woodchurch science

here’s an online guide produced by the school farms network. it’s made up of sections ranging from growing plants in containers to creating a small farm at school. also shows pupils how nature impacts on everyday life and the interdependence of rural and urban environments.

here’s a load of whiteboard resources courtesy of freezeray.com
physics:
coloured filters
eye defects
law of reflection
angle of reflection
refraction
dispersion
many more physics

chemistry
haber process
rates of reaction - surface area
rates of reaction - concentration
rates of reaction - temperature
structure of atoms
structure of ions
many more chemistry

misc
graph plotter
pulleys and gears

try some of these activities as part of your revision:
bulls eye to win
variables matching game
variables word search
reliability accuracy and precision
does being accurate really matter?
graphs 1
graphs 2

[slideshare id=135171&doc=how-science-works-1192469570509532-4&w=425]

these are the slides chris baker used at last weeks course on how science works. some useful stuff in amongst them.

click on the controls above to watch the slide show here or alternatively you could download the original ppt here. right click to ’save as’.

researchers at durham university (gott, duggan, roberts and hussain) have collected ideas together which underpin the collection, analysis and interpretation of data. these have to be understood before we can handle scientific evidence effectively. they have called these ideas concepts of evidence.

some pupils will pick up these ideas in the course of studying the more traditional areas of science, but many will not. these students will not understand how to evaluate scientific evidence unless the underlying concepts of evidence are specifically taught. if these ideas are to be taught, then they need to be carefully defined.

this list includes many definitions. the full version pdf is not suitable for gcse - because it’s far too much. is available here and the gcse version pdf which isn’t very pupil friendly but useful nonertheless is available here.

links are working but they can be a bit slow to load…so try these they are quicker:
concepts of evidence doc
full version pdf
gcse version pdf

this link goes straight to the aqa page for science modular tests commencing in 2006. all the answer sheets and mark schemes are available too. can be slow during the day (aqa very busy) but definitely works, just tried it 7pm.

loads of stuff here for students and teachers. well worth joining (use their sign-up page). pupils should find the topicality of the activities - especially those based on popular culture - motivating. the articles are designed to get pupils talking about science, helping to develop important discussion and argumentation skills about the nature of science. the activities are easy to use and are helpful in keeping up to date with breaking science.

this resource is designed to show real-life applications of science and showcase the variety of scientific careers available within the cosmetic, toiletry and perfumery industry. students often query the application of their learning and this website has been produced to put that learning in context and may prove useful in terms of introducing work-related learning. it is levelled to be accessible to all key stage 4 students and some sections of the resource are also suitable for key stage 3 students. there are also downloadable pdf documents for use in classrooms.

if you thought there was a lot of empty space in the solar system, you should try going inside a hydrogen atom some time. we have not, as yet, built a large-scale walkable version of the atom, but there is this web page model. when the page loads it shows a large blue ball representing a proton in the nucleus at the centre of a hydrogen atom. the scroll bar at the bottom can be slid to the right showing lots of space (!!!) then a very small electron. the actual page is probably the widest on the internet at nearly 11 miles wide!

this downloadable pdf file takes the reader through contraction theories developed by edward suess and james dana in the 19th century, then into why these were rejected in the early 20th century; how alfred wegener put forward his theory of continental drift and its rejection by many, and finally to the development of plate tectonics. it is a story which shows that the development of scientific theories requires more than just evidence in their favour.