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3.7 Dead Earth Diseases Research

As part of the ‘Microbes and Disease’ section of their Dead Earth topic 3.7 have been researching diseases.

Students were given the name of a disease, and asked to focus their research on –

  • Type of pathogen
  • Method of transmission
  • Symptoms
  • Mortality rate
  • Prevention
  • Treatment
  • Geographical spread
  • Any other relevant information

Click on the titles below to view the Sway presentations.

Dengue Fever

Salmonella

Measles

Rubella

Rabies

Cholera

Chicken Pox

Malaria

Scarlet Fever

River Blindness

Yellow Fever

vCJD

Sleeping Sickness

HIV

HPV

‘Flu

Tuberculosis

E-coli

Typhoid

2.6 Scotland the Great – Renewable Energy

2.6 have been learning about different forms of renewable energy used in Scotland. In pairs they were given a particular renewable energy scheme to research, finding out about –

  • location (where it is)
  • operation (how it works)
  • output (how much power/how many homes)
  • advantages (what is good about it)
  • disadvantages (what is not so good about it)

Having gathered their information, the groups each produced a Sway presentation summarising their findings. Click on the titles below to view the Sway presentations.

Cluanie Hydroelectric Power Station, Pitlochry

LIMPET wave power, Islay

Whitelee Wind Farm, East Renfrewshire

Errol Estate Solar Array, Tayside

Pelamis Wave Generator

Biomass CHP, Lockerbie

Cruachan Hydroelectric Scheme

Tidal Power, Pentland Firth

Barkip Biomass, Ayrshire

Offshore Wind Power, Firth of Forth

2.1 Scottish Scientists

As part of their work in the ‘Scotland the Great’ unit, S2 pupils have to conduct research into the work of scientists from Scotland and beyond.

This class have taken a slightly different approach to the normal ways of completing this task by researching scientists working in Scotland today.

Pupils were put in pairs, given the name of a university in Scotland and a department within that university. They were then asked to find the name and contact details for someone conducting research in that department, and to send them an email asking the following –

  • what were their qualifications and experience?
  • what was their research about and why was it important?
  • what advice would they give to young people studying science?

Not all of the pupils received replies – this is entirely understandable, as it might not always be easy for these busy people to respond. In these cases, pupils were given the name of a scientist to find information on from the usual internet sources.

With the information they had, either from the replies to their emails, or from their research, pupils were instructed to put together a presentation using Sway – a new presentation tool built into the Office 365 tools in Glow.

David & Tyron – Dr Victoria Martin

Mhairi & Rebecca – Dr Matthew Pitkin

Billy & Cal – Dr Alison Pease

Aaron & Robert – Prof S Ashbrook

Harvey & Craig – Dame Jocelyn Bell Burnell

Chahna & Nadia – Prof Ian Wilmut