The Revised Nuffield Physics books for students were not conventional textbooks. In line with the aim of teaching for understanding, the books contained instructions for experiments and a large number of questions. The text for Year 5 did not include answers to...

The Teachers’ Guides for Revised Nuffield Physics sought to convey the spirit of the approach and its rationale while providing all the technical details for the experiments (based on the Guides to Experiments in the first edition). The guides suggested a language for talking about ideas in physics at an...

The Teachers’ Guides for Revised Nuffield Physics sought to convey the spirit of the approach and its rationale while providing all the technical details for the experiments (based on the Guides to Experiments in the first edition). The guides suggested a language for talking about ideas in physics at an...

The Teachers’ Guides for Revised Nuffield Physics sought to convey the spirit of the approach and its rationale while providing all the technical details for the experiments (based on the Guides to Experiments in the first edition). The guides suggested a language for talking about ideas in physics at an...

The authors of Revised Nuffield Physics hoped that the third year of the course would be a year of capable play in physics, for students with a wide variety of abilities and interests. They wanted students to enjoy being scientists, doing experiments and sometimes thinking about them.

Year 3 included two...

The authors of Revised Nuffield Physics Year 4 used the imagery of a journey to explain how the year’s work fitted into the course as a whole. From this point of view, in years 1 and 2 the students took a journey in a bus across some of the foreign countryside of physics: making acquaintance with things seen from...

The final year of Revised Nuffield Physics was a year of important experiments and ideas, drawing upon the work of previous years, but expecting more imaginative thinking, more reasoning, and new experimenting. The aim was to help students to develop some taste for theory and to explore further in atomic physics in...

The General Introduction to Revised Nuffield Physics explained the rationale for the changes and provided an overview of the course as a whole. In the first edition the general introduction was included at the beginning of the Teachers’s Guides to...

This resource from SMILE consists of sets of question cards, which are differentiated by level, and include answers which can be photocopied onto the back of the card. They are best used for group work to promote discussion and collaborative learning. Different models...

This activity from Cre8ate maths looks at the exciting mathematics connected with the regeneration going on in our cities. The three activities are based around the construction of rigid structures and provide opportunities for practical work and mathematical problem...

This resource, from Siemens, looks at the function of a wheel bearing on trains and the importance of finding out whether replacement is needed. Students consider the cost implications of replacing bearings before it is necessary and the cost and safety implications of not replacing them in time. Traditionally,...

This podcast from the Planet Earth Online collection and the Natural Environment Research Council (NERC) looks at why understanding rip currents at Perranporth in north Cornwall could help save lives; and how exactly does carbon capture and storage (CCS) work and how can scientists be sure that CO2 will be stored...

These three activities, from Centre of the Cell, introduce the idea that there are certain factors, called risk factors, which can increase a person’s likelihood of developing a disease. Students learn how scientists use research to determine what the risk factors are for various diseases.

Using data...

This STEMNET resource describes the background and career of STEM Ambassador Ross Wattie, a risk management coordinator at an international integrated energy company.

Ross is currently involved in risk modelling to simulate different scenarios and assess their possible impacts. He has also found that his...