Primary Science number 144
Number 144 - September 2016
|2||Contents and Editorial
The Appliance of Science theme of this issue embraces real-life science, but also the ways that we apply science in the classroom: identifying the contexts that exist, helping children to make tangible links with these and establishing some context to embed the content within the National Curriculum. The authors have contributed ideas, ranging from reﬂections upon their own experience to practical strategies for connecting children’s learning to the world around them.
|5|| Feel the force of cogs, pulleys and water power
Julie Pugh describes a STEM workshop at Quarry Bank Mill, a work-ing cotton mill owned by the National Trust, which offers interactive experiments and the experience of working machinery.
|9||What do adults do all day?
Claire Seeley looks at STEM in the context of the Big ideas and ASPIRES projects.
|12|| Reﬂecting on teaching of the ‘appliance of science'
Rachel Linﬁeld reﬂects on memories of teaching of the ‘appliance of science’ over the past 30 years and what we remember.
|14||Teaching science down on the farm
Debbie Hicks explores the key role of the farm in teaching science as well as wider educational beneﬁts and suggests activities to engage and excite.
|17|| Appliance of Science pull-out - Bubble Bonanza and a UK map of industrial museums
Elsewhere in this issue of Primary Science (pages 22–23) Bert Nagel shows what you can do with bubbles. This special Appliance of Science pull-out looks at how bubble-based activities can be linked with areas of ‘working scientiﬁcally’ across the key stages. CIEC (the Centre for Industry Education Collaboration) has put together an activity that outlines exactly what you need to make the bubbles,
|22|| Bubbles made simple
Bert Nagel explores how, using just drinking straws and staples, you can make wands that produce beautiful soap bubbles.
|24|| Pencil-free homework: worth considering?
Colin Forster considers some alternative ways of setting homework.
|28|| Developing ‘argumentation’ with the 4–11 age range
Terry Russell and Linda McGuigan of the University of Liverpool draw on their classroom research to offer their thoughts on argumen-tation, an aspect of ‘working scientiﬁcally’.
|31|| Eyes closed for learning
Mick Statham explains how the simple, effective method of ‘eyes closed’ learning enhances how children’s scientiﬁc ideas form, change and strengthen.
Cover: Investigating how a water wheel works – see page 5