School Science Review number 348
Number 348 - March 2013
|1||Contents, Editorial and Letters|
|9||Science Notes - The relationship between lattice enthalpy and melting point in magnesium and aluminium oxides|
|12|| Science Notes - Concrete thinking … and forensic science?
Concrete is ubiquitous as a building material and you will find lumps of it lying around in almost every school, street or garden. So investigating its chemistry is both cheap and relevant.
|13|| Science Notes - A simple challenge to assist in the understanding of friction
This demonstration can be used to exemplify several well-known physics concepts. For instance, it can be used to illustrate the idea of transfer of energy from one object to another (the first law of thermodynamics), conservation of momentum and Newton’s third law of equal and opposite reaction.
|16|| Science Notes - The Clubbers’ Guide A treasure trove of science activities /A treasure hunt through time and space
In the Clubbers’ Guide section of School Science Review for September 2012, Liz Carter, Senior Science Technician at The Warwick School in Surrey, wrote an inspiring article describing and illustrating some of her school’s science club programme (Carter, 2012). Liz has now written an article describing some of the wide variety of science, technology, engineering and mathematics (STEM) based activities that her school puts on during an eight-day summer school in the holidays for prospective students.
|27||Yes you can! Personal experience of writing for School Science Review
Alaric Thompson describes his experience of writing for School Science Review for the first time in the hope that his experience will encourage others. Geoff Auty introduces his piece and explains how it came about.
|29|| Half a century of ASE
2013 is the 50th anniversary year of the foundation of the Association for Science Education (ASE. In anticipation of this significant anniversary, the Council of the Association invited us, three years ago, to edit a book to record and celebrate its first 50 years.
|32|| What’s in a building? Some reflections on the history of ASE headquarters
The headquarters of an organisation, both the building and staff who work in it, has a key role to play in the way in which it operates and portrays its character. After presenting a brief history of the buildings the Association for Science Education (ASE) has occupied during its 50 year history, this article reflects on the role of ASE headquarters over those years in terms of the functions of headquarters, the working practices, the aspirations of the organisation, and, finally, its image and values. It argues that the relocation and setting up of a new headquarters requires each of these issues to be considered afresh.
|40|| From secret garden to crowded marketplace: 50 years of ASE and the science curriculum
This article charts some of the most notable ways in which the science curriculum has changed over the past 50 years and identifies the influence of members of the Association for Science Education (ASE) in both projects and policy developments. The world is different from that of 50 years ago but there are continuing issues about the teaching, learning and assessing of science in which ASE members have a role to play.
|48|| ASE and primary school science
This article focuses on the role of the Association for Science Education (ASE) in supporting and developing policy and practice in primary school science. It first sets the events after the formation of ASE in 1963 in the context of what went before. It then takes a mainly chronological view of some, but by no means all, of ASE’s activities that have had an impact on primary science in the past 50 years. More details can be found in Chapter 4 of Advancing Science Education: the First Fifty Years of the Association for Science Education (Jenkins and Wood-Robinson, 2013).
|56|| A look back at ASE Annual Meetings/Conferences, 1963–2012
Viewed by someone with no involvement, the Association for Science Education (ASE)Annual Conference will seem like an impossibly ambitious task, relying significantly on volunteers though increasingly supported by a small permanent staff) to organise and run it. Developed from events already established in the former associations, it offers a tremendous choice of lectures, workshops, discussions, practical sessions and exhibitions. A typical young member visiting for the first time will find an incredibly large choice of things to do. This article explains some of the details in planning and running the event, indicates the contributions of some of those having significant involvement, and illustrates some of the changes that have occurred in half a century.
|69|| Enhancing teaching through professional development: the contribution of ASE INSET Services, 1991–2007
The Association for Science Education (ASE) has a proud history of responding positively to changes in the education system. The creation of ASE INSET Services was one such response, resulting in an organisation that in its 16 year lifetime engaged in an impressive range of activities and had an impact on the professional development of tens of thousands of teachers of science. This article outlines the origin of the project and its activities, with a closer look at three aspects of its work.
|79|| The changing faces of ASE journals
Over the past 50 years, the Association for Science Education (ASE) has published a wide range of journals as a principal benefit of membership of the Association, with some reaching beyond the membership. This article explores the history behind each of the four current ASE journals, as well as touching on two titles that ‘served their time’ and are no more. How the journals were put together, the ethos behind each and the development of each over the years are examined by those who know them best – past and present Editors and other members of their editorial teams.
|93|| International activities of ASE
The Association for Science Education (ASE) has been involved in exchanges with various countries in a number of ways. Teachers from all over the world visit the Annual Conference and their own associations have often used ASE methods in developing their own programmes. The responsibilities of the International Committee of ASE range from assisting weavers in remote parts of Africa to improve their education within the workplace to selecting the best British students to participate in an event in Australia.
|101|| Health and safety law over the last 50 years
From a time when laws on health and safety applied only to some industries and much was unregulated, we have moved to a time when health and safety laws seem, if you believe some
|106|| Effective support for science teachers and technicians
The author of two chapters in the new history of the Association for Science Education (ASE) gives some insights into the process of writing the book, summarises some of the key messages, explores some of the areas that did not make it into the final text, shares some of the surprises uncovered by the research and reflects on how ASE has changed over the years.
|113||The ‘Ride for Russia’ tree lichen survey
The prevalence of nine indicator lichens found on trees in Northern Europe and Western Russia was used for monitoring air quality. The 4200 mile route of the survey went through eight countries. Surveys were carried out in cities, towns, countryside and forests, and along motorways. The author has conducted tree lichen surveys with pupils from schools and orphanages in Western Russia for many years. As expected, the calculated ‘lichen score’ at each site correlated negatively
|120|| The benefits of partnership schemes to schools and research students: a case study of the Researchers in Residence scheme
To meet the needs of a modern Scottish society, a ‘Curriculum for Excellence’ enables teachers to deliver a more coherent and skills-based curriculum, involving partnerships with
|127|| Raising levels of student interest in less popular areas of the biology curriculum: can teacher CPD help?
An opportunity for teachers to join 80 outstanding biological sciences undergraduates in a series of practical sessions and lectures at the 2010 Gatsby Plant Science Summer School has
Reviews published in School Science Review are the opinions of individual reviewers and are not an official Association for Science Education (ASE) view or endorsement of the resource.
|141|| Science websearch
• Websites are checked as close to printing as possible – however, website addresses do change.
|144||SSR special issues|
Half a century of ASE