Using Bambuser in the Classroom

Posted by on December 18, 2011 No comments
Bambuser

Bambuser and Menu on Samsung Galaxy SII

For those of you that don’t know, Bambuser (www.bambuser.com) is a fantastic resource that allows live streaming of video from a mobile device to a weblink associated with your own account. My account is here and stores all of my videos – some of which are public, some private. It’s available to use on Android, iPhone/iPad/iPod Touch and for use with a webcam on any computer.

Use in the Classroom

There is one clear use, that I can see, for any subject anywhere saving £1000s: a visualiser. You know those clunky expensive (though very nice, clear and pretty) visualisers? Stick this on your mobile phone, whack it onto a tripod and you’ve got your own visualiser.

As a Science/Physics teacher I’ve used it in this context already and have found it particularly useful for demonstrations of practicals where not all of the students can crowd round very easily. Students can remain seated and watch the projector to see the experiment being demonstrated in nice full screen. This way all students are able to see the practical properly and there are no excuses for not seeing part of the practical.

Another use in Science is filming student work, particularly whilst doing practicals. Reacting acids with metals, for example, I took my phone around and on one video I went to several groups’ practicals and filmed their work. Another example was in a diffusion practical with potassium permanganate crystals I could film different groups’ work at different stages of the diffusion. After the practical, we could then have the video up at the website and we could watch some of it and review the students’ learning from the practical. It’s hugely helpful in that it allows you to see different stages of the practical and you can highlight all sorts of ideas from safety and to the Science behind the different stages.

This has obvious applications in Physical Education along the same lines, but it’s also applicable across other subjects. Students love having their work on show, and from what I’ve experienced they have extra confidence in explaining themselves. Instead of standing at the front with their head in their book, looking only at their book and reading line for line some students that would normally do this seem to have more confidence in explaining their work to their peers. It also means that other students can see the work more easily (as opposed to the students holding their book up at the front for others to see), allowing comparisons with their own work and allowing them to ask better questions about the work.

Essentially, the key point here is that Bambuser allows more students to be included and to be engaged in the work.

There are other opportunities too, many of which I won’t be able to cover here or haven’t even thought of. You could do a starter or plenary whereby students use post-it notes, for example, to illustrate their understanding could be filmed and the ideas discussed more effectively because they are full screen on the board rather than small writing on a post-it note.

The only downside I’ve found so far is that there is sometimes a bit of a lag on the video. As long as it’s not a substantial lag, it can still be effective for real-time feedback. The lag can be avoided, or lessened, by having a better internet connection and using a lower quality video stream. It’s up to you to test it out in your setting to see what fits best for you.

Post to Twitter Tweet This

Creating and Embedding a Customisable Progress Tracker

Posted by on November 27, 2011 No comments

Tracking the progress of fruit pastilles tubes donations

I think it’s worth talking about this on an educational blog, because aside from using a progress tracker as a fundraising tracker it has plenty of uses within education for tracking progress in projects, and other goal tracking for staff or students.

A colleague asked if I would be able to assist in getting a progress tracker for showing progress towards a fundraising target. However, it’s not a simple fundraising target – we’re attempting to collect fruit pastilles tubes full of coins to reach a certain height. Most ‘Fundraising Thermometers’ and the like tend to be very restrictive in what you can label the axes with and how they are presented. Another issue was that they usually required some manual changing of the graphic to some degree in order to show any changes.

I decided I ought to figure out a way of designing my own and trying to produce a progress tracker that was both customisable and able to update interactively.

I found a helpful link, explaining how to create a tracker in Excel. This was great as it meant we could have any labels on the axes and we could have it updating in whatever way we wanted. In order to allow automatic updating and linking to the website, I thought to use Google Docs. I uploaded the file to Google Docs and had a play around with the formatting to adapt it to a more attractive format. The joy of Google Docs is that with the chart options you can ‘Publish Chart’, and it’ll give you some code that allows you to embed an interactive version of the chart in your website.

I can now give my colleague access to the spreadsheet to update as she wishes, and the chart will automatically update wherever it gets embedded. An example of what it could look like is at the bottom of our VLE (I was just playing around with it until I’m told what needs to be put onto it) – check it out.

Post to Twitter Tweet This

Producing good ideas

Posted by on August 14, 2011 No comments

Having a couple of hours to myself this morning, I was essentially lazing around and I had a little look at Twitter to catch up on some recent posts. I stumbled upon Ewan McIntosh‘s (http://edu.blogs.com/) tweet asking his followers for any good ideas of TED / TEDx talks questioning what we mean about ‘good’ (and ‘mistake’, but I’m just going along the good lines here).

It got me thinking about how this can apply to education and the following question came to mind: what’s the most effective way of encouraging learners to come up with good ideas? Now, this can be long and complicated and obviously there’s considerable scope for educational theories and other such details shining light on the topic. However, I – as I tend to do – keep it simple. What’s the most effective way? Collaboration between learners.

I suppose I take my inspiration from Steven Johnson’s TED talk and the shorter (rather stylish) RSA Animate of his talk ‘Where good ideas come from’. In this, which you can access below, he outlines how good ideas tend not to be immediate eureka moments as it’s often described; rather it’s usually a more drawn out process requiring several people’s ideas to come together and eventually a very good idea is formulated out of these.

In a secondary education setting, collaboration inside and outside of the classroom will result in these good ideas being formulated. I think it’s (almost) that simple. This is what teachers need to do to encourage students to be better thinkers, and learners.

 

Links

RSA Animate - Steven Johnson: Where good ideas come from

TED Talk – Steven Johnson: Where good ideas come from

A blog post comprising of some of the key ideas collated by Ewan McIntosh (found at the bottom of the link):

http://geomthinking.posterous.com/notions-of-success-good-and-mistakes

 

 

Post to Twitter Tweet This

Taking students beyond our e-learning boundaries

Posted by on February 7, 2011 2 comments
E-Learning

Students can really break boundaries with technology

One thing I love about teaching Key Stage 3 Science is the flexibility in the curriculum – anyone who claims that there is a lack of flexibility is, simply, wrong (an argument for another day). As long as you cover the right stuff – ish – throughout a year, everything will be okay. My Year 9 group, 9E, are my only KS3 class this year and when I thought up this project we were way ahead of schedule. It was the perfect opportunity to teach some appropriate Science content and go way beyond it, in terms of content, but also in terms of skills that they could develop through extended use of online learning.

And so the journey began…

Stage 1: Planning the project. I wrote down some half-finished scribbles, that I failed to complete as the project just kept growing! There were some things I needed to cover to stick with the curriculum and plenty that I wanted the students to get stuck into. I got some great ideas from @drewburrett initially, so thank you.

I got pretty excited by it, so on Tuesday night – the day before I saw the class – I:

  • created a wiki using wikispaces - something that I’d never used before
  • created 15 group accounts for students to use in pairs and printed
  • created 15 group accounts for Animoto
  • created 15 group accounts for Glogster
  • put the login details for each group together and printed two copies of each groups details for the pairs of students

That was a busy night, especially figuring out wikispaces!

In the Science department we have 30 laptops, purchased through our Specialism funds, that can be booked out. The next day I booked out 15 and we got started. The students were very excited, so I got them to research the Solar System and find an object that they wanted to choose for the project. They then created a page on our wiki that explained some of the details of this, and put a link to it on the Student Work page on the wiki. They required such little help to get to this stage!! It was amazing. They logged into the wiki, found the ‘New Page’ button and got started with images and text as if it were completely second nature. Some students couldn’t quite figure out linking on the Student Work page but they got there.

Throughout this time, I was updating the Project Outline page to detail the lessons that had been completed and the lessons to come. This gave students an area to refer to when considering what work they had to do for homework, or during the lesson; hopefully encouraging a bit more independent learning without the need to rely on the teacher explaining everything all the time.

The journey got bigger and better…

I don’t want to make this post too long, so I shan’t go into too much further detail. The students watched the Aliens section of Brian Cox’s wonderful Wonders of The Universe, during which they all contributed to a CoverItLive session. They followed this up with an Animoto or Glogster into what sort of Alien life would live on their planet – with some really fantastic pieces of work and great ideas. This was all linked onto the Student Work page.

Following this, students learned about satellites, seasons, phases of the moon and the difference between weight and mass. In the process, students created a resource to explain Seasons and Lunar Phases using their school Google Docs account via our VLE and linked it to the Student Work page. Throughout this, ideas were being collated and discussed using a variety of Wallwishers to allow a collection of their thoughts and to further their knowledge and understanding of different parts of the Solar System. Details of the Wallwishers used can be found on…yep…the Student Work page.

Assessing each other…

The students then had to produce a presentation that summarised their understanding, using PowerPoint. After each group had presented this to the class, the groups assessed each other using our Presentation Assessment Google Form, that I’d created. Once all the assessments had been complete, students spend some time assessing each others’ work from the Student Work page using the Resources Assessment Google Form. The results from all of this were outstanding. The assessment of each others’ presentations were truly truly reflective of what we saw, and the comments provided were brilliantly constructive. The assessment of the resources was equally impressive!

 In Summary

 The following online tools were used:

  • Google Docs
  • Wallwisher
  • CoverItLive
  • Animoto
  • Glogster
  • Wikispaces
  • Our VLE

There were a few issues, related mostly to the hardware. Glogster, Google Docs and Animoto (in particular) caused Internet Explorer 8 to crash an awful lot. That meant that progress was often slow on some of those tasks; leaving some work lost or incomplete. Also, CoverItLive don’t have a simple way to allow guests to access the session and contribute, which resulted in some students being unable to contribute live to the discussion and having their comments approved by me.

Overall, though, it was a great success. Students showed such creativity, such great ICT skills, and such enthusiasm throughout the length of the project. Their ability to adapt to new tools was astonishing. Their assessment of each other was fantastic, and was helped in part through the anonymity (to each other) of the Google Form. Oh and in a written SATs-style test they all did amazingly!

There is so much more I could say about specifics, but I’ll leave it up to you to fill in the gaps and ask any questions.

Post to Twitter Tweet This

Rickypedia – our school’s VLE.

Posted by on January 10, 2011 1 comment

I thought I’d share a Prezi I’ve made to present to the School Governing Body about how our school’s VLE is going.

VLE: the present and the future on Prezi

Enjoy!

Post to Twitter Tweet This

Google Apps for Education; Using Google Docs

Posted by on December 4, 2010 2 comments

It’s been a while since I’ve posted anything. New starts to the year are hectic; particularly so when your school wants to become an Academy and when there is all the financial chaos of the new government. Anyway…

Google Apps

I love Google Apps. Before I became e-Learning Co-ordinator at the school my colleague Daniel Needlestone set up Google Apps for Education for the school with the domain rickyschool.com. This gives every single student access to things such as:

  • Google Mail (with their username@rickyschool.com)
  • Google Calendar
  • Google Docs

I say these specific examples because this is what I’ve currently got set up for our school. There are other features to Google Apps such as Sites and Google Wave that we don’t use. We have it integrated into our Moodle VLE, Rickypedia (see pic for the Google Apps Block).

Google Apps

Google Apps Block

I, and indeed the school, haven’t rolled this out for students in a school-wide sense. Some ICT teachers use them very well with their specific students, but there isn’t much awareness of its existence amongst other students despite it being available to everyone. At this current moment, this is fine, for now; I’ve got plenty to be getting on with with improving staff and student usage of our VLE in the first place!

Anyway, why do I love Google Apps?

Technically, I love Google Docs. I’ve not used it enough, but it has such potential in every subject. If you don’t already know, Google Docs allows you and your students to create documents online, which are then stored online. You can create the following:

  • Word processing documents
  • Presentations
  • Spreadsheets
  • Forms

and you can organise them into folders and suchlike. The massive advantage, for education, is that all of these files can be made accessible to your students (or, if you like, anyone) simply by clicking Share and editing the permissions. Another great thing is that students can collaboratively edit documents at the same time; a lovely thing to have whilst using it in the classroom.

Some Simple Examples

One example from a while back was a homework activity that I set. The students had to add a slide to a Google Presentation that I’d started with a letter to J J Thomson explaining why his Plum Pudding model was inadequate compared to Rutherford’s model of the atom. The information for the task was outlined on the initial slide and students simply created a new slide and added this on. You can find the example here.

Another example from…yesterday, was from during a lesson. With my Year 13s, I thought it’d be a fun idea to do 20 minutes of research and summarise this into a table on a Google Document. The students were remarkably engaged when researching and I found that they were keen to find as much (useful) information as possible. Some thought it’d be fun to make some of the text multicoloured, and some failed to edit the information…but there was limited time for the task; it was used to enrich our final discussion for which it was very effective. Please take a look here.

A senior member of staff at another local school is currently doing a school-wide survey into Teaching and Learning at our school and was contemplating how long it would take him to collect in all of the paper responses. He’d then have to collate all of the results together in some long winded fashion. I told him about Google Docs and he quickly set himself up a Google account and created a Form on Google Docs. The forms are amazing…it means that he could have 1500 students fill in the survey and all of the results are collated onto a Spreadsheet within his Google Docs account. This obviously saved a monumental length of time, but also allows him to calculate averages from columns on the Spreadsheet and to easily identify patterns in the results from the survey.

Google Apps really can be used in so many different ways to enrich student learning (and to save time!) There’s so much scope as to how it can be used and it has applications throughout all subject areas; I’d thoroughly recommend use of it.

Post to Twitter Tweet This

Where do you go for your educational tools?

Posted by on June 20, 2010 2 comments
Web Tools

Web Tools - image thanks to Otis Archives on Flickr

There is such a wealth of educational resources out there; an overwhelmingly large amount. I was gathering my thoughts on how I gather information about exciting resources, Web 2.0 tools and suchlike. Then I began to consider how to get the teachers in my school using them. From September, I will be the e-Learning Co-ordinator at my school and alongside promoting usage of the VLE I’d like to push other technologies that teachers can use to professionally develop and to improve their students’ learning. My current thoughts about how to get my teachers involved would be through some INSET time and some scheduled tutorials through the year (the profile of which would be raised with their inclusion in our in-house professional development programme). I’ve not put too much thinking time into it yet, though.

Personally, these are the places where I find out information about educational tools and resources:

1. Twitter – follow enough fantastic educators and from time to time you’ll bump into some great resources. The word ‘bump’ here is important – I don’t scour around Twitter looking for ideas and resources, they just come to me because of the people I follow. This is such a great way to accidentally professionally develop! It is particularly helpful as many of those promoting these tools are also blogging about their use of these tools, or giving further ideas as to how they can be used. The most recent was from @jamesmichie twittering and then blogging about his use of LinoIt; a more powerful tool of similar ilk to Wallwisher.

2. @josepicardo‘s Box of Tricks website has a page which literally lists any free educational web resources that José finds out about. They come with a short description and the list is, as one might hope, fairly comprehensive.

3. The Interesting Ways Series by the inspiring @tombarrett has a series of collaborative Google Docs presentations with various contributors’ ideas about how to use some of the more prominent and well-used educational resources and web tools. The list is continually growing and astounds me how much it has come on these days – it is absolutely worth your time.

Naturally, teachers are busy people and can often find themselves unable to give up time to search for new resource specific to their needs. I often fall into this category at the moment and, as such, find Twitter to be the best source for me – if something pops up, I’ll read about it and I’ll consider how to integrate it into my teaching. However, if you do have some time it is absolutely worth choosing some resources from the Interesting Ways Series and having a play around with them in your teaching. Likewise, if you are looking for something specific you should have a search through the Box of Tricks Resources site and find something that can help you make your teaching that bit more exciting.

It may seem like my list is small, but it covers so much; do I really need to look any further? Perhaps getting more involved in reading other people’s blogs (not just through following Twitter links) could be of benefit? Where do you go for your educational tools?

Post to Twitter Tweet This

Instant feedback and enhanced learning through live video and photography

Posted by on May 19, 2010 No comments
Flip Cam

Flip Cam - one of many options for video

I am going to give a specific example of an activity I completed today, but I feel live video can be greatly beneficial in a number of subjects which I’ll briefly outline later in the post.

Today with my Year 10s we were starting the topic of Motion from the Additional Science syllabus, with a lesson on distance-time graphs. The lesson started with discussion of how to interpret distance-time graphs and a couple of important, but reasonably mundane, activities, followed by a re-cap of the delightful speed = distance / time equation and calculating the average speed during various timed sections of motion.

Our department has a fine selection of small toy cars, so it was time to get them out.

The instruction went something like: “Create a course for your car, use any objects you need in this room – but make sure there is some acceleration and some deceleration in there. Then plot a distance-time graph to show the motion of your car through your course.”

It suddenly came to me that videoing one or two of the groups’ contraptions would be a good way of using their own work to help describe the distance-time graphs. Usually one might think ‘great idea, but I don’t have any equipment, video cameras etc to hand for this to be possible…but I’ll update the scheme of work so this can be done in future’. Not these days; HTC Hero and Bambuser to the rescue.

Bambuser allows you to video anything from your phone and it will broadcast, live, to bambuser.com at a unique address to your username. It can be made private so that only people given the specific link are able to view the video [obviously important in a school], and the videos are stored and can be viewed whenever you want in the future. You can change the resolution, video detail and sound quality to suit 3G or Wi-fi and they also allow you to download the video as a .flv file. I’ve not investigated the alternatives, but I am aware that there are some including a Ustream app which may or may not be superior in some respects.

One of the videos:

[reasonably low quality to maintain a healthy stream on 3G throughout]

I then proceeded to show the video on the projector, full screen – quality was fine. As a class we plotted the motion as a distance-time graph with acceleration, deceleration and then constant (zero) velocity at the end. We then, due to time restrictions, just estimated lengths of parts of the track and timings (by watching the video) and calculated the average speed for each of the different parts of the motion. If time wasn’t an issue, students could use stopclocks to get more precise and accurate timings of the sections from the video and if multiple students were to do this you could take an average and get fairly reliable results. You could also measure the lengths of the tracks with a metre ruler – all of which allows further discussion of How Science Works, different variables and valid tests and so on.

Without the video much of this is still possible to some degree, but the ability to have whole-class collaboration on what the results should look like and making improvements to the reliability of the results is fantastic.

Of course, video and photography of activities as they happen can provide instant feedback and can enrich student learning in a variety of subjects. My colleague, ICT teacher and our e-learning co-ordinator Daniel Needlestone (@nstone), today used photography of his students to allow them to create fantastic cartoon scripts. PE, Drama and Dance could use filming or photography for specific actions or sequences that can be looked at and scrutinised. Art could use them to encourage students to draw still life of something that they’ve specifically looked for. I’m sure there are a multitude of ideas that we can come up with for other subjects; it truly is a great teaching and learning opportunity.

Post to Twitter Tweet This

Implementing Macs into Schools

Posted by on April 11, 2010 3 comments
Mac Keyboard

Is it really worth implementing suites of Macs?

The biggest concern for the school is the cost. Macs ARE more expensive than PCs, nobody can contest that. What one has to do is balance up the advantages with the disadvantages and decide whether those additional costs are worthwhile. Does your school get in full suites of Macs? Does your school just get in 5 or 10 for targeted departments, such as Film Studies and Art? You must also consider the computer technicians / network supervisors. Will they need additional training? This will cost money. Discussing your proposals with them is vital to ensure successful implementation. New software and hardware might be needed too, introducing another expense. It’s worth evaluating all of this to get a better overview.

Key points

One main issue is that students will need time to get used to how Macs work. Using different software and hardware can be a bit daunting for many students, whilst others will take it in their stride and really enjoy the experience. Initially, productivity for most will be reduced whilst they get used to it. Is that such a big issue? Do the benefits outweigh the initial growing-in period? Consider this first: perhaps students should get used to software and hardware other than the norm in order to allow them to engage more easily with new technologies. In teaching we encourage them to learn in different ways and to learn skills that let them handle complex problems effectively. Using this pattern of thought, surely we should be introducing them to different types of technologies, like Macs, to give them the opportunity to develop their IT skills and ability to use alternative technologies. There are countless new technologies appearing all the time, and it’s partly up to us to ensure our students are technology-literate and able to take new technology and use it well.

Indeed, once you’ve used a Mac for a while it would get easier. One of my students suggests that “once you actually know how to work OS X, they’re FAR more productive than any Windows – especially XP…I think mine’s crashed twice in the three and a half years I’ve owned it. They all work together flawlessly. Faster…smoother.” However, bear in mind that this student is very computer savvy – he could probably make XP run like a very well-oiled machine. What about those students that find is less easy to get used to new technologies, or that simply don’t care about using a computer as efficiently as possible? They’ll find it difficult to get used to. It’ll take them a greater length of time to do so. The general response from students of that ilk were along the lines of “people our age are used to PCs”, “wouldn’t be able to write an essay on them very easily”, “been brought up on PCs, I don’t think I could cope with a Mac“.

My students do have experience of using Macs – we have a small suite of them in the music block, used for Music Technology, Drama, Dance and suchlike. We also have a set of them for Film Studies. I imagine there are plenty of students that enjoy using the Macs, though this is some brief feedback I received: “we had to do drama work on the Macs in the music block once – worst lessons EVER. I could have got double the work done in that lesson if I had a PC”, and “they’re so different, the only thing I can do on them is play music in the dance dept.” Apologies for the bias view, but in my limited (Twitter) survey there weren’t any positive experiences; I’m certain there will be some amongst students though.

For students and teachers, compatibility could become an issue. Some of us are very happy with transferring different files between operating systems, converting files if necessary. Most of us, I suspect, are not. I think these issues could be ironed out over time though, again by getting used to it. With regards to all of the issues of the initial period of change, an appropriate level of staff training, during an INSET day for example, and student training through IT lessons or otherwise will help with effective implementation and continued success.

For departments, however, compatibility could become a more expensive problem. Each department uses a variety of software and hardware that may or may not work on the Macs. Even if it were not to work immediately, it is going to take a lot of time to search for the correct software and drivers to make the hardware work on Macs – something that most teachers will be unwilling, and perhaps unable, to do. If there is no compatible software or drivers, well…time to buy some more. Having already spend £100s/1000s on this already for Windows-based machines, why would we want to spend even more money on something that we already have and know that works on Windows?

In summary

It comes down to cost. Each Mac is expensive compared to a Windows-based PC. Potential technician training costs money, and then you will have to buy some new software or hardware to do the things that you’re already doing well on a PC. Further to the costs, students and teachers alike are going to struggle to get used to them, for a short length of time anyway.

Why would you want to do all this? Well, Macs run well – everything links together with great fluidity, and once you do get used to them they can be used more effectively. Not to mention the reduced virus threat. Students could end up being more productive on them. In our current times we do need to ensure our students are technologically literate, and this could be a perfect way of introducing them to a different way of doing things. It doesn’t need to be a school-wide Mac implementation either; it could be for those targeted departments mentioned earlier. This reduces or eliminates many of the previously mentioned issues regarding cost and it would make the buying of software and hardware considerably simpler.

Post to Twitter Tweet This

Radiation Protection Supervisor Training – and there were some great teaching ideas!

Posted by on April 9, 2010 1 comment

Trails from a cloud chamber

Myself and a colleague went together on a full day Radiation Protection Supervisor Training course at the Science Learning Centre in London, run by a chap from CLEAPSS. Information can be found here; they are run throughout England / Wales and provide some vital information. Did you know that as well as having a Science Advisor from your local authority you also have a Radiation Protection Officer (RPO) and a Radiation Protection Advisor (RPA)? These are employed by the LA to communicate with their schools regarding their procedures for using radioactive substances, as well as to perform inspections.

I was initially quite apprehensive about how much I would enjoy the course…the first line of the description was that the day will cover “Legislation and DfES guidance”, amongst other exciting points regarding storage, monitoring and keeping of radioactive materials. However, the presenter from CLEAPSS managed to keep my attention for the entire day without using any interactive activities; simply talking at us! There was plenty to learn about the role of Radiation Protection Supervisor, the responsibilities of the RPS and so on, but there were also a great number of teaching and learning ideas and activities discussed. More information from the Health and Safety Executive about who to appoint as an RPS can be found here, and the most important document for an RPS, or anyone handling radioactive substances, from CLEAPSS is L93. There is a host of information, including great risk assessments that can be used, but also important information about annual checks that you are supposed to carry out on radioactive sources as a school.

I’ve included an overview of activities relevant to my school, as well as information about the RPS, in this file. Some of the points are related to the AQA Science and Additional Science spec and are generally very vague so if you want to speak to me about any of it further then please get in touch. One of my favourites for the T&L activities is the detecting radon gas using balloons, very very easy to set up and great results!

After this we had a little scour around our older, less well-used equipment, and found a couple of spark counters (perfect for observing alpha – visually great for the students) and some bubble/cloud chambers. A key resource that was continually referred to was the Institute of Physics’ Teaching Radioactivity website. Included on the site is a range of resources for radioactivity, as well as practical experiments, animations and videos. Including – if you’re going to use cloud chambers – this very helpful video on making dry ice. I could go on for a long time discussing my favourite ideas from that website, but I’ll let you make your own decisions as to which parts are most useful in your school. I’ve also been inspired to involve some sort of radioactivity investigation into our A2 course – why not? It’s legal, it’s safe, and for the student(s) involved it’s going to be pretty exciting and interesting for them to get involved in.

I hope some of this can inspire your teaching of radioactivity. Oh, and help with the boring – but important – safety bits too!

Post to Twitter Tweet This