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Contents and Editorial

Issue: December 2016 363

Letters

Issue: December 2016 363

Science note: Gummy bear osmosis

Issue: December 2016 363

Author: Danielle Kohlman

Extract: Potatoes are often used to explain osmosis, however students forget that they contain sugars. This creates an additional learning point which may be rejected as it doesn’t fit with students’ understanding of sugary foods. In order to combat this, try gummy bear osmosis!

Science note: Oxidation numbers of sulfur in the thiosulfate ion

Issue: December 2016 363

Author: Christopher Talbot

Extract: Oxidation numbers are the charge an atom might be imagined to have when electrons are counted according to an agreed set of rules. However, questions arise when molecules contain homopolar bonds, as these bonds are ignored when calculating oxidation numbers.

Theme editorial: The attraction of space

Issue: December 2016 363

Author: Geoff Auty

Extract: In 1957, Russia launched Sputnik 1 into space, the first satellite to orbit the Earth. There was no news until it had been successful. This was followed by Yuri Gagarin becoming the first man in space in 1961..

Astro Academy: Principia – a suite of physical science demonstrationso Academy: Principia – a suite of physical science demonstrations conducted aboard the ISS

Issue: December 2016 363

Author: Andy McMurray

Extract: The packing of apparatus and its use by by Tim Peake on the ISS for conducting a number of schoolexperiments in near zero gravity.

Forces during Tim Peake’s launch to the International Space Station

Issue: December 2016 363

Author: Robin Mobbs

Extract: Despite the advanced technology and engineering that has gone onto the International Space Station and other space programmes, the measurement of the force experienced in the spacecraft is tested using a method that is well over 350 years old. The time of oscillation of a simple pendulum, as often investigated in school physics, provides the basis for comparing the forces experienced by astronauts with the force of gravity we experience on Earth and recognise as ‘weight’.

Astro Academy: Principia – using Tracker to analyse experiments undertaken by Tim Peake on the International Space Station

Issue: December 2016 363

Author: Robin Mobbs

Extract: While on the International Space Station, Tim Peake undertook and recorded video files of experiments suitable for physics teaching coordinated by the National Space Academy. This article describes how the video of these experiments was prepared for use with tracking software. The tracking files of the videos are suitable for use by teachers or students, and provide a graphical analysis of what happened.

Live contact with the International Space Station from school

Issue: December 2016 363

Author: Natalie Timoney

Extract: The Royal Masonic School for Girls made history in February 2016 when it became the first school to establish a video link with the International Space Station via amateur radio – the result of a competition run by ARISS. Six girls from year 9 (age 13–14 years) qualified for Foundation Amateur Radio Licences, and students across the school took part in space-related activities during the build-up to the link-up. During the 10 minute link-up, made possible by the ARISS UK Operations team, students could see Tim on a big screen and asked him prepared questions covering space activities and careers; the event was also streamed live. This unique event provided considerable insight into ‘physics in action’ and visits by speakers from the European Space Agency, defence, aerospace and security agency QinetiQ, Airbus, and a former student now at the UK Space Agency, have enthused our students about science, technology, engineering, arts and mathematics (STEAM) careers.

Norfolk schools talked to astronaut Tim Peake

Issue: December 2016 363

Author: Stephanie Grant

Extract: Tim Peake’s mission to the International Space Station captured the imagination of the UK and this article describes a live radio link with him, to help him to reach out to pupils across the country and inspire them in STEM subjects. It describes the project, from bidding for the opportunity to host it, to the planning and realisation of the project, to the various legacy activities. In working with a number of different schools and STEM-related organisations, a rich learning experience was spread as widely as possible throughout the region.

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