1. Who are we? British Curriculum: GCSE and A Level Co-educational Approximately 850 Students on roll Non-Selective Not for Profit

2. Whole school approach to teaching and learning

3. . How we get students to contextualize Science in their everyday lives

4. What it means and why Contexts and applications of science are used as the starting point for the development of scientific ideas. Generate an interest in Science that can be translated into a desire to study Science related subjects post 16

5. What it means to students More interested and motivated by the lesson experience this increased engagement might result in improved learning. Produces scientifically-literate citizens. Students become able to think and act appropriately on scientific matters that may affect their lives and the lives of other members of the local, national and global communities in which they are a part. Real-life problem-solving helps to prepare students for complex problems in the real world

6. What it means to staff Wider range of teaching strategies (e.g. small-group, role-play, student presentations) than is normally possible with conventional science Allows/encourages you to keep up to date with and relate to the latest scientific advances

7. The context……………………… Hello, and welcome to your forensic science work placement. I’m Dr Sheryl, your mentor. Yes, that’s me. I can’t wait to get started! I’ve seen lots of forensics on TV, but this is the real thing… Do you know what forensic scientists do? 4

8. I’ve just received news of a major crime at an art gallery 4 Engage ElicitExploreExplainElaborateExtendEvaluate Activity from the Forensics unit © upd8 wikid, built by cracking science This page may have been changed from the original Activity 1: Scene Setter

10. Which scientific concepts could you introduce using this crime scene?

11. Solubility of substances Distillation (to check purity) Chromatography (is it now a fake?) For example...

12. Learning Objective: 1. To explain what happens to particles in changes of state How could this be related? Some of our students will show you!

13. Using iodine to reveal fingerprints:

14. The Science…………………… 2 Students are shown how iodine can be used to show fingerprints Student starts work with the forensic team, is assigned to a case and views the crime scene. Was the painting tampered with? Students consider how latent fingerprints on the frame can be shown Students try out using different substances to show up latent fingerprints Students explain how particles were used to show up the fingerprints Students learn about particles and changes of state

15. Mention what particles in solid iodine look like. Mention what particles in iodine gas look like (you can do this with diagrams). Explain why the solid iodine did not stick to the fingerprints, but it could when it was heated. Use the ideas of particles and energy to explain why the solid iodine changed when it was heated. Science words to use: solid, gas, particles, sublimation. Without particles, the thief would never have found the fingerprints.Explain why.

16. 4 The context……………… As seen on TV Activity 1: Gastro Heaven Context approach allows content to be revisited from many angles

17. Learning Objective: 1. To explain what happens to particles in changes of state How could you revisit particles in a ‘cook’ unit?

18. 14 Now use my Perfect Ice Cream recipe sheet to make ice cream and chocolate decorations

19. Ice Cream Recipe 100 ml milk 100 ml cream 50 ml sugar 2.5 ml vanilla essence 5Leave until the ice cream is ready or shake and squeeze the bag until the ice cream is ready. 1Put the ice cream ingredients in a small plastic bag. 2Tie up the opening with a wire fastener. 3Put the small bag inside a large ziplock bag. 4Add ice and salt to the large bag.

20. 4 Engage ElicitExploreExplainElaborateExtendEvaluate Ice crystals Fat globules Protein particles Air bubbles It’s all to do with particles You can’t see them, but the texture of ice cream depends on them. Activity 2: Making Ice Cream