Chloe Palmer @LabPrepChloe
Creator of @LabPrep 🧬 Head of Science 🧬 Assistant Head for Progress and Achievement labprep.com London Joined July 2013-
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"Science is an inherently practical phenomenon. You don’t simply learn science, you do it – whether in the classroom or as part of everyday life." says Professor Ulrike Tillmann FRS, the Royal Society’s Education Committee chair.
Students want to do more science experiments at school but have less access to hands-on work than in 2016, says a new Royal Society survey published today, in partnership with @_EngineeringUK. Read more: royalsociety.org/news/2024/04/s…
If you use social media to promote #physics, we’ve got a free guide designed to help with inclusivity, accessibility, creating assets & more. Download the guide here 👉iop.org/SocialMediaGui…
In this introduction to Hooke’s law students squash marshmallows to find that force is proportional to compression 👉spark.iop.org/squashing-swee… #TeachPhysics
A level physics multiple choice questions and worked solutions Circular Motion (free) tes.com/teaching-resou… All year one topics - 257 questions tes.com/teaching-resou… All year two topics - 220 questions tes.com/teaching-resou…
Thermite @RoySocChem style! 💥
Could this be retweeted to every AQA GCSE Science teacher? One of 12 GCSE Physics Practice Papers - ideal for students aiming for grade 7-9. All with written worked solutions and a video explaining the answers. gcsephysicsonline.com/practicepapers
Some fantastic crystal gardens have been growing in science club @aa_science @AlcesterAcademy
When you run a department CPD session on microscale practicals & a couple of hours later the requests have been changed from traditional methods to microscale ❤️ Great feedback & helpful suggestions to improve some new ideas. Love working with a dept with such enthusiasm
Robots with extreme dexterity (potentially human operator) Peeling an egg, puncture it, and stitch it up. 😱🤯 What a crazy world we will live in. #LoveIsBlind #KateGate
Join Dr Kartic Subr and Tatiana López Guevara on a journey into the world of 'approximate physics' and find out how the same science used for Disney movies and video games can teach care robots how to pour drinks: #BritishScienceWeek
KS3 students are making marble run as part of our #BritishScienceWeek celebration! 🥳 @ScienceWeekUK
Why are the oldest stars completely different to younger ones? What role does dark matter have in the way galaxies form? Join physicist Dr Emma Chapman on a journey to the earliest moments of the universe: #BritishScienceWeek
This is the last of our TMSW badges. 😢 BUT... We have a new design coming very soon. 🤩 AND... We will be giving some away here, so keep an eye out!
Y13 studying the variable oxidation state of vanadium with a classic demo from @RSC_EiC @declanfleming followed by calculations of electron equivalents and prediction of final oxidation state #boltonchem
The physics of a pendulum wave
When it comes to choosing what goes into a science curriculum, there are lots of possible "inclusion criteria." For example: Explanatory power - does it explain other things? (e.g. the electron shell model explains loads of other stuff) Disciplinary importance - how much does it tap into "big ideas" in the subject? (e.g. word/symbol/ionic/half equations are like the "grammar" of chemistry) Prosaic relevance - is it relevant to students' lives? (e.g. plastics and ceramics are very relevant to students' lives as they use them every day) Global relevance - how relevant is it to contemporary global issues? (e.g. climate change is relevant to everyone at a global/political/societal level) Usefulness for further study - will students ever use this again? (e.g. mole calculations will be used by every chemist) Obviously, anything in science can fit into at least one of those categories. But the curriculum isn't infinitely expanding, so you select stuff that hits as many of those as you can. You then need to check: Inherent difficulty - is this thing possible to teach to your average student in this curriculum? (e.g. many argue that topics like electrolysis or le chatelier is too hard to teach) Detail/depth - how far do you want to go? Not enough detail and it feels disembodied and meaningless (e.g. further organic, ceramics, alloys), too much detail and it starts to feel like trivia (e.g. atomic radiuses, particle size) My very strong opinion is that these things haven't been considered well enough when building our current KS4 curriculums for science, and it's why there are so many candidates for removal. And yes, again, you could justify any one individual thing, but you have to explain why it's more justifiable than something else. What examples do you have of things that do or do not fit these categories? Especially interested in physics/biology examples.
Real-time MRI scan of a person talking.
Corrie catlin @AUC3535
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Science Clinic Privat... @science_clinic
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202K Followers 2K Following Britain’s Strictest Headmistress. Michaela School. Small c conservative values. Truth. Race. Personal Responsibility. Strength and Honour.✊🏾
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EEF @EducEndowFoundn
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Louise @Deputy_EYLouise
797 Followers 850 Following No longer a teacher after 21 years. Moved on to ensuring every child can read. Still enjoy many different pursuits -mostly involving travel, eating & drinking!
Jennifer Hart @Ms_J_Hart
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British Science Week @ScienceWeekUK
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Preproom.org @Preproom
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Sarah Longshaw @SKLchem
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Alex Farrer @JScience_WHS
480 Followers 332 Following The official account for our Head of Junior Science @Juniors_WHS @WimbledonHigh @GDST #PSQM #Outreach #Hubleader #PSTA2019 #SeeThroughScience @pstt_whyhow
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ChemistryWW @PriestleyChem
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Doc Brown's School Sc... @docbrownchem
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Stu @stu_jd
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