Nuffield KS3 STEM Project - Recently Updated Pages

L_ST_ST_8

chowell — Tue, 08 Jul 2008 11:19:29 CDT

[pictures of flags]

L_ST_ST_7

chowell — Tue, 08 Jul 2008 11:19:05 CDT

Tania Lloyd-Jones' daily column

Everyone loves a party don't they? Well I've got a huge party to plan for and I'm so excited! It's French athlete Christophe Blanco's birthday and I have been asked to make the cake! I'm really keen to make a great impression and it's not just because he is rather cute! I want the cake to be completely natural right down to the food colouring in the icing. Although that would make my design idea of a French flag quite tricky as it's so colourful. It's got me thinking about natural food colourings though and what I might be able to use to colour and flavour the icing...I might have to investigate natural food colourings before I finalise my ideas. I'll keep you posted.

TLJ x

Transport ideas

llahnomis — Tue, 08 Jul 2008 07:12:13 CDT

Jot down your ideas about transport here:

1) Students take on the role of an athlete (they choose from a selection) and are presented with a map of the Olympic Village when they arrive. Each lesson presents them with a different problem to solve

a) on the map the key places (their appartment, cinema, food hall, gym, doctors,etc..) have not been identified, but their co-ordinates are given. Students have to mark on where each of the key places would be.
b) Students/athletes have a series of jobs/tasks to do in one day (breakfast, gym, physio, lunch, cinema) and have to plan the most efficient route.
c) Students/athletes are late for their practice race/game and must decide how to get to the venue. They are presented with a series of routes and a series of transport devices. The bus can only use the special bus lane (and has a timetable of stops), the bicycle can go on any cycle path (but not across lawns and up/down steps) etc...
Students calculate the time it would take (distance/speed) for each mode of transport in order to get to the competing venue the quickest
d) students make an electronic version of the map. Could press a series of labelled buttons to light up where important places are, could light up different routes etc...

2) Students are getting a behind the scenes look at the Olympic Village and are going to meet the head of the OTOC (Olympic Transport Operations Centre), Dave Carter. On arrival in the Eagle Tower students are immersed in a crisis situation - there has been an accident at one of the main internal cross roads.
a) Emergency Services need to be deployed and given the most direct route to the scene.
b) Other athletes will need to be redirected via a series of diversions.
c) Richard Coast, British fencing hopeful, was caught up in the traffic yet refuses to use the replacement diesel bus service due to his Eco Warrior status. What alternative green transport can be made at short notice to get him to his event?

3) Students take the role of a STEM practitioner - in this case they work for the Olympic transport operations centre. Their job involves everything running smoothly during the olympics. The activities would be very much the same as above.

Athlete is late - Using GIS, students would be presented with a map of the olympic village and would use tintelligent part of GIS to calculate different routes.
Athlete is late - Students would use co-ordinates, distances and directions to describe routes.
What is thh best mode of transport to use? - Renewable/non renewable energy sources.

4) Nina West is in charge of the OTOC. As part of her brief the transport side of the Olympics has to be as green as possible. This means creating the most efficient vehicles and the most efficient routes. Students will become part of her 3 OTOC task groups - the Map Team, Timetable Team and the Vehicles Team.

Map Team - has to create scale plans of the Olympic village showing all the different routes and modes of transport between the village and the venues
Timetable Team - has to consider how long it will take to travel along each route according to the selected mode of transport; will create a series of timetables by route and mode; will create signs to be posted along each route showing how long it will take to get to destination B; will also investigate traffic signals in managing the flow of vehicles
Vehicle Team - has to make all transport as green as possible; all transport to be fuelled by renewable resources; design an alternative energy-efficient vehicle

Science	Maths
Decide what type of transport to have in the village - environmentally friendly Comparing different modes of transport in terms of speed, efficiency, carbon footprint, number of passengers, etc. Fuel efficiency Air resistance and factors affecting speed eg. no. of people, tyre pressures etc.	Measure different routes Calculate time it would take to use different routes Plan the most efficient route Traffic signalling - timing Coordinates and loci Scale drawings of the Olympic transport network
DT	Geog + other
Make an electronic board map of the Olympic Village. Routes light up when particular switches are pressed Design own green transport vehicle for village	Plotting co-ordinates Possibility of some GIS look at different tpes of resource - cost-benefit analysis of different energy sources. Renewable/non-renewable sources.

L_lesson 5

chowell — Tue, 08 Jul 2008 04:23:20 CDT

There is no abstract available for this page revision.

L_ST_TN_4

mlambourne — Mon, 07 Jul 2008 01:52:27 CDT

Teachers’ Notes (TN)
This document is intended to be a set of instructions for the teacher (lesson plan). It should describe in detail the learning activities for the pupils and indicate how long they should last. The instructions should also provide suggestions for group activities and classroom management. A typical set of teacher’s notes will have these headings:-

Lesson title
Reference number
You need to identify the pod you are working on and specify subjects involved
Time
Estimate the length of time required to effectively deliver this piece of work (hours/mins)
Rationale and context
Explain the purpose of this piece of work in terms of the how it fits in to the pod as a whole (the Big Picture)
Learning objectives
What should pupils know or be able to do by the end of this piece of learning? It may be useful to select verbs from Bloom’s taxonomy
Resources
List the resources needed to deliver this piece of learning including other supporting documents
Stimulus activity
Include a hook that makes the piece of work exciting
Main activities
Give details of the main activities including details of time and grouping. Build in opportunities for the teacher to assess the quality of the learning taking place. Be explicit about what pupils will need to have done to demonstrate progress. Include opportunities for pupils to reflect with each other on what they have learned and how they learned it.
Connecting learning
Describe how you will join the lesson to future learning activities and the overall narrative.

Title

Reference number

Time needed for delivery of lesson
1 hour with possible 1-2 hour extension if the cake is made

Rationale and context
Tanya has to make a cake decorated with french flag icing. This has to be done using natural ingredients. Students use food acids and alkalis to alter the colour of red cabbage indicator. Ideas about what foods are acidic and alkaline and the fact that natural alternatives are available to manmade food colourings are important concepts for students. This also serves as an introduction to acids, alakalis and indicators which is part of the national curriculum. The conex lets students use their knowledge of chemistry to solve a food technology problem.

Learning objectives You are learning to separate a solid from a liquid
Use and acid and an alkali to change the colour of an indicator
Use science skills to solve a problem in a different subject area (and the real world)

Resources and supporting materials

Icing sugar
Red cabbage
Lemon juice
Vinegar
Baking powder
Milk
Beakers
Knives
White tiles
Bunsen burners
Triods and gauzes
Concial flasks
Filter funnels and paper
Test tubes and test tube racks
Pipettes
Containers for making icing sugar
If the icing sugar is to be eaten, apparatus will have to be clean to a food prep standard

Stimulus activity

Main activities

Below is the colour that red cabbage indicator turns at different pH levels.
Students must first extract the indicator and then investigate which natural foods and ingredients give them the colours that they need.

	2	4	6	8	10	12
Color	Red	Purple	Violet	Blue	Blue-Green	Greenish Yellow

Students do the following tasks:
1. Chop red cabbage on a white tile with a normal food knife (these are quite blunt)
2. Put the cabbage in 100ml of water and boil (this will work but slower without boiling) for about 4 minutes
3. Decant and filter to seperate the cooked cabbage from the liquid
4. Put small amounts of liquid into test tubes (as many as you have foods to test)
5. Add lemon juice, vinegar, baking powder and milk (plus any others that are available) to the test tubes
6. Note the results and choose suitable ingredients based on chemistry and taste (vinegar icing is probably a bad choice!)
7. Make the icing in the proportions 100g icing sugar to 4 teaspoons of water and add colourings
8. Optional - at this point a cake could be made and iced in food technology lessons in which case the icing might also be made there

Students should then complete their work sheets to explain and justify the choices that they have made for the icing ingredients.

Connecting learnings give the

T_PO_Pod overview

Henocq — Sat, 05 Jul 2008 07:23:32 CDT

Context and overview
Nina West works for the Olympic Transport Operations Centre (OTOC) within the Olympic village. On the morning of the Fencing final, Richard, the world famous British finalist frantically phones to say he has overslept and is running late. Nina needs to get Richard to his final taking the following into consideration.

1) Richard is environmentally conscious. The transport methods used must meet with his morals.
2) He must get to the event as quickly as possible.

.

Lesson	Description	People responsible	Resources
1	Introduction to characters - Nina and Richard This involves: some character building exercisise to establish the characters as real people.
2	Scale plans of the olympic village Richard is presented with a plan of the olympic village but the officials realise is is the wrong one (from another Olympis X yrs ago) A rough sketch of the village is given out and the co-ordinates, distances between buildings and students need to draw a scale plan of the Village to be given to all athletes.	RAL to do sheet on co-ordinates
3	Panning the quickest route - distance/time/co-ordiantes	Maths?
4	Looking at different modes of transport/fuel efficiency/speed/wind resistance Students can make models of different types of transport and test them for air resistance/speed Or students measure the speed of a bike, roller blades - are given times for cars and other info in a 'fact file' in order to decide which is the best method.	Science/tech? RHE	looking into building a wind tunnel so students can build and test for air resistance.
5	Reneable/non-renewable resources. Cost-benfit analysis of transport students look at the different types of transport and give them a score based on varios factors e.g, environmental impact, speed efficiency, fuel type etc. which shoudl lead them to a decision on the best type/types of transport.	RAL
6	Presentation of plan

A_T_ST_ETb

mmelendez — Fri, 04 Jul 2008 06:14:27 CDT

There is no abstract available for this page revision.

A_T_ST_ETa

mmelendez — Fri, 04 Jul 2008 06:14:12 CDT

There is no abstract available for this page revision.

A_S_ST_5b - PMI materials

mmelendez — Fri, 04 Jul 2008 06:13:49 CDT

PMI (Plus, Minus, Interesting)

What if we could only use _ (insert name of material here) material

This thinking tool allows you to answer the questions by thinking of all the good and bad points. You should spend 2 minutes thinking of all the good points, 2 minutes thinking of all the bad points and then 2 minutes thinking of any other information

Plus

write all the good points here
Minus

Write all the bad points here
Interesting

write any other points here

A_S_ST_5a

mmelendez — Fri, 04 Jul 2008 06:13:36 CDT

Natural or synthetic?

What are these objects made of? Where did the material come from? What properties do the matierals have?




picture of plastic bag

A_S_TN_4 - to combine

mmelendez — Fri, 04 Jul 2008 06:13:19 CDT

Title
Testing materials

Reference

A/S/TN/2

What am I going to learn about (learn how to do)?

How to design a way of testing materials to gather appropriate data for analysis

Why am I learning this?

To show how materials are tested before being used for construction

You will need (resources)

Instructions on what to do

Engage: Picture of a building that has fallen down, clothes that have worn out

Elicit: Ask students what properties failed in the object and how they could test for these properties. What previous knowledge do they have about fair testing?

Explore: Students try out some preliminary testing of materials to discover some different types of tests with the goal to find a suitable test for each of a range of materials. (could have a circus of different tests and a box of different materials and students explore what is the best test for each material - in relation to which test they are performing)
Range of tests could be:
Stretch
Scratch
Flexability
Strength - holding mass etc...
Weather proof

Students feed back and start to pull together ideas about making the test reliable and accurate.

Explain: Make sure students are aware of the words reliable - testing many times and looking for patterns/ correlations/ outliers and accurate what is it about the equipment and measurments that give an accurate reading. Pull together ideas about fair testing.

Elaborate: Students pick a two materials and a test and begin designing a fair test to see which is the most suitable material for the job it needs to do.

Explore: Students carry out their chosen test on their chosen material

Data analysis to be carried out - strong Math link here.

Instructions on communication (what to write, what to draw, what to discuss etc)

Reflection Questions

Extension activity

A_S_ST_4a

mmelendez — Fri, 04 Jul 2008 06:13:05 CDT

Properties of materials

Object	Properties	Advantages	Disadvantages
[Picture of object]
[Picture of object]
[Picture of object]

A_T_ST_3c

mmelendez — Fri, 04 Jul 2008 06:12:44 CDT

There is no abstract available for this page revision.

A_T_ST_3b

mmelendez — Fri, 04 Jul 2008 06:12:30 CDT

There is no abstract available for this page revision.

A_T_ST_3a

mmelendez — Fri, 04 Jul 2008 06:12:18 CDT

There is no abstract available for this page revision.

A_T_ST_2b

mmelendez — Fri, 04 Jul 2008 06:11:48 CDT

A_T_ST_2a

mmelendez — Fri, 04 Jul 2008 06:11:36 CDT

A_T_ST_spare

mmelendez — Fri, 04 Jul 2008 06:11:12 CDT

A_T_ST_2

mmelendez — Fri, 04 Jul 2008 06:10:58 CDT

A_O_PT_1

mmelendez — Fri, 04 Jul 2008 06:10:36 CDT

Title

Where to build the Olympic Village

Reference

What am I going to learn about (learn how to do)?

Why am I learning this?

You will need (resources)

Instructions on what to do

Instructions on communication (what to write, what to draw, what to discuss etc)

Reflection Questions

Extension activity

Plus write all the good points here	Minus Write all the bad points here	Interesting write any other points here