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Science Note - A simple demonstration of the effect of eddy currents

Issue: September 2013 350

Author: Paul Sapple and Lee M. Reilly

Science Note- The Clubbers’ Guide: Ideas for science/STEM clubs from … books!

Issue: September 2013 350

Author: Sue Howarth

Theme editorial: Public understanding of science

Issue: September 2013 350

Author: Michael Hal Sosabowski

The role of science and discovery centres in the public understanding of science

Issue: September 2013 350

Author: Daniel B. Short and Nicole Weis

Extract: The development of science and discovery centres from passive museums to interactive sites in Britain, America and other parts of the world

The public understanding of science: 30 years of the Bodmer report

Issue: September 2013 350

Author: Daniel B. Short

Extract: Progress in the ways that science professionals have brought their work to public attention

The physics of foams, droplets and bubbles

Issue: September 2013 350

Author: Dipak K. Sarker

Extract: The physics of foams, droplets and bubbles describes and explains the intricacies of the material we see all around us, ranging from a sugary meringue to an opal

Jamitons: phantom traffic jams

Issue: September 2013 350

Author: Jorj Kowszun

Extract: An investigation into phantom motorway traffic jams that have no apparent cause

OK, write it but no chemistry words!

Issue: September 2013 350

Author: John Emsley

Extract: Reminiscences of a chemistry communicator

Going for (nano)gold: a university open day experiment for year 13 students

Issue: September 2013 350

Author: Christopher Baker, Bhavik Anil Patel, Alexander S. Cragg and Peter J. Cragg

Extract: An experiment to demonstrate the value of nanotechnology research in a university setting carried out by year 13 applicants as part of their university open day activities

Flipping the classroom to support learning: an overview of flipped classes from science, engineering and product design

Issue: September 2013 350

Author: Derek Covill, Bhavik Anil Patel and Deshinder Singh Gill

Extract: The flip method of teaching involves providing students with material to watch, read or engage with prior to the actual in-class lesson. This method is thought to support students in taking responsibility for their own learning (with careful selection of the supporting material, which is often in the form of pre-recorded video lectures), to improve engagement and usefulness of contact time, and to provide a richer learning environment for students. This article provides some examples of using the flip method in science, engineering and product design pitched at A-level and first-year undergraduate levels in the UK.

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