School Science Review number 351
Number 351 - December 2013
|2||Contents, Editorial and Letters|
|13||Science Notes: The reaction between iron(ii) iodide and potassium dichromate(vi) in acidified aqueous solution|
|15||Science Notes: Bromination of phenol|
|16||Science Notes: A simple interactive introduction to teaching genetic engineering|
|19||Science Notes: The antlion project with school pupils in Zomba, Malawi|
|24||Science Notes: The Clubbers’ Guide - STEM clubs ‘Advice Corner’|
|29||Teaching health and safety through science|
|35||Theme editorial: ASE’s Summer Celebration Conference, 27–28 June 2013|
|37|| The interviewer interviewed and other background to ASE’s Summer Celebration Conference
Rationale for the planning of the conference culminates in a well-attended interview session
|40|| If we could plan the next 10 years in science education...
A reflection on two sessions at the summer conference at which teachers had an opportunity to propose the future direction of education in science.
|42||Science – are we world class?
A comparison of surveys on performance in science and mathematics.
|45|| ‘Amazing Planet – action-packed science’
A dynamic, interactive presentation of practical activities in Earth science
|50|| Differentiated enquiry
A curriculum approach for success with GCSE, Ofsted and fostering independent learners.
|52|| Embedding assessment to improve learning
Planning teaching so that assessment is progressive and expectations from students have clear targets from the start.
|57||How schools are using action research on practical work, new technologies and research and development to improve student outcomes
A set of different presentations with the same aims.
|61|| Outdoor learning and sustainability education
Two ways of introducing sustainable development into science lessons.
|67|| Supporting Scotland’s STEM education and culture
A summary of the education system in Scotland now and in the future with particular regard to science.
|69|| Turning a programme of study into an engaging scheme of learning: whose job was it to bring the sparklers to the party?
We are seeing the evolution of a new structure for education, but who has responsibility for the details?
|72|| Teaching science with mobile technology
A brief look at some of the many apps now available, and how to use them in class.
|78|| ASE’s Summer Celebration Conference: the Editor’s view
The experience of the conference from one delegate who had the opportunity to play the part of a press reporter.
|84|| Field studies for key stage 4 on mine water pollution: a university and museum collaboration
Universities and museums have much to offer each other in enriching students’ perceptions of science in the context of their local industrial heritage
|97|| CHEMopera for chemistry education
A musical entertainment to encourage participation in chemistry.
|101|| A short history of the discovery of isotopes (and some of their uses)
Problem solving at the heart of the discovery and certain uses of isotopes
|106|| Engaging all students in the pursuit of STEM careers
Raising awareness of applications of science, technology, engineering and maths beyond school level.
|114|| Response grids: practical ways to display large data sets with high visual impact
Spreadsheets are useful for large data sets but they may be too wide or too long to print as conventional tables; response grids offer solutions to these challenges.
|126||The Saggi and practical work
The Saggi di naturali esperienze was published in 1667, became the ‘laboratory manual’ of the 18th century, and still exerts an influence on school practical work.
|139||Science app reviews|
|144||SSR special issues and advertisers index|