STEM Blog

March 4, 2012
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Teaching wind power?

The STEM Central Context on Renewables allows practitioners and learners to explore wind, wave and tidal power. The wind, wave and tidal power learning journey has a technologies focus is aimed at third level. Lessons give learners experiences and opportunities to develop their understanding of the implications for society of using renewable sources as a way of harnessing energy and opportunities to plan, design, make, test and adapt working models. This learning context provides rich opportunities for planning for interdisciplinary learning with other departments such as sciences and geography.

There are various videos available through Glow Science (Glow log in required) that you could use to support the saving energy learning journey:

  • How Do Generators Work? Discover how simple magnets and wires can be used to create electricity – and how this principle is now used in national power supplies.
  • Wind Power: Wind power is a clean and renewable energy source. But problems associated with this form of energy mean wind power currently only generates a tiny percentage of our electricity.

March 1, 2012
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Teaching Saving Energy?

The STEM Central Context on Energy Saving House allows practitioners and learners to explore saving energy. The saving energy learning journey has a Sciences focus and is aimed at third level.

There are various videos available through Glow Science (Glow log in required) that you could use to support the saving energy learning journey:

  • Energy Conservation and Transformation: Discover how energy from the Sun is converted into different forms, and what happens to energy that is ‘lost’ from a system.
  • Heat Transport: Conduction, convection and radiation are all ways in which heat is transported. How does each work, and what are they useful for?

February 29, 2012
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Teaching Brain-Computer Interfacing?

The new STEM Central Context on Bioengineering allows practitioners and learners to explore brain computer-interfacing. The brain computer-interfacing learning journey has a Sciences focus and is aimed at Fourth Level. There are opportunities for learners to engage with case studies and carry out research into brain-computer interfacing. Brain-computer interfaces (BCIs) often aim to repair, assist or augment impaired body functions (e.g. cognitive or sensory-motor functions).

 The Nervous System  mind map of videos available through Glow Science (Glow log in required) will allow pupils to explore the nervous system in more detail and could support the brain computer-interfacing learning journey.

February 28, 2012
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Teaching Microgeneration?

The STEM Central Context on Water allows practitioners and learners to explore Microgeneration. The microgeneration learning journey has a Sciences focus aimed at third level. Lessons give learners experiences and the opportunity to develop their understanding of a renewable source of energy through practical investigation. This context would lend itself well to an interdisciplinary learning planned in partnership with technologies.

 The Glow Science (Glow log in required) video on Hydropower investigates how dams, tidal power and wave power work to generate electricity.

February 27, 2012
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Teaching Cleaning Water?

The STEM Central Context on Water allows practitioners and learners to explore Cleaning Water. The cleaning water learning journey has a Sciences focus, aimed at third level. Learners are asked to reflect on the different ways in which water can become polluted and on the importance to humans of a safe, clean water supply. They are then given a scenario and a brief for analysing raw water. Learners explore a range of techniques for physically separating mixtures into their components in relation to the context of cleaning water.

The Glow Science (Glow log in required) video on Water Pollution allows you to discover what water pollution means for the environment and how it affects humans.

February 23, 2012
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Teaching Time Management?

The STEM Central Context on Electric Transport allows practitioners and learners to explore time and cost analysis. The time and cost analysis learning journey has a numeracy focus and is aimed at fourth level.

The Glow Science (Glow log in required) video on Speed, Velocity and Acceleration could be used to support the time and cost analysis learning journey.

February 22, 2012
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Teaching Transport?

The STEM Central Context on Electric Transport allows practitioners and learners to explore Electric Cars. The Electric Cars learning journey with a technologies focus is aimed at fourth level. Lessons give learners experiences and opportunities to develop their understanding of the differences between electric motors and petrol engines and the functional, societal and physical issues relating to electric forms of transport. Learners can research the current state of electric transport in the world to learn from elsewhere and deepen their understanding of the issues. Surveying people in the community allows them to better understand attitudes and views relating to this issue. Learners then develop an understanding of different case studies of schemes to encourage the adoption of electric transport and then research and present a reasoned argument on the environmental impact of a wider spread use of electric transport in Scotland.

The Glow Science (Glow log in required) video on Eco-Transport could be used to support the Electric Cars Learning Journey.

February 22, 2012
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Teaching Flooding?

The STEM Central Context on Water allows practitioners and learners to explore flood planning and flood management. The microgeneration learning journey has a Sciences focus aimed at third level. Lessons give learners experiences and the opportunity to develop their understanding of a renewable source of energy through practical investigation. This context would lend itself well to an interdisciplinary learning planned in partnership with technologies.

The flood planning learning journey is aimed at third level Social Studies and begins by engaging learners with the topic of flooding through discussion of local flooding issues in Scotland. Learners are given opportunities to understand the social and financial impact of flooding and possible flood prevention methods both natural and manmade. They also consider the effect of flooding on both developed and developing countries and how aid may impact on this.

The flood management learning journey is aimed at fourth level Technologies and begins by engaging learners with the topic of flooding to immerse themselves in some of the issues and problems of the people affected by flooding. Learners are given opportunities to research existing products and systems, to analyse case studies and to design, model and apply the basic principles of control technology. They also consider the possible negative impacts of engineered solutions and whether sometimes ‘low tech’, or non-engineered solutions can be appropriate by looking at practice in this country and elsewhere in the world.

There are various videos available through Glow Science (Glow log in required) that you could use to support these learning journeys:

  • Hurricane Katrina: Part 1: In 2005, New Orleans was struck by Hurricane Katrina. What defences did the city have to protect it?
  • Hurricane Katrina: Part 2: In 2005, New Orleans was devastated by Hurricane Katrina. The city had flood defences which were meant to protect it. Why did these fail and could this happen again?
  • Storm Surges: Storm surges are huge domes of water sucked upwards by the eye of a hurricane. What happens if they hit the shore, or worse, a city?

February 21, 2012
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Teaching Circuits?

The STEM Central Context on Electric Transport allows practitioners and learners to explore Circuits. The Circuit learning journey has a Sciences focus and is aimed at third level. Lessons give learners experiences and the opportunity to develop their understanding of circuits and their application. Learners are given the chance to apply learning by designing their own circuits for particular functions.

There are various videos available through Glow Science (Glow log in required) that you could use to support the Circuits Learning Journey:

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