Here is a simple hangman game. It is based on pH for Y7 with a selection of words. However, you can also type in your own word for kids to guess using any 12 letters dynamically for any topic for revision or end of year fun. Suitable for all ages!
Jun 11 2011
Permanent link to this article: https://animatedscience.co.uk/2011/hangman
Jun 11 2011
If you fancy a quick 30s timer with sound for the projector or a game then here it is….
Permanent link to this article: https://animatedscience.co.uk/2011/30s-countdown-clock
Jun 11 2011
If you need a quick science stopwatch for an experiement or a projector…
Permanent link to this article: https://animatedscience.co.uk/2011/science-stopwatch
Jun 11 2011
Just click on the pictures of the animals to see a video….
Permanent link to this article: https://animatedscience.co.uk/2011/a-selection-of-animal-videos
Jan 29 2011
I was thinking recently about the changes we have seen to GCSE science in the past 10 years. I cannot comment before this but for the past 10 years I have taught AQA Core Science and Additional Science for Y11. Also before this the AQA double award which was split into Y10/Y11 so you had two grades.
The first thing that amazed me is when the “How Science Works” agenda came into play AQA changed the science content by mixing half of Y10 with half of Y11 then removing some content and making it the “Triple” part so I would say that pupils after the changes covered less than before unless they did triple science.
This was not the worst part. Take for example Y10 Electricity pupils would have to do a two stage calculation for working out the energy loss in a transformer in the multichoice exam. It was very difficult to get 36/36 in the exam. However, now most of the maths has come out of the exams and they are much easier for pupils (who can read) to access. What has changed is that there are now a lot of trick questions based more in English tricks than science tricks.
It was very interesting that for the past few years I keep raising the issue within science forums and nobody wanted to admit that things had got easier. However as more changes came in for 2010 Y9 students….
The exams watchdog, Ofqual, said the new papers – designed to address concerns that science exams had become too easy – had “not gone far enough”.
Last year Ofqual said science GCSEs taken in 2007 and 2008 had contained too many multiple choice papers and had failed to challenge the brightest.
Improvements have already been made to this year’s paper, Ofqual said.
Ofqual previously ordered an overhaul of GCSE science qualifications and immediate action was taken to toughen them up for students sitting them last year and this year.
Now the watchdog says the new-look qualifications, due to be introduced in autumn 2011, have been sent back to the exam boards for more work.
A spokesman for the exam board AQA said: “We are addressing the issues that Ofqual has raised, and will be re-submitting our specifications for accreditation, whilst maintaining the innovations that teachers and subject communities have
In view of the issues that Science is having I would appeal to all students and teachers to look for a guide from history. Just thumb though the exams and the textbooks from 20 years ago for Physics, Chemistry and Biology. You will see the standards and what is expected. The gap between GCSE and AS is getting wider and you will need to make sure that if for example you wish to study AS Physics you keep to the old standards. Mathematics is constantly removed from the subject to “make is more accessible” to pupils who cannot access maths as really the subject is dying as it is so hard compared to some others. But in reality Mathematics is the language of Physics and was invented by Physicists trying to understand the world around them. If you cannot express things mathematically Physics simply becomes a talking shop and more like philosophy.
Also why when you look through these is books is so much taken out of the modern AS/A2 exams. I am now teaching about 2/3 of what I did for my A-level 15 years ago so why has it been dropped? Don’t we use op amps, rectifying circuits and transistors in our circuits any more? Well of course we do but now they are in the 1st year of a Physics or Electronics degree? Draw your own conclusions and remember you can learn more than the exam board wants and better than the rest. Learning about science is not dictated by the exam board and we can do much more than them.
Permanent link to this article: https://animatedscience.co.uk/2011/gcse-science-a-journey
Dec 24 2010
I am starting to worry about how we teach Physics to the pupils of today. It seems increasingly obvious that we teach more and more about things that are really unimportant to science and less about the fundamentals.
For example we spent a lot of time on the new HSW curriculum on identifying the type of a variable i.e. categorical, continuous and similar. This allows the pupils to decide which graph type to draw in an ISA exam for AQA and similar boards. However, really is that a skill that they need in their everyday lives or society needs for scientists of the future?
Now try some of these video cartoon clips https://www.animatedscience.co.uk/flv/ from KOCE (also see list on that page).
When you start to think about it, why is school Physics not split like this for all pupils into five main sections. Then just look at the topics they are such simple fundamental things which everyone should know about for their everyday lives. Also the right way to teach for pupils who go onto to Uni and further!
How many pupils really know about how a wheel works or simple lever, possibly mans greatest inventions. However, somehow written out by the QCA from KS3 and KS4. On the select few who take A-Level Physics are supposed to learn about these basic things of life?
Even more interestingly to really see if school science has failed is ask these question to a pupil. “What do stars do”. They will all answer “emit light”. Then you refine it…. “apart from emit light” which is obviously a secondary thing. Then 99% will not know and neither will most adults either. So in fact it seems the people who write the GCSE Physics for the nation as the missed it out of all the specs.
Stars in fact create all the elements in the Universe and of course those which make up our bodies. So what do we teach about stars…. well we teach about life and death cycles but forget the major important thing.
So what am I saying? Well if you can please slip into your teaching some of the really important things which will still give us pupils who can think for themselves and be creative. Also make sure that every pupil who goes through your hands regardless of if the QCA tells you to teach it or not understands the idea of a lever!
Permanent link to this article: https://animatedscience.co.uk/2010/the-problem-with-teaching-physics-in-modern-times
Nov 12 2010
Have some fun label the diagram….
Permanent link to this article: https://animatedscience.co.uk/2010/structure-of-a-leaf-ks45-biology
Oct 29 2010
This is part of a great Wikipedia Article, read more here….
The Teller–Ulam design is the nuclear weapon design concept used in most of the world’s nuclear weapons. It is colloquially referred to as “the secret of the hydrogen bomb” because it employs hydrogen fusion to generate neutrons. However, in most applications the bulk of its destructive energy comes from uranium fission, not hydrogen fusion. It is named for its two chief contributors, Edward Teller and Stanisław Ulam, who developed it in 1951 for the United States. It was first used in multi-megaton-range thermonuclear weapons. As it is also the most efficient design concept for small nuclear weapons, today virtually all the nuclear weapons deployed by the five major nuclear-armed nations use the Teller–Ulam design.
Its essential features, which officially remained secret for nearly three decades, are:
- separation of stages into a triggering “primary” explosive and a much more powerful “secondary” explosive.
- compression of the secondary by X-rays coming from nuclear fission in the primary, a process called the “radiation implosion” of the secondary.
- heating of the secondary, after cold compression, by a second fission explosion inside the secondary.
The radiation implosion mechanism is a heat engine exploiting the temperature difference between the hot radiation channel, surrounding the secondary, and the relatively cool interior of the secondary. This temperature difference is briefly maintained by a massive heat barrier called the “pusher”. The pusher is also an implosion tamper, increasing and prolonging the compression of the secondary, and, if made of uranium, which it usually is, it undergoes fission by capturing the neutrons produced by fusion. In most Teller–Ulam weapons, fission of the pusher dominates the explosion and produces radioactive fission product fallout.
The first test of this principle was the “Ivy Mike” nuclear test in 1952, conducted by the United States. In the Soviet Union, the design was known as Andrei Sakharov‘s “Third Idea“, first tested in 1955. Similar devices were developed by the United Kingdom, China, and France, though no specific code names are known for their designs
Permanent link to this article: https://animatedscience.co.uk/2010/the-hydrogen-bomb-teller%e2%80%93ulam