Biology at the Cutting Edge

by Debbie Leyland

From the latest “Cancer Scares” and “revolutionary drug treatments” to the ethics of vaccination and data analysis, biological issues are hot topics in the news.  Media focussed contemporary science topics fascinate pupils, and therefore have the potential to motivate and engage them in the classroom.

Fetus with DNA umbilical cord

As we all know, once we are out of university it is difficult to keep up to date with emerging technology and cutting edge research, which is why Science Learning Centres are working in partnership with research scientists to develop courses in the Cutting Edge Science suite. These courses, which are supported by Research Councils UK, offer the chance to look in depth at topics which are emerging and increasingly being seen in the examination specifications. Topics  such as;

• drug abuse
• cell and cell structure
• you and your genes
• circulatory disease
• scientific ethics

The courses  have direct relevance to teachers involved in the delivery of secondary science, including post-16 programmes and they actively support the teaching of How Science Works.

In July 2013, Science Learning Centre North West is working with four active research scientists to focus on developing research within the Genetics and Health arenas.  Scientists; Dr Rebecca Elliot, Professor Martin Lowe, Dr Matt Hickman, and Dr Elizabeth Cartwright will be joining Debbie Leyland to discuss their work, ethical procedures, careers and how this can be translated into the classroom. Teachers interested in how they can use real life examples for the effective delivery of science content, as well as deepening their own understanding  of how science works, including controversies and ethical issues, should explore Science Learning Centres full range of RCUK supported Cutting Edge Science courses.

1. Cutting Edge Biology in the North West

1. The full range of Cutting Edge Science courses across the UK.

Thanks to funding from Research Councils UK; delegates from state maintained  schools and colleges in England can apply for Bursaries to attend Cutting Edge Science Courses by contacting their local Science Learning Centre.

The Science of Chocolate

by Yvonne Baker

The sign of a good party is when guests are reluctant to leave. Similarly, the sign of a good day sharing science, technology, engineering and mathematics with people must be when they are still there, exploring resources and sharing ideas, long after you expected the place would be empty.

So it was with our second family open day at the National Science Learning Centre and the National STEM Centre. This time the day was themed around chocolate, which was bound to bring people in, but with over 300 children, parents, grandparents and others choosing to spend a sunny April Saturday with us, I think we can justifiably call it a success.

Professor Paul Walton from the Department of Chemistry at the University of York kept the youngest to the oldest (and there was quite a range) enthralled with a romp through the chemistry of chocolate, making quite complex science understandable and engaging. His talk culminated in the world premiere of a chocolate so smooth and luscious that the faces of those lucky enough to taste it said everything – this really is a substance which, although not containing oxytocin (‘the cuddle molecule’), does a good job of making us happy partly through the wonders of chemistry. We learnt about jiggly and straight molecules, skin elasticity and the chemical formula of a human being (it’s complicated!). We also got to understand why you lose your taste when you hold your nose – in the case of chocolate, it’s down to those volatile polyphenols!

Watch the video to get a feel for the day

Here is the entire video of Professor Paul Walton’s presentation – although be warned it is over 35 minutes long, with variable video and audio quality

Our thanks should also go to Flavoursense Nation for their range of hands on activities exploring the role our senses play in the perception and experience of flavour and foods.

Connecting Ipads and other mobile devices in the science classroom

By Ian Miller

If you’ve decided to make use of mobile devices in your classroom, it quickly follows that you will want a way to show your screen in a way that everyone can see.
There are a few options to do this successfully. All of these options can be connected to an existing projection system, or a TV.

1. Firstly, a low tech method. Use a visualiser. This has the advantage of working with any make, model or size of device. The quality of the image will depend on the quality of the visualiser, and some fiddling may be necessary to get rid of reflections from a shiny screen. The demonstrator also will need to be careful not to obscure the image too much with their hands.

Onto the more technical options, focused on the Apple iPad and iPod touch devices:

2. Use an Apple adapter. Apple can supply adapters which plug into the dock connector of iPods and iPads. The adapter mirrors the display to an output. The output you choose will depend on the inputs of your display.

http://store.apple.com/uk/product/MC552ZM/B/apple-vga-adapter?fnode=3a

http://store.apple.com/uk/product/MC748ZM/A/apple-composite-av-cable?fnode=3a

http://store.apple.com/uk/product/MD098ZM/A/apple-digital-av-adapter?fnode=3a

Check to see what inputs your display has. A modern system should support HDMI, in which case the digital AV adapter is the best option. Otherwise choose the VGA option, and as a last resort use the composite video adapter. More about HDMI later…

This system is great because you get a high quality image of exactly what you have on your screen. The downside is your mobile device is no longer mobile as you are ‘tethered’ to your display system by the adapter cable. Apple have considered this, and (on a minimum spec of an iPhone 4S or an iPad 2) offer the function of mirroring your display wirelessly, using their system called ‘Airplay’.

3. If you have a Mac already, then you can use AirServer http://www.airserverapp.com/ as the ‘receiver’ end and just plug the Mac into your projection system as normal. There is also a Windows PC version, but I’ve not had the chance to try it out yet. The software isn’t free, and of course you need to consider if you have a spare computer to work as the receiver.

Connecting wireless devices to a projector in the classroom

4. My preferred option is the Apple TV http://www.apple.com/uk/appletv/. This is a little black box which connects directly to the HDMI input (if present) on your display (as long as it has a HDMI input). It then needs to plug into the same network that your wireless uses (It can only connect wirelessly to very simple wireless networks). If everything is set up correctly you just find the AirPlay icon on your iPad, choose the name of the AppleTV and select ‘mirror’.

The networking area is a little complicated, and you’ll almost certainly want to talk to your institution’s IT support folk if you haven’t already done so. For the techies: at the time of writing, the AppleTV wifi interface won’t do WPA/WPA2 Enterprise (though a recent software update might have fixed this), but if you can connect the wired interface to the same VLAN/subnet as your wireless clients then the Bonjour broadcasts that are necessary for AirPlay will just work.

I’ve mentioned HDMI connections a couple of times. Modern displays, projectors and TVs will have these digital connectors and stuff should just work. If, like us, you’re still using projectors from a few years ago then they will only have analogue input connections such as VGA. Converters from HDMI to VGA are available, but there is a catch: HDMI includes a feature called HDCP designed to stop media being copied. If the digital ‘chain’ between the source of the media and display is broken then HDCP considers that there is a risk of the media being copied, so will stop the display from working. If there is an analogue link in the chain (e.g. a converter to VGA) then copy-protected media will not play. For simple mirroring of your iPad this isn’t normally a problem, but it does mess up things like YouTube videos.

Apple TV with Kanex ATV HDMI/VGA adapter

Getting the ideal experience of being mobile around a classroom while being able to show things on screen- or even students sharing their work with the class from their personal device – isn’t trivial, but the benefits easily repay the modest investment in time.

Apple designed the iPad, iPod and AppleTV to be consumer gadgets to be used in the home by one person, not educational or commercial devices to be used in schools or businesses by many people. Non-domestic environments typically have special security and usability requirements which need to be considered carefully before launching into buying new toys!

If you have found this post interesting and would like to find out more about using mobile devices in the classroom – in particular Ipads, the National Science Learning Centre will be running a course “Learning science with Ipads.”

Other ICT related courses are:

Primary: Leading change in ICT in primary science

Secondary: ICT innovations in science teaching and learning

STEM Study Visits: Expedition Iceland

Guest Post from Sarah Holmes, Reepham High School and College and Daniel Sandiford from Bluecoat Academy in Nottingham.

Every year the network of Science Learning Centres run a STEM study visit to Iceland.  The aim is to provide participants with the opportunity to conduct a STEM subject field work project in a remote environment and experience a different approach to practical activities. The visit also provides experience of an area of the natural world which has recently been at the centre of a number of STEM relevant stories. From earthquakes to Mars training, Iceland is a destination that can bring STEM subjects to life in the classroom! The presentations below show off the wide variety of field projects teachers carry out on the expedition, as well as outlining their objectives and the impact it has for themselves and the schools they teach at.

Sarah Holmes, Reepham High School and College ( you can follow her on twitter @reephamphysics)

Daniel Sandiford from Bluecoat Academy in Nottingham.

If you have been to Iceland on one of our expeditions we’d love to hear and see how it went for you and what the impact has been.

There are a regular range of STEM Study Visits organised by the national network of Science Learning Centres. This STEM Study visit is supported by Research Councils UK.

Teaching Space and Science

By Lynda Homer, Primary Science Course Manager

There is something really inspiring about looking up at the stars on a clear, cold January night and feeling like a very small part of the Universe – and a very strong sense of wonder.  This has been highlighted by programmes such as the BBC’s popular Stargazing Live programme at the start of the month, with Professor Brian Cox and Dara O’Briain, which provoke curiosity about finding out about Space – in children and teachers alike.

Moon over Bayfordbury

Whatever the age of your pupils, from Early Years to post-16, space can provide a fascinating context for developing interest and enthusiasm for science, not just physics or astronomy. There are many opportunities for wonderful activities that will inspire pupils in chemistry and biology, as well as other subjects such as geography, and the national network of Science Learning Centres can help you find out about what is available for us to use in our schools.

At the Science Learning Centre East of England, we have a great interest in Astronomy, the University of Hertfordshire Observatory shares our site and hosted one of the many events linked to the BBC programmes.

If you would like to extend your knowledge and explore further strategies and resources for inspiring teaching and learning using space, then we have two courses running soon which could really bring it all to life in your classroom.

For primary teachers, there is Earth And Space (29 Jan 13), this will explore a range of hands on activities, models and web-based resources to provide inspiring ideas and increase confidence.

For secondary physics teachers, there is EEC12001 Astrophysics, Earth and Space (6 Feb 13). This is a course for KS4/Post 16 teachers and will link cutting edge research in astrophysics to the current curriculum so that you can bring the subject to life. It will include a visit to the University of Hertfordshire’s Observatory.

University of Hertfordshire Observatory

This course is funded by the Research Council UK and is from the Bringing Cutting Edge Science into the Classroom programme. It qualifies for an Impact Award of up to £150 per day. The course is running across the network of Science Learning Centres, including South East, London, East Midlands, South West and Yorkshire and the Humber. Details of dates and venues can be found here.

The National Science Learning Centre is running a course, with the European Space Education Resource Office in the UK (ESERO UK), on how to enrich the primary curriculum through space and astronomy on 12/13 February 2013. It is designed to refresh subject knowledge and give ideas on teaching tricky concepts through practical enquiry whilst looking at interesting ways of engaging children through the topic of space.

As part of the EU-funded “Discover the Cosmos” inquiry-based science education project, supported by ESERO UK, the National School’s Observatory and Faulkes Telescope Project will be running a free Astronomy-themed training workshop at the National Science Learning Centre on 8 Feb 2013.

When looking for resources for teaching space topics ESERO UK will give you many great ideas. The support offered to teachers includes:

• access to quality teaching and learning resources through the eLibrary and physical library at the National STEM Centre
• a network of space education ambassadors throughout the UK
• news items and blogs highlighting developments in space education
• high-quality training and events for teachers and lecturers

In the East Midlands, the National Space Academy works collaboratively and in partnership with the Science Learning Centre East Midlands and its excellent website shows the range of CPD opportunities on offer for teachers including details of Master Classes in STEM subjects and career’s events for pupils.

Incidentally, the Royal Mail has just issued a set of commemorative stamps to celebrate Britain’s contribution to space exploration featuring images from European Space Agency missions. This is the first set to feature a full complement of planetary images. Perhaps they could be used as a starter activity to spark discussion about the solar system with your class?

Other blog post relating to space you may be interested in are:

Esero UK highlights Stargazing Live as inspiration for STEM

Space and astronomy in the primary classroom

Astrology vs Astronomy

CERN Visit

by Chris Baker

Conseil Europeen pour la Recherche Nucleaire or CERN to be brief is the Mecca of physical sciences and it has been my pleasure as an interested chemist to escort hundreds of physics and science teachers on this pilgrimage. (by the way they try to play down the “Nucleaire” bit – something about the public associating the word nuclear with very bad things ). So, what is it like?

Well on the surface it is a bit like a cross between a university campus and a light industrial estate, spread-eagled across the Swiss/French border.

Large Hadron Collider courtesy of CERN

You can choose to eat in Restaurant 1 which is in Switzerland or Restaurant 2 which is in France and somewhere in between you can straddle the border if the mood takes you. You may wonder why I mentioned restaurants? Well it is in these restaurants where staff dine on refectory style tables where much scientific discussion goes on. Teachers have reported exciting conversations with scientists they sat next to at lunch although no one has claimed to have spoken to a Noble Prize Winner to date – but give it time. CERN prides itself on its openness and there is no restriction on taking photographs.

I will get on to the LHC (large Hadron Collider) later, but first it is worth remembering that CERN is not just world class in particle accelerators. It was where Tim Burners-Lee, a scientist at CERN, invented the World Wide Web as a means of sharing information for scientists around the world. You can visit Tim’s old office – an unassuming room in a dingy corridor now resplendent with brass plaque recording the historic event, and yes, you can get your photograph taken next to it! This helps to get across the message that CERN is a collaborative venture of scientists spread across the world who may work full time in Geneva or just visit to do occasional research and experiments.

CERN teachers’ programme

The teachers’ programme is mixed and varied. There is a practical activity – making a cloud chamber using aquarium tanks which one teacher improved on tremendously with an ingenious design using cheap seed propagators and and LED rope light. There are lectures which focus on academic particle physics – useful for teachers who are a little rusty in this area and great for snippets to teach how science works.

Rolf Lander, antimatter scientist and Head of Education at CERN, explains how historically models were developed and become accepted until someone disproves the model and new models are put forward. We had a good example of HSW (how science works) recently when the scientists in CERN found unusual results when they timed how long it took for neutrinos to travel from CERN to Italy. They appeared to travel faster than the speed of light and this made headlines in TV News and newspapers around the world. CERN scientists invited other scientists to investigate and try to replicate their data. The invitation did not last too long as CERN scientists discovered the reason for these anomalous results – a loose wire! Strangely this did not make the news to such an extent.

In the lecture on Medical Physics. Manjit Dosnajh helped to answer a key question that many people have about CERN i.e. what tangible benefits do taxpayers get from funding all these scientists. Manjit illustrated how work on Positron Emission Tomography (PET) carried out at CERN in 1977 led to hospital imagers which now run alongside CT and MRI scanners (often in combination) to provide information to treat cancers. A specialised version of a PET scanner has been developed which can detect small tumours missed by other scanners. This has proved very successful in the detection of breast cancers – and using the same technology as the LHC. This shows that technology developed at CERN is in use in our hospitals to increase survival rates from life threatening conditions

Physics in the movies

Rolf Lander provides an excellent lecture on the physics behind the film Angels and Demons. In the film 1g of antimatter is stolen from a laboratory in CERN and the plan is to use this to blow up the Vatican. In an entertaining lecture Rolf explains the physics behind the film and if it is really possible to create 0.5g of antimatter (enough to make a powerful bomb), just how long and how much electricity it would theoretically take. The cost by the way is: 1,000,000,000,000,000 euros with a delivery time of 1,000,000,000 years. Great stuff for teachers who can now legitimately intersperse physics lessons with clips from the Angels and Demons film. For the antimatter enthusiasts, CERN have produced a teaching module on antimatter.

The hunt for the Higgs Bosun

Data from CMS. courtesy of CERN

The highlight of the programme is a visit to CMS – Compact Muon Solonoid. CMS is just one of the LHC experiments but it was CMS that confirmed the existence of the Higgs Boson in 2012 and it was enthralling to hear how this was done. When I got home my painter and decorator asked about my last visit. He had heard of the Higgs Boson and was interested. “Can you see it?” he asked. Several cups of tea later I had managed to explain that the Higgs Boson was detected by analysing signals and that the detection instruments took the equivalent of 4,000 pictures a second. He was still none the wiser and it really brought home to me that to teach particle physics successfully, it helps if you have a physics background but more importantly that you have the models, analogies and experiences which enable you to help students with the associated complex abstract thinking. This is one of the greatest benefits of a visit to CERN.

Huge Electromagnets

So the highlight for the teachers was CMS or maybe it was the magnet testing facility where you can stand next to some of the biggest electromagnets in the world. When fully operational over 21,000 amps flow through five huge coils to produce a magnetic field of between 4 and 8 tesla. One teacher proudly demonstrated a magnetic field detecting app on his iphone. He planned to use this in the magnetic testing area. We were expecting a fried iphone but he reported it worked really well!

The magnet testing facility also houses a mock up of the particle accelerator tunnel. This is very useful as access to the tunnel during operations is forbidden for obvious reasons. The tunnel is roughly the width and height of a poly-tunnel greenhouse with enough room to ride a bike along the side which is the primary mode of transport (when not operational!).

CERN programme highlights

The highlights of the CERN programme for me did not come from CERN but from the follow up day at the National Science Learning Centre in York. The programme has some interesting inputs on nuclear fusion amongst others, but the real stars were the teachers and what they did with the ideas, materials and experiences picked up at CERN. They were “fired up” by their visit and the enthusiasm of the CERN scientists and had completed a myriad of activities and projects. Many of them had gone on to arrange a CERN visit for their students. Others had woven anecdotes, models and analogies into theoretical topics. Some had run whole school assemblies on CERN and some showed pictures of their students and projects in their local newspaper.

If you have not made your pilgrimage to CERN, 2013 could be a good year to start.

The National Science Learning Centre is running a study visit to CERN in February 2013.

If you have already been to CERN we’d love to hear your thoughts and experiences of the trip as well as how you have applied it back into the classroom.

Curiosity on Mars sparks curiosity in the classroom

By Tom Lyons

On 6^th August, 2012, NASA’s Curiosity Rover (aka the Mars Science Laboratory) touched down on the surface of Mars.  After taking months to reach the red planet, Curiosity took only seven minutes from entry to the Martian atmosphere to touch down.  A feat made even more remarkable when you know that it takes 14 minutes for a signal from the rover to reach Earth – Curiosity landed on autopilot.  A three stage landing finally dropped the rover at a gentle speed of 1 mph on the surface.

The 7 minutes of Terror

How GCSE Science is important for the Mars programme

Forces: The landing of Curiosity could not take place without the application of Newton’s Laws.  Without knowledge of gravitational force, drag forces and the conservation of momentum, Curiosity would not have left Earth, let alone get to Mars.  Now it’s arrived it is powered by…

Electricity: Curiosity runs on batteries.  Those batteries are charged either by the Sun through solar panels, or by using a radioactive source to generate power.  Motors drive the wheels, the drill and cameras needed to explore the surface.  The batteries even power a laser which is used to burn tiny holes in the rocks to analyse the…

Organic chemistry: One of Curiosity’s main science goals is to see if there was, or still is life on Mars.  It is the first rover able to detect the critical elements to life as we know it – oxygen, nitrogen, carbon and hydrogen.  In addition to finding out if there is (or was) life on Mars, the rover will also take measurements of…

Radiation: If we are ever to travel to Mars ourselves we must know about the radiation environment, so that we can assess the danger to humans, and the protection needed.

The list goes on…

Exciting times for budding space scientists

As well as looking for life on Mars, astrophysicists are now using telescopes to search for life outside the solar system.  The number of exoplanets discovered now runs into the thousands, with new discoveries each day.  Bigger and better ground and space based telescopes are allowing us to look further back in time as we gaze to the edge of the observable universe in ever greater detail.  Our understanding of black holes, dark matter and dark energy remain as elusive as their names suggest.

If you are planning a range of GCSE space related lessons you may be interested in the RCUK (Research Councils UK) astrophysics  contemporary science course.

The ESERO collection http://stem.org.uk/cx5k on the National STEM Centre eLibrary contains over 200 space related resources covering astronomy, cosmology, human space flight, Earth observation, satellites, and the solar system.  The collection includes practical resources, videos, images and up-to-date articles relevant from primary up to post-16.

News Alert! SLCSE RCUK climate change data could save world from alien invasion

by Tom Martin

I enjoy going to the cinema. I enjoy Professional Development. I didn’t think for one minute that these two interests would ever overlap. That was until I went to watch the new $200 million blockbuster “Battleship” at the cinema last weekend. Without giving too much away it’s basically about an alien invasion and mankind’s struggle to defeat them. Sound familiar? The difference is, this time the battle is fought mainly at sea. Hence the ship bit.

Being an educator, I enjoy films that not only entertain, but that also educate and I learned a very valuable lesson on this occasion. The lesson is how to locate alien ships when you find yourself trapped at sea on an American warship within a 2 mile thick impenetrable alien force field and the alien ships don’t show up on your RADAR. (They don’t show up because they apparently use special RADAR blocking alien technology).

The answer to this problem is surprisingly simple. Access NASA “NOAA” data on the web. You can get live data from ocean buoys that measure wave-height then overlay that on your ships navigation system. Every time the aliens go past a buoy in their ocean-faring craft they will generate large waves. This wave height is measured and transmitted from the buoy via satellite to your ship and these will show as a “blip” on the navigation screen. This enables you to trace the “blips” across the sea and hence find the aliens. This in turn allows you to fire torpedoes at the aforementioned alien craft. Unfortunately on this occasion – they missed. Twice. To find out how the film ends, I recommend you go and watch it!

Now, how does this relate to a Science Learning Centre course I hear you ask? Well, it is a case of “Science Fiction meets Science Fact”. Back in March I attended a SLCSE RCUK course titled “Climate Change” at the National Oceanography Centre (NOC) at the University of Southampton along with 10 keen teachers with an interest in Climate Change and how it can be used to teach Science.

It was a wonderful day – a perfect mix of theory and practical activities. Part of the day was spent visiting the NOC’s IT suite. The course tutor guided us on how to use live NASA data (similar to that featured on the film) to monitor changing sea temperatures at various locations around the world. The idea is that students can also use this open access data in class for a variety of purposes such as investigations or projects.

The day was rounded-off with a voyage into Southampton Water on the state-of-the-art research inshore vessel, the RV Callista.  It was glorious. The sun was shining and we carried out several investigations including salinity measurements and dredging the sea bed. We even had an encounter with the Navy (the Royal Navy not the American one as featured in the film!) as coincidently the nuclear submarine HMS Tireless entered Southampton on a 5-day visit to the city! All very exciting stuff.

So that’s the story of how data used on RCUK Climate Change course at the National Oceanography Centre could save the world from alien invasion. Lucky there were no aliens in the Solent on that occasion!

To use the open access NASA data mentioned above, visit here: https://mynasadata.larc.nasa.gov/data.html

Thanks to Dr Simon Boxall and the team at National Oceanography Centre, Southampton for providing the course in March 2012. We hope to schedule another instance of this course in Spring 2013. Watch this space for details.

Visit the Science Learning Centre website For more information on cutting edge science courses.

Design and Technology Provides Safe Lift Off

by Michelle Evans at Science Learning Centre West Midlands

Flying is relevant to most of our lives, as ‘foreign’ holidays have become the norm. Yet it is often only when we are sat on a plane and ‘past the point of no return’ that we begin to wonder if it’s safe and even about the actual mechanics of how the tonnes of metal in which we are sat (not to mention our luggage) will actually get off the ground and safely deliver us to our sun-filled destination. Even within this consideration, we tend to think of the plane being essentially a

Hercules engine

chunk of metal and don’t really consider the enormous number of processes which have been undertaken to get to that one point. We don’t think about the time and effort and quality control procedures which go into the creation of a single hole in a tiny part of a blade which is crucial for the process of flying and to improve the efficacy of the engine as well as to reduce emissions.

However, at Rolls-Royce they spend a significant amount of time, effort (and money) ensuring that each tiny (and huge) element is completely fail-safe, efficient, light and effective. (I, for one, am rather pleased that they do!) What we may not realise is that this technology is as relevant to our teaching; certainly in Science and Design Technology; as it is to Rolls-Royce because we are working with and developing materials.

Materials science is a growing field with increasingly interesting discoveries and developments, Carbon Nanotubes, a relatively new discovery from the 1990s, are now present in both Design Technology and Science specifications where the structure and potential and current uses are required. ‘Smart’ materials are increasingly prevalent in society and therefore our teaching should be including and considering the uses of these developments within the field; the science behind these is really interesting and ground breaking, but the uses are now quite common; even including electro-conductive lycra (presumably for warm cycling shorts)!

Rolls-Royce Materials Masterclass course 2010

All manufacturing requires materials and it is important for the future to understand the level of research and development required in these processes. World leading manufacturer of jet engines; Rolls-Royce has significant experience with materials and continue to ‘push the boundaries’ in order to develop high quality, durable, light and safe components for their products. They are, after all, the reason that aeroplanes fly!

In order to capture this relevant and essential expertise, Rolls-Royce, the department of Metallurgy and Materials at the University of Birmingham, the Institute of Materials, Minerals and Mining (IOM3) and the Science Learning Centre West Midlands have collaborated to develop a two day course which brings to life this fascinating ‘topic’.

The Materials Masterclass is designed to support curriculum delivery. It draws on the areas of materials science in which Rolls-Royce has significant experience and can demonstrate examples of applications and the University of Birmingham are able to provide ideas for use in the classroom as well as discussing the science and technology behind materials and their uses.

Materials Masterclass course

This course offers an extension to your personal knowledge in the field as well as resources and ideas to take back to the classroom. This two-day course is sponsored by Rolls-Royce and The Worshipful Company of Armourers and Brasiers and supported by the Department of Metallurgy and Materials at the University of Birmingham and the Institute of Materials, Minerals and Mining (IOM3), the latter also offer free institutional membership to the Schools Affiliate Scheme for participants.

Go to the Science Learning Centre’s website for more information or to book your place on the Materials Masterclass

So you think you’ve finished training as a teacher? – Think again!

By Dawn Jones  from Science Learning Centre Northwest

No matter which age phase you trained in, or which route you followed, effective teachers are always learning.  Learning from what went well and not so well, informally as well as through formal training opportunities.

You will encounter many changes over the course of your career, including those in classroom practice, technological advancement, curriculum development and the development of scientific knowledge.  An important thing to remember is that there is help and support available to you as you enter your NQT year and beyond.

There is support within your school – the majority of teachers and support staff that you work with will be happy to share ideas and resources with you. You will have a mentor, with whom you can bounce ideas and explore possibilities, as well as helping you reflect on your practice.  Other teachers in your department will also be willing to help if asked.  If your school has NQTs in other departments, this is also a great support network opportunity.

Support externally can include networks, conferences and courses and are usually more formally structured.

Many local networks exist, either set up by groups of teachers or facilitated by bodies such as the Institute of Physics or Science Learning Centres.  Your Local Authority may also offer some opportunities.  Courses and conferences are wide ranging and focus on different aspects of science teaching. There will be times when either your department or school buys in an external provider for a specific focus; these opportunities enable you to work together as a team to implement your learning.

As an NQT, there is an entitlement for time for training; however some schools also cite budgetary constraints when looking at your programme of development.  The Science Learning Centres have bursaries, known as Impact Awards in the regional centres, and Enthuse Awards at the National Centre.  These can contribute to the costs of training; to find out about eligibility, contact the Centre that is running the course that you’re interested in.

Don’t forget, all teachers in you school were once NQTs and know what you’re going through; there are plenty of people willing to help if you ask for it!

Resources and Links:

Courses & Conferences:

The National Network of Science Learning Centres offer a range of courses, supporting subject knowledge, pedagogy, assessment and contemporary science.  Courses both at the National Centre and around the Regions are listed on the website: https://www.sciencelearningcentres.org.uk/courses-and-events .

More specifically the North West is running Making a good first impression: A guide for NQTs in early July or the National centre’s Summer School for Recent and Newly Qualified Teachers (NQTs)

Many courses and conferences are in partnership with other organisations, such as The Association for Science Education, and the learned societies such as The Royal Society of Chemistry. Sign up to the Science Learning Centre portal to receive exciting newsletters and alerts about courses and events in your area.

Networks:

Secondary Physics:  The Stimulating Physics Project is a joint initiative between the Institute of Physics and the Science Learning Centres and aims to inspire physics teachers.  Physics Network Coordinators have national coverage and their sessions are free to attend.  www.stimulatingphysics.org

Secondary NQT’s: The Science Learning Centre North West offers an NQT Network for teachers in their first year in the North West.  These networks will cover a variety of topics drawn from a range of subject knowledge and pedagogical ideas including strategies to enhance teaching and learning, developing ideas in How Science Works, and, assessment and effective practical work. If you’re based outside the North West; why not give your local Centre a call; there may be enough interest to start another network near you.

Triple Science:  Funded by the DfE’s Triple Science Initiative, networks for teachers teaching Triple Science are active in many regions.  A Triple Science online community forum is available for  all teachers supporting Triple Science to share and network.