Alice wonders why it’s dark at night. If we are in an infinite Universe, why isn’t the sky full of starlight. Bob suggests that for some reason the light from the very distant stars hasn’t reached us yet. This leads on to the idea that the universe has a beginning and an age. This clip could provide a lead in to...

From Rolls-Royce, these materials are designed to show students the exciting range of careers that are available for students with science, technology, engineering or mathematics skills.

This resource aims to help students see the link between classroom STEM subjects and opportunities in the world of work....

Work done in this Nuffield 13 - 16 module followed from the S unit called ‘Power’. This D unit provided enough material for eight double periods during a Further Science course and built on the content of the S units for Single Science. The teachers’ guide included six...

This is one of a set of resources produced in conjunction with the engineering company Arconic. The resources are designed to support teaching of key engineering concepts at both key stage 3 and key stage 4, including the new GCSE in Engineering. This resource focusses on the understanding of the reasons why...

Why did mammoths become extinct? Scientists have presented two claims: climate change or human hunters. In this lesson students apply their knowledge of evolution and study evidence to decide which claim is best supported.  Students are also asked to explain how a change in the environment can leave a...

This lesson introduces ideas about combustion, incomplete combustion and the production of carbon monoxide, particulates and their relationship to health.

Learning outcomes:

• Students could produce and write symbol equations for the combustion of carbon and methane using models.
• They...

Produced by the Royal Academy of Engineering (RAE) this activity aims to encourage students to consider the wider environmental, social and economic implications of shopping. It can be conducted in small groups as an introduction to sustainability.

One way to cross wide gaps is to repeat bridge units, such as beams or arches. Piers are then necessary to act as supports for these repeating units. The more piers, the greater the blockage to the flow beneath the bridge.

Lesson Objectives

• Students could be able to predict the...

In this activity, from the Institution of Engineering and Technology (IET), students read about a Wi-Fi system (often called WLAN — wireless local area network) and produce a diagram to show how the ‘wireless’ part is, by necessity, short-range. Mostly, the signal is...

The resources in this collection focus on the wider issues relating to society and health. They provide a ‘big picture’ in relation to the connection between society and health and the development of new technologies. The activities allow students to explore social, ethical, economic and health issues relating to...

In this lesson, students investigate the claim that using a Nintendo Wii computer game is a good way to keep fit and that people, therefore, should be encouraged to use them. They compare how their resting pulse rate changes when they have been playing a normal games...