This resource provides a series of activities which develop pupils' skills interpreting distance-time graphs and using them to calculate the speed of an object. The initial task ask pupils to interpret a distance-time graph qualitatively which is followed by a quick quiz to check pupils understanding of distance,...

This resource provides a series of activities which develop pupils' skills interpreting velocity-time graphs and using them to calculate the acceleration of an object. The initial task ask pupils to interpret a velocity-time graph qualitatively which is followed by a quick quiz to check pupils understanding of ...

This resource is designed to help students understand:

• Different averages: the mean and the median.

• Measures of spread: the standard deviation and the interquartile range.

• Statistical diagrams: histograms and boxplots.

Self teaching notes and questions are contained on the work...

The generation of energy with solar power plants in the desert is a highly controversial issue. In this activity students consider the questions: Which arguments do the opponents and the proponents put forward? To what extent do solar power plants have the potential to contribute to meeting Europe’s energy needs?...

A collection of mini design challenges, themed around different material areas.

This STEMNET resource describes the background and career of STEM Ambassador Chris Robbins, a design engineer and Director of a small independent consultancy.

Chris uses maths to help companies solve problems by developing mathematical models and associated software to help select appropriate materials and...

Nuffield Secondary Design and Technology guides for Key Stage Four provide a straightforward way for students to become familiar with the sorts of questions they should ask when designing for a particular focus area. The design guides can act as a stimulus for students who are having difficulty in deciding on a...

The Nuffield Design Hexagon for Key Stage Four covers the design strategies that students need to consider be successful at designing products that meet the needs and wants of people in real life situations. Design Hexagons have been developed for each focus area: electronic products, food technology, graphic...

In this Shell Centre module, groups carefully design and produce their own board games. These games are then played and evaluated by other class members.

This involves developing ideas from 2-dimensional shape-and-...

In this ARKive activity, students research and design their own conservation programme to learn about the importance of biodiversity as well as the economic benefits and services ecosystems provide. Using examples of successful conservation programmes within the UK Overseas Territories, students learn about the...

In this Nuffield exploration students are asked to design a table for a group of 5 people for daily use. The table must be extendable to accommodate 8 to 10 people for some occasions

The key processes developed are:...

Aerospace engineers need to take into account the heat generated when the space craft move through the atmosphere at extreme speeds, both during launch and at re-entry, as without proper thermal protection the space craft could be destroyed. Insulating blankets, foams and tiles are used to protect the spacecraft....

This resource focusses on learners designing a robot to act as an assistant referee during a game of football on the Moon. They will consider the challenges associated with playing football on the Moon and the duties of an assistant referee. Students will produce a labelled sketch of their idea to meet a set of...

Magnetism is a key scientific phenomenon. Utilising this has allowed designers to create new and innovative products, such as fully working MAGLEV trains and hoverboards.

This resource focusses on designing a hoverboard that works using magnetism and magnetic field.

This activity, from the Institution of Engineering and Technology (IET), requires students to design a magnetic tool holder for a robot surgeon.

It is intended that students will:
• Appreciate the potential of...