This series of Mini-Projects, from the Association for Science Education (ASE) aim to breathe life back into investigative work, for students aged 14-16 and their teachers. This resource is part of the SYCD: Science Year Can We; Should we? collection.

The resources were produced by the University of York...

Aimed at Key Stage One and lower Key Stage Two, this resource links to the topics of minibeasts and habitats. An introductory presentation focuses on 20 common mini-animals and looks at ways of identifying them such as the number of legs, colour, size and habitat.

The resource suggests activities and...

In this practical investigation, students will perform a combustion reaction using a mixture of alcohol and air in a plastic water...

In this session children use their senses to look, listen and touch their way around their outdoor space - encouraging a sense of curiosity that could lead to adventures and imaginative play.

This lesson enables students to:

• Treat animals in the environment with care and sensitivity
• ...

An SYCD: Science Year Primary resource, Minibeasts is a series of on-screen activities to help younger children find out about minibeasts - small invertebrates. In this interactive programme, children can work independently through a series of activities which help them to identify habitats, identify and name some...

A fact sheet from the Geological Society that explores different types of mining and processing techniques for extracting minerals from the Earth. The leaflet also touches on some of the ethical and environmental issues involved in mining. 

A Year Ten module from the Salters’ double award science course. The module begins with a survey of minerals world wide and their constituent elements. This provides opportunities for practice with symbols, formulae and equations. A practical simulation of geological...

This Nuffield Working with Science unit was designed to develop simple skills of mineral testing and identification and a broad view of the subject of mining and minerals.

Guidance for teachers and technicians appears...

The Teaching Primary Science book Mirrors and magnifiers describes activities which can be carried using these materials at any age. The book pays attention to problems such as holding mirrors upright and choosing and using hand lenses. Teaching methods are discussed...

From the National Non-Food Crops Centre, this factsheet looks at miscanthus, which has been grown in the UK for a number of years as an energy crop. The harvested material can currently be used to generate heat and power and in the future may be used as a feedstock for advanced biofuels. The factsheet looks at the...

This video explains why objects of different masses fall at the same rate towards the ground. 

A heavy medicine ball is dropped at the same time and from the same height as a lighter basket ball.  They both hit the ground at the same time.

Although the medicine ball has a greater force on it, its...

This video shows the types of common misconceptions people have about heat.  A book and a metal object, that are the same temperature, are held by people.  They all say the metal object is colder. Using an IR thermometer, it is proved that a cake and its metal container are the same temperature as they are removed...

This video considers the misconceptions people have about heat. Most people believe that something that feels hotter to the hand must be at a higher temperature. However, this is not always the case. We do not feel temperature, rather we feel the rate at which heat is conducted towards or away from our hands. Two...

This video introduces the Hubble sphere and how the rate of expansion of space can be used to explain how we see very distant objects that are travelling faster than light. The limitation to the observable universe is the particle horizon (where the time is too great for light to have reached the Hubble horizon)....

These Key Stage Three National Strategy training materials from the Department for Education are designed to run a session with science teachers to help them: *identify commonly held misconceptions (alternative conceptions, alternative frameworks) *establish the importance of models and analogies *identify...