Resources

What affects your heart rate?

This resource provides a set of videos and a practical investigation aimed at supporting working scientifically in the classroom and relating it to real world experiences. In the first video Professor Brian Cox joins a teacher to find out how to set up and run an investigation to find out how exercise affects heart...

What Am I?

This activity, from the Institution of Engineering and technology (IET), asks students to investigate a simple piezoelectric device. The engineers behind the Watt Nightclub in Rotterdam investigated the use of the piezoelectric effect to turn the energy created by...

What are atoms and isotopes?

This video explains how atoms are the fundamental building blocks of all matter and that they are made from sub-atomic particles (proton, neutron and electron). The simple structure of a hydrogen atom is made from plasticine. The video explains how adding a neutron to the hydrogen atom does not change its...

What are functions

This blog, from Mr CompSci, details key concepts of functional programming. This is a useful resource for teachers as well as students. It could be used as a revision resource, a reference or for students to prepare notes from.

This item is one of over 25,000 physical resources available from the Resources Collection. The Archive Collection covers over 50 years of curriculum development in the STEM subjects. The Contemporary Collection includes all the latest publications from UK educational publishers.

What are programmable systems?

In this activity, learners will self-assess and plan how to extend their current knowledge of programmable systems.

What Are Stem Cells? *suitable for home teaching*

This Catalyst article explains the use of stem cells to treat medical problems, and outlines new possibilities for the use of adult stem cells in treatment.

Currently, stem cells used for treatment are embryonic stem cells, since they have the ability to form any cell type in the body. The example of the use...

Scientists and doctors have come a long way from the early days of organ transplantation. What is now possible wouldn't have been imaginable 30 years ago. What will be possible in the coming years?

What are we doing to ensure that the most able young people are stretched and encouraged to continue studying science?

This paper recommends that more in-depth analysis of existing data, of interventions and their impact, is necessary before it can reliably be concluded that further action is necessary to improve stretch and progression in science post-16.