcw8Wed, 11 Jun 2014 11:54:26 GMTSiemensThis resource, from Siemens, explores the characteristics of a production system<br />
and how to make it more efficient, and looks at the principles of ‘Lean’ and ‘Just in<br />
Time’ production. <br />
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Firstly, students consider the various functions that a kitchen needs to fulfill and how these can be reflected in the design to make it more efficient.<br />
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They then identify the assembly sequence for a torch, before considering some of the implications of Lean manufacturing and Just in Time production from an industrial perspective.Keeping It Lean and Mean (14-16)Keeping It Lean and Mean (14-16)
http://stem.org.uk/rxcw6
http://stem.org.uk/rxcw6http://stem.org.uk/rxcw6Wed, 11 Jun 2014 11:42:43 GMTSiemensIn these activities, from Siemens, students identify the importance of medical imaging in diagnosis and consider the advantages offered by MRI scans. <br />
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They then apply their knowledge of wave and particle physics to explain the operation of an MRI scanner.A Peep Inside (14-16)A Peep Inside (14-16)
http://stem.org.uk/rxcw3
http://stem.org.uk/rxcw3http://stem.org.uk/rxcw3Wed, 11 Jun 2014 11:20:39 GMTSiemensThis resources, from Siemens, looks at how an electric car works, the components of the system and the function of each component.<br />
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Students research the charge and discharge cycles of a battery-powered device and consider the advantages and disadvantages of battery power. They look at what is meant by the capacity of a battery and how it is affected by efficiency, and apply ideas about energy transfer to understand how a car design might be made more efficient.Green Racer (14-16)Green Racer (14-16)
http://stem.org.uk/rxcvz
http://stem.org.uk/rxcvzhttp://stem.org.uk/rxcvzWed, 11 Jun 2014 11:06:35 GMTSiemensIn this activity, from Siemens, students investigate how a petro-generator and photovoltaic cells work and identify their relative advantages and disadvantages. They then identify key factors about each system including initial cost, running cost, space requirements, waste products and power output, and use these factors to develop an understanding of the comparative merits of the two systems.Here Comes the Sun (14-16)Here Comes the Sun (14-16)
http://stem.org.uk/rxcvy
http://stem.org.uk/rxcvyhttp://stem.org.uk/rxcvyWed, 11 Jun 2014 10:57:23 GMTSiemensThis resource challenges students to design an energy plan for an island so that it can become self-sufficient and to consider not only how but also why they might want to do that. <br />
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Students must design an energy supply system for the island that does not rely on fossil fuels. <br />
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As well as making decisions about how to provide energy they have to consider the pollution caused, the reliability of the supply, how easy it is to store and how easily it can be regulated to allow for fluctuating demand<br />
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Curriculum links include energy transfers and alternative energy sources.eZero Island (14-16)eZero Island (14-16)
http://stem.org.uk/rxcvx
http://stem.org.uk/rxcvxhttp://stem.org.uk/rxcvxWed, 11 Jun 2014 10:51:18 GMTSiemensAs part of the The Great British Space Dinner competition, celebrity chef, Heston Blumenthal, asks us the question, “Can you have a dinner party in space?”. <br />
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Heston explains that, in the weightless environment on the International Space Station, you cannot have foods that can float around and get into people eyes and instruments, and you need to drink out of plastic bags, rather than cups. <br />
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However, he tells us, that water is so limited in space you never do the washing up. Heston finishes by challenging children to make an exciting meal for Tim, despite the limitations cause by the environment of space.Dinner Party in SpaceDinner Party in Space
http://stem.org.uk/rxcvr
http://stem.org.uk/rxcvrhttp://stem.org.uk/rxcvrTue, 10 Jun 2014 11:43:38 GMTUK Space AgencyAs part of the The Great British Space Dinner competition, celebrity chef, Heston Blumenthal, asks astronaut Tim Peake about what foods he likes to eat. <br />
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Tim talks about how it is also important psychologically, as well as nutritionally, to eat good food in space. Tim also explains that having some British food will be important as it triggers nostalgia, which will make the experience special for him.Tim Peake's Food LikesTim Peake's Food Likes
http://stem.org.uk/rxcvq
http://stem.org.uk/rxcvqhttp://stem.org.uk/rxcvqTue, 10 Jun 2014 11:35:06 GMTUK Space AgencyAs part of the The Great British Space Dinner competition, celebrity chef, Heston Blumenthal, asks children to think about textures of food when they design their meal for astronaut Tim Peake to eat on the International Space Station. He suggests experimenting and mixing textures together to give the best experience for Tim when he eats his meal.Food TextureFood Texture
http://stem.org.uk/rxcvp
http://stem.org.uk/rxcvphttp://stem.org.uk/rxcvpTue, 10 Jun 2014 11:30:16 GMTUK Space AgencyAs part of the The Great British Space Dinner competition, celebrity chef, Heston Blumenthal, asks us the question, “Can you take cows into space?”. <br />
<br />
Heston explains how the weightless environment can cause loss of bone mass, and so calcium will be important in an astronaut’s diet. Heston suggests that a cow in space could provide the milk needed for this calcium, but also explains that it would cost millions of pounds just in the fuel costs alone, that they might not survive the g-forces on launch and, whilst there, they would eat the weight of three astronauts in grass each month. <br />
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He challenges children to find out what other foods contain calcium, and to contain these in their meal for Tim Peake.Cows in SpaceCows in Space
http://stem.org.uk/rxcvo
http://stem.org.uk/rxcvohttp://stem.org.uk/rxcvoTue, 10 Jun 2014 11:05:12 GMTUK Space AgencyAs part of the The Great British Space Dinner competition, celebrity chef, Heston Blumenthal, asks us the question, “Can you get fat in space?”.<br />
<br />
He explains that, due to being in a weightless environment, astronauts' muscles do not need to work as hard as on Earth, and so the fat on their bodies could increase. However, he also tells us that as food floats inside the astronauts’ stomachs, they feel fuller more quickly, and that astronauts are required to exercise for two hours a day to maintain their muscle and bone mass. <br />
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Heston says that it is much more likely for Tim Peake to come back to Earth thinner rather than fatter, and so he challenges children to design a meal that will give Tim the right nutrients to ensure that this does not happen.Can You Get Fat in Space?Can You Get Fat in Space?
http://stem.org.uk/rxcvn
http://stem.org.uk/rxcvnhttp://stem.org.uk/rxcvnTue, 10 Jun 2014 11:01:21 GMTUK Space AgencyThis resource from Boxford facilitates the manufacture of a teaching aid for mechanisms for use in the classroom. It includes CAD drawings of the component parts used, which could be manufactured using a laser cutter. There are pictures of the assembled item, with suggestions for how it could be used.MechanismsMechanisms
http://stem.org.uk/rxcuf
http://stem.org.uk/rxcufhttp://stem.org.uk/rxcufThu, 05 Jun 2014 11:48:31 GMTBoxford LtdThis resource from Boxford facilitates the manufacture of a teaching aid for spur gears for use in the classroom. It includes CAD drawings of the gears and backing plate, which could be used to manufacture the device using a laser cutter. There is also a picture of the finished item.GearsGears
http://stem.org.uk/rxcud
http://stem.org.uk/rxcudhttp://stem.org.uk/rxcudThu, 05 Jun 2014 11:29:09 GMTBoxford LtdThis resource from Boxford describes and presents CAD files for a laser cut drinks coaster made from old unglassed floor tiles. <br />
<br />
The product is introduced as having been created from laser cutting a set of old floor tiles. It is described how a range of different tones can be produced through raster scanning the tiles. The effect of vector printing to produce black outlines is also explained. <br />
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Curriculum links include the use of laser cutters to cut and engrave on a wide range of materials and sustainability issues in re-using old materials in an innovative way.CoasterCoaster
http://stem.org.uk/rxcuc
http://stem.org.uk/rxcuchttp://stem.org.uk/rxcucThu, 05 Jun 2014 11:21:36 GMTBoxford LtdThis resource from Boxford describes a project that involves using a laser cutter to etch designs on to denim jeans. It includes exemplar CAD files with a variety of different designs and pictures of jeans with etched designs.<br />
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The practical considerations of laser etching on denim are described, such as the speed settings and the need for interfacing. This resource could be used to produce exemplar products or as inspiration for a project where pupils produce a design that they can transfer to their own jeans or denim products.<br />
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Curriculum links include the use of CAD/CAM to decorate fabrics in textiles.Laser JeansLaser Jeans
http://stem.org.uk/rxcu9
http://stem.org.uk/rxcu9http://stem.org.uk/rxcu9Thu, 05 Jun 2014 10:53:42 GMTBoxford LtdThis resource from Boxford describes the development of a pencil eraser project. Exemplar CAD files are also provided.<br />
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The product is developed by creating a silhouette which could be cut using a laser, a scroll saw or by hand with a coping saw. The use of injection moulding in the project is also described. The source of the elastomer used is given.<br />
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Curriculum links include the use of silhouettes in CAD/CAM work, different methods of cutting and coloured finishing of products.School EraserSchool Eraser
http://stem.org.uk/rxcu8
http://stem.org.uk/rxcu8http://stem.org.uk/rxcu8Thu, 05 Jun 2014 10:36:38 GMTBoxford LtdAtom 1.0 XSLT+PHP Transform v1.1 (http://atom.geekhood.net)