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EEF Improving Secondary Science summary of recommendations poster

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Further details of ideas we discussed can be found here.

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We talk with Jackie Flaherty about how the Ogden SKPT programme approaches Atomic Physics.

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Spectra with sweets (18 mins in)

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Mystery Shapes and Alpha Particle Scattering activity

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IOP Tips for Inclusive Science Teaching 

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The PhET website does not support your browser. We recommend using the latest version of Chrome, Firefox, Safari, or Edge.

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How did Rutherford figure out the structure of the atom without being able to see it? Simulate the famous experiment in which he disproved the Plum Pudding model of the atom by observing alpha particles bouncing off atoms and determining that they must have a small core.

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Climate Interactive

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PROJECTS

Cosmic Mining follows IRIS' 4 phased project structure:

Prepare & launch: Teachers prepare then launch the project, using our helpful guidance documents.

Background research & skills development: With access to our support materials, students develop the knowledge and skills required to successfully complete research.

Students learn about the evolution of stars, the electromagnetic spectrum and spectral analysis.

Student research: Students carry out spectral analysis of stars based on data collected by the Spitzer Space Telescope. They classify each stellar object, then move on to analyse data, identifying unique features of the objects. They just might discover a new stellar body in the night sky.

Artifact development and conference: Students produce an article, academic poster presentation or academic paper, based on their research process and/or findings with the aim of exhibiting at IRIS' conference.

Subjects ASTRONOMY/ PHYSICS

Subjects ASTRONOMY/ PHYSICS Watch to discover Cosmic Mining

Project partners

Most of the materials around us were formed by stars living, dying and colliding with each other. However, there are still many questions as to how these elements are made and distributed throughout galaxies like our own Milky Way.

As part of Cosmic Mining, students will be analysing data from the Spitzer Space Telescope. Young researchers learn how to examine and classify stellar objects based on the light they emit. Their work contributes to the first fully classified catalogue of these sources, which will be an extremely valuable resource for astronomers.

The ultimate goal, however, is to assist astronomers with the identification and selection of potential targets for the James Webb Telescope - the soon to be largest, most powerful and complex space telescope to ever be built. This will contribute to the development of an observing proposal which makes the scientific case for pointing the huge space observatory at these objects.

Cosmic Mining links to physics and astronomy topics such as electromagnetic spectrum, spectral analysis and stellar evolution.

Participating in a real research project, which has an effect on the discovery on new stars and exoplanets has been captivating, especially because it is different and more in depth than what is in the curriculum at school.

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Explore the stars with Cosmic Mining - Institute for Research in Schools

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Skip to content PROJECTS Cosmic Mining follows IRIS' 4 phased project structure: Prepare & launch: Teachers prepare then launch the project, using our helpful guidance documents. Background research & skills development: With access to our support materials, students develop the knowledge and skills required to successfully complete research.

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Technological Innovation

We aim to provide a platform through which young people can present innovative technological concepts that can be harnessed to combat environmental challenges.

Social Transformation

We aim to provide young people with the opportunity to develop and share ideas on how social and behavioural change can be utilised as a tool to help combat climate change.

Cultural Exchange

We aim to empower young people to use creative storytelling to explore and share their cultural heritage in relation to the environment, thus facilitating a better understanding of how climate change is variously affecting communities around the world.

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Project Earth | Empowering young people to build a better world

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Giving young people a voice in innovation for the planet and the skill sets to be the innovators and future thinkers - for their future and the planet's.

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Atomic-Spectra.net
Why care about spectra? |Don't spectra all look the same? |How can you tell them apart?

If the emission lines of the chemical elements were observed through a diffraction grating, they would look something like this (dynamic image - may take a moment to load):

Printer-friendly version.
Note the only gap in the above image should be astatine (At). If you see any other missing spectra, please go into theinteractive viewer and click on the missing element(s).

Due to occasional updates to the data, you may notice variances in the table above vs. the high res version v. the interactive version. When in doubt, the interactive version is always the most up to date.

This image is based on spectrum line positions and intensities from MIT Wavelength Tables (1938) and the NIST Atomic Spectrum Database. Most of the spectra have had intensity corrections applied in order to match actual spectrum photos of samples of each element.

Astatine is missing from this image as no visible lines of this element are known. Lines of francium have been extrapolated from known energy levels.

Disclaimer: Spectra that have not been photographed might not look exactly like the image above. Some spectra may deviate considerably from the depictions pictured here. We have photographed as many element spectra as possible in order to confirm the line intensities of the source data. For most of the actinides, only a few bright lines are known, but the actual spectra should be about as complex as their corresponding lanthanides, we just don't have data for most of the lines. Spectra that have been photographed do for certain look like the image above. Spectra not yet photographed or not sufficient quality image include: B, F, P, S, Cl, Se, Br, Rb, Tc, Cs, Pm, Po, Rn, Fr, Ra, and all of the actinides except U. All of these spectra should be treated as suspect in the image above.

All images of spectra on this website are Public Domain or CC0, unless otherwise noted.

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Atomic-Spectra.net Why care about spectra? |Don't spectra all look the same? |How can you tell them apart? If the emission lines of the chemical elements were observed through a diffraction grating, they would look something like this (dynamic image - may take a moment to load): Printer-friendly version.

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Ever wanted X-ray specs or super-human vision? Chromoscope lets you explore our Galaxy (the Milky Way) and the distant Universe in a range of wavelengths from gamma-rays to the longest radio waves.

Change the wavelength using the slider in the top right of the screen and explore space using your mouse. For more information we have a quick video tour or you can read more on our blog. If you get stuck, click "Help" in the bottom left.

Chromoscope is kindly funded by the Cardiff University Astronomy and Astronomy Instrumentation Groups.

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Ever wanted X-ray specs or super-human vision? Chromoscope lets you explore our Galaxy (the Milky Way) and the distant Universe in a range of wavelengths from gamma-rays to the longest radio waves. Change the wavelength using the slider in the top right of the screen and explore space using your mouse.

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Workshop content taken from:

Process of Science

Signature of the Stars

Bubble Chamber Detectives

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New Download Options:

With Video includes our full video (640 MB MP4 file)

With YouTube Video Link includes a link to the same video on YouTube

This resource includes activities with hands-on models of particle physics phenomena, real data from particle physics experiments and card sorts. It connects to curriculum topics of atomic models, electric and magnetic fields, energy, momentum, and the Standard Model.

Students move one charged balloon toward another balloon to demonstrate electrostatic repulsion. Students roll marbles toward a stemmed glass and observe the directions the marbles bounce. This is a model of alpha particles hitting a gold nucleus. Students then learn about Rutherford's gold foil experiment and the relative scales of the nucleus and atoms.

Students sort cards with subatomic particles on them to discover patterns. These patterns helped particle physicists discover new particles and the quark model. Students analyze the electric charge and strangeness values of various subatomic particles.

Students study tracks left by charged particles in bubble chamber experiments. They use their knowledge of magnetic fields and forces, conservation of momentum, and conservation of charge to infer what is happening and reconstruct the invisible trajectories of uncharged particles.

Discovering the Mass of the Higgs Boson

Students analyze real data from the ATLAS and CMS experiments at CERN. They use conservation of momentum and conservation of mass-energy to calculate the mass of the Higgs .

Students study and manipulate Feynman diagram cards. They then figure out which Feynman diagram best matches an image that shows electron-positron .

Type of Download:
With Video

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Beyond the Atom: Remodelling Particle Physics, Second Edition

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New Download Options: With Video includes our full video (640 MB MP4 file) With YouTube Video Link includes a link to the same video on YouTube This resource includes activities with hands-on models of particle physics phenomena, real data from particle physics experiments and card sorts.

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Visit our website for details of the Teacher Network and School Partnership Programme.

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The Ogden Trust - Promoting the teaching and learning of physics

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The Ogden Trust aims to increase the uptake of physics post-16 by supporting physics education and engagement for all young people (4-18), particularly those in under-represented groups. The Trust supports schools, teachers, projects and programmes that are committed to enhancing physics teaching and learning.
Explore the Trust

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The Ogden Trust: supporting physics education & engagement

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The Ogden Trust supports schools, teachers, projects and programmes that are committed to enhancing physics teaching and learning: Making Physics Matter.

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National schools engineering design challenge taking place in Autumn 2024.

YouTube Widget Placeholder https://youtu.be/WHgk7NUT15M

If so they have the chance to win a grand prize worth £2000 towards enriching engineering education in your school and £500 for themselves. Additionally, you will have the option to enter your students for a Bronze CREST award!

Overview

The UCL Ocean Health Challenge 2024 is a national engineering design challenge for 11-18 year old secondary school and college students.

The competition invites students to design, prototype and pitch engineering solutions aimed at preventing plastic pollution getting into our oceans. Example entries include physical solutions such as a smart recycling bin which scans and sorts rubbish to improve rates of plastic recycling, digital solutions such as a reminder app to encourage the use of reusable shopping bags, and behaviour change initiatives such as an advertising campaign to encourage people to use resuable cups when they purchase takeaway tea and coffee.

The challenge will be led by renowned UCL academics and broadcasters Dr. Fiona Truscott, Dr. Helen Czerski and Dr. Zoe Laughlin, who will provide expert guidance on the engineering design process, plastic pollution in the ocean environment, and the science of materials.

Key information:

The Ocean Health Challenge will take place over 8 weeks between October 7th and November 30th 2024

It is part of UCL's Festival of Engineering, which celebrates of 150 years of engineering education

The whole activity takes roughly 10 hours to complete

Students can complete the work at any point in the 8-week period providing their entry is submitted by the deadline on November 30th

Entries will take the form of a short simple design portfolio and poster showcasing the design

To take part, a teacher from your school needs to register your school for the challenge.

Please note: Unfortunately, it is not possible for students to take part independently of their school.
Teachers - register here
Why take part?

More than 170 trillion pieces of plastic are now estimated to be floating in the world's oceans and it could nearly triple by 2040 if no action is taken (Source: Plos One). Plastic pollution is fatal to fish, marine animals and sea birds and takes hundreds of years to decompose. The main motivation of the Ocean Health Challenge is to raise awareness around this issue and the impact plastic pollution is having on marine life.

Here are just some of the reasons why your school should take part:

High-quality learning resources: documentary-level video and university-style resources designed and delivered by UCL's expert academics.

Flexible: ten detailed one-hour lesson plans mean the challenge can be run as part of timetabled lessons or during lunch and after-school clubs. Learning resources will be available online to both teachers and students. Teachers can also download resources to use separately in lessons. See below for ideas on how you could run it at your school.

Interdisciplinary: the challenge aligns with STEM and Non-STEM subjects from Maths, Science, Computing and Design Technology, to Geography, Citizenship, Sociology and Media Studies. See below section on curriculum mapping for more details.

Hands-on: at UCL we believe in a hands-on, project-based approach to teaching. By encouraging students to design and build their own prototypes, we aim to give students a taste of what our current students and engineers do on a daily basis.

Gatsby benchmarks: the challenge can help schools meet 'Benchmark 3: Addressing the needs of each pupil', 'Benchmark 4: Linking the curriculum learning to careers', and 'Benchmark 7: Encounters with further and higher education'. See section on Gatsby Benchmarks for an in-depth explanation of how it meets each benchmark.

CREST qualifying activity: the challenge lasts a minimum of 10 learning hours meaning students will be able to use it as evidence to enter for a Bronze CREST award.

Prizes: winning entries from each age group will receive prizes for both their school and themselves. There will also be a grand prize for the overall winner.

Prizes

Entries will be shortlisted by a UCL Engineering team. Shortlisted entries will then be assessed by a judging panel that includes at least two UCL academics against an assessment criteria, which will be shared with teachers in advance of the challenge kick-off.

The winning entry for each year group will receive a prize equivalent to £500 for their school, and a prize equivalent to £100 for the student. Runners-up in each year group will receive a prize equivalent to £100 for their school, and a prize equivalent to £50 for the student.

The best overall entry will receive a grand prize equivalent to £2000 for their school, and a prize equivalent to £500 for the student. The grand prize winner will not receive this in addition to a year group prize i.e. they will not receive a prize for their school equivalent to £2500, and a prize equivalent to £600 for the student.

Prize winners and runners-up must redeem their prize within 6 months of their receipt. Please note, we will follow up with winning schools to find out the impact participating in the project has had for the school and the winning student.

Learning outcomes

By the end of the Ocean Health Challenge, learners will be able to:

1. Discuss the complexity of the ocean ecosystem and recognise its importance for the health of our planet

2. Describe the key properties of plastics and their benefits

3. Explain how plastics enter the ocean and summarise the ways in which they cause harm to the ecosystem and the species that inhabit it

4. Outline the role of waste and demonstrate why we should think about it as a starting point rather than an end point

5. Explain the key characteristics and responsibilities of engineers and discuss the role they can play in tackling global problems

6. Adopt a reflexive approach when defining problems, taking into account the scope, trade-offs, stakeholders and their personal values

7. Practice planet-centred design and apply the engineering design cycle

8. Build a prototype and evaluate it to gain insights on their design

9. Plan and deliver a pitch in the form of a poster to effectively communicate their solution

Curriculum Mapping

The Ocean Health Challenge links to the curriculum in Key Stage 3, Key Stage 4 and Key Stage 5 across a number of subjects. Please see below for further detail on each subject.

KS3
Relationships in an ecosystem - how organisms affect, and are affected by, their environment, including the accumulation of toxic materials. The effect of unwanted materials in the oceans impacting on ocean ecosystems.
KS4 KS5

Ecosystems - microorganisms play a key role in recycling chemical element. The potential engineering application of microorganisms to help with the breakdown of plastics.

Biodiversity - adaptations of organisms to their environments can be behavioural, physiological and anatomical. The effect of plastics on environmental adaptations of organisms in the oceans as a pretext for engineering a solution to mitigate these effects.

Research and referencing - use online and offline research skills including websites, textbooks and other printed scientific sources of information. When identifying a problem and communicating the proposed solution developing researching and referencing skills.

Citizenship

KS3

Algorithms. Develop algorithms to analyse data on plastic pollution in the ocean, such as calculating the rate of pollution increase over time.

Computational models. Create a computational model to simulate the effects of plastic pollution on marine ecosystems

Programming. Write programs that track and visualise data on plastic pollution in oceans, potentially including features for predicting future pollution levels based on current trends.

KS4 KS5
Data Representation. Work with real-world datasets on plastic pollution, creating data visualizations to identify trends, hotspots, and the effectiveness of cleanup efforts

Design Technology

KS3

Human and physical geography - coasts. Explore the physical characteristics of oceans, including waves, tides, and marine ecosystems

Human and physical geography - how human activity relies on effective functioning of natural systems. Investigate the role of oceans in climate regulation and the impact of human activities on marine environments.

Geographical skills and fieldwork - use Geographical Information Systems (GIS) to view, analyse and interpret places and data. Potential to use software to analyse the geographical distribution and environmental impact of plastic pollution on land and in oceans.

KS4 KS5
Global systems and global governance - global systems shape relationships between individuals, states and environments. Explore the global distribution and impact of plastic pollution in the oceans, considering international agreements and governance structures aimed at tackling this issue.

Mathematics

KS4
Energy - conservation of energy in a closed system, dissipation. The ability to use more efficient processes to change the way we use plastics to reduce the quantity required. Students could design a solution that creates more efficient plastics or analyse the energy involved in manufacturing plastics.
KS5

Gatsby Benchmarks

The Ocean Health Challenge can help schools meet a number of the Gatsby Benchmarks.

See a breakdown of the Gatsby Benchmarks below

As mentioned, the challenge meets three key Gatsby benchmarks:

Benchmark 3: Addressing the needs of each pupil
The challenge encourages participation from students across various academic abilities and backgrounds, providing an inclusive platform where every student can contribute their unique perspectives and skills. By addressing the global issue of ocean pollution, the challenge connects with students' values and concerns. The flexibility in project ideas, ranging from developing a reusable bag reminder app to designing a smart recycling bin, ensures that students with a wide array of skills can find a meaningful way to participate and make an impact.

Benchmark 4: Linking curriculum learning to careers
The challenge has been mapped to key aspects of the UK National Curriculum. By integrating principles from subjects like Science, Citizenship, and Design Technology, the UCL Ocean Health Challenge shows students the real-world applications of their classroom knowledge. The hands-on, prototype-based approach mirrors the work of engineers and innovators, giving students a practical understanding of how their studies can lead to careers in engineering, environmental science, and technology.

Benchmark 7: Encounters with further and higher education
The challenge provides students with insights into further and higher education opportunities. Through this initiative, students gain exposure to the type of project-based learning and innovative thinking that is central to university programs like UCL's Integrated Engineering Programme. By working on this project, students can see how UCL, and other higher education institutions, can support their ambitions to tackle global challenges, encouraging them to consider pursuing further studies in engineering, environmental sciences, and related fields.

Data Privacy

Teachers

In order to register for the UCL Ocean Health Challenge, teachers will be required to provide their name, the name of their school, and their work email address and telephone number. This data will be used to communicate with teachers about the Ocean Health Challenge and other pieces of UCL schools outreach and engagement that may be of interest.

In order to access the videos and learning resources, teachers will need to register for UCL Extend, UCL's outward facing virtual learning environment (VLE). Before registering, please read UCL Extend's Terms of Website Use and UCL's Privacy Policy.

Students

There is the option for students to register for UCL Extend and access the learning resources using their school email. This allows teachers to set activities for completion as homework and independent study. Teachers will be provided with a link that they can share with students, which gives them access to the course page for the challenge.

As per UCL Extend's Terms of Website Use, the use of the platform by a minor is subject to the consent of their parent or guardian. Many schools have a blanket consent form that parents/guardians fill out when their child is in Year 7, allowing the student to register for third-party websites connected to teaching and learning as part of their studies. However, please do not assume this is the case and check for your school.

When students register for UCL Extend, only UCL staff will be able to view the student email addresses. The student email addresses will only be stored and processed so that students can access the learning materials on the UCL Extend platform. Students will be able to request to be unregistered from the platform at any time. Students will only be able to view learning materials and will not be able to communicate with other students or UCL staff. If you wish for your students to sign up to the platform, please ensure they only do this using their official school email address.

If you do not wish for your students to sign up to the UCL Extend platform, that is fine, they and you will still be able to fully participate in the challenge.

Important: Please note, schools are responsible for their own safeguarding procedures and risk assessments.

Competition entry submission

Competition submission will take place on the UCL Extend platform. Students will not be able to submit their entries directly. Instead, they will submit their entries to their teacher, who will check them, compile them and submit them to a submission inbox on the UCL Extend platform.

Entries must be received no later than 11.59 on Saturday 30th November 2024.

We invite teachers from across the UK to join us in this critical effort to protect our oceans and showcase the creativity and engineering skills of their students.

Please note: Unfortunately, it is not possible for students to take part independently of their school.
Teachers - register here

Is there a cost to participate?

There is no cost to participate in the challenge. However, there is a centre cost for submitting student entries as part of a Bronze CREST award. It will be the responsibility of individual schools to enter and pay for CREST award entry for their students.

Do I need materials and equipment?

Not at all. This is a multidisciplinary challenge. Students could design a mobile app that prompts people to dispose of their waste responsibly, a plastic labelling system that machines can recognise in recycling centres, or a social media campaign to discourage the use of single-use plastics. Creativity is key!

Is this a curricular or extracurricular activity?

It can be both. Some schools might run this in STEM clubs, while others may use it as part of a class or as a cross-subject piece of project-based learning.

Are there lesson plans available?

Yes, lesson plans will be provided as part of the challenge resources.

Is specialist knowledge required?

No specialist knowledge is required. The project is designed with all the necessary information included in the lessons.

Can I adapt the resources?

Certainly. You are encouraged to adapt the resources to best fit the needs of your students and school.

How many students can I enter?

You can enter as many students as you like!

Can the prize winnings be used on anything?

No, both school and student prizes will need to go to furthering the engineering education of the school/student. More guidance will be provided at a later date.

Can I run this challenge after December?

From a learning perspective, absolutely. The resources will be available for schools to run at alternate times during the year, such as during British Science Week. If you do run the activity past the competition deadline (30th November 2024), you will not be able to submit your student's designs for entry and will not be eligible to win any of the prizes.

Where can I find additional support?

For additional support, please contact ucleo@ucl.ac.uk.

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National schools engineering design challenge taking place in Autumn 2024.

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Mystery cubes

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The Nature of Science (perimeterinstitute.ca)

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This resource explores how scientists think by making observations and inferences, building models and finding patterns. Many of these activities make excellent additions to the first week of class when you are looking to engage students in thinking tasks that don't require much prior knowledge.

Inquiry Cubes

Students make inferences and find patterns by examining a cube that has labels on five of the faces. They predict what could be on the sixth face. The secret to this activity is that there is no "right" answer.
Mystery Containers

Students examine containers that have concealed objects inside. They make observations using tools including magnets, measuring tapes, scales and thermometers. The experience is similar to how scientists build models for things they can't see, like the core of Earth or atoms.
Extending Our Senses

Students sort cards to examine how technology can extend and protect human senses. Then, they are given a challenge, like designing a space probe or developing a medical scanner.
Finding Patterns

Students sort chemical element cards by finding patterns in their properties. From the patterns, they reconstruct the periodic table just like Mendeleev did. From there, they explore the mechanisms behind the patterns by sorting a new set of cards showing the Bohr-Rutherford model.
Signals From Space
Students use real astronomical data to solve an outstanding mystery in astronomy: What are fast radio bursts? Students use data to rule out possible models and determine which is the most likely explanation for these mysterious signals.
Science in Action

In this literacy activity, students collaborate by sharing information cards to solve different science mysteries. All of the information is true, but not all of it is useful. Case studies include: 1) Why do zebras have stripes? 2) Do the northern lights make sounds? 3) What causes cholera? 4) Why are sea levels rising?
Evaluating Scientific Studies
"Studies show..." is a familiar lead-in to scientific claims, but how do you know whether a scientific study is reliable? A series of hands-on mini-activities help students explore observer bias, significance, sample size, correlation versus causation, and other important factors to consider when evaluating scientific studies.

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This resource explores how scientists think by making observations and inferences, building models and finding patterns. Many of these activities make excellent additions to the first week of class when you are looking to engage students in thinking tasks that don't require much prior knowledge. Inquiry Cubes Studen

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Mystery tubes

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New Download Options:

With Video includes our full videos
(185 MB, MOV & MP4 files)

With YouTube Video link includes a link to the same videos on YouTube

The activities in this resource allow students to practise being scientists and help them develop their curiosity, creativity, and communication and collaboration skills. The activities can be used across many age levels and in any science class.
Making Models

This activity demonstrates the scientific process of making models. Students pull on the cords of the black box and then develop a model to explain their observations. Multiple models can explain the observations. Teachers never divulge what is really inside, because in science we can never simply find out the right answer.
Why Is It Like That?
Students look at images of curious objects and animals. They respond to a Frayer placemat that organizes their ideas and helps them develop further questions. This activity is easily adaptable to different topics.
What Do You See?

Students are first asked to list observations of an image of footprints. Then, they make inferences, and finally they develop their own story to explain what they see. This activity highlights how many different scenarios might be possible based on the same observations.
Teacher Demonstrations

Short demonstrations are shared. In one surprising demonstration, the teacher bites into a candle. It is then revealed that the candle is not what it seems. This activity demonstrates how sometimes we can be very sure of our inferences such that we can mistake them for observations.
Science in the News
In this collaborative literacy activity, students trade and sort clues to solve a science problem. Several different problems are provided.
Thinking Deeper

Many advances in science happen when someone asks questions that push past an apparently commonsense answer. In short videos, Alice and Bob explore seemingly simple questions like "Why is the sky dark at night?" As they discuss the possibilities, they realize that the answer reveals a powerful idea about our universe.

Type of Download:
With Video

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New Download Options: With Video includes our full videos(185 MB, MOV & MP4 files) With YouTube Video link includes a link to the same videos on YouTube The activities in this resource allow students to practise being scientists and help them develop their curiosity, creativity, and communication and collaboratio