Increasing the subject knowledge of trainee teachers

A number of potential entrants to teacher training in secondary science are deterred due to lack of breadth and depth in subject knowledge. This article outlines two Teacher Training Agency (TTA) sponsored approaches to enhancing the subject knowledge of trainee teachers during and prior to their formal training period

Why don't zombies like hibiscus tea? A multi-subject approach to photosynthesis through the use of Grätzel cells

Traditionally, photosynthesis has been seen as the domain of biology, with some input from chemistry when dealing with chromatography, while, apart from a passing reference to the colour of leaves, physics has tended to steer clear of the process that provides the lifeblood of human existence. This article outlines how a recent technological advance can be used as a teaching resource in all three branches of science

Ability grouping practices in the primary school: A survey

In 1997, the DfEE suggested that schools should consider 'setting' pupils by ability as it was believed that this would contribute to raising standards. This survey of primary schools aimed to establish the extent to which primary schools, with same and mixed age classes, implement different grouping practices including setting, streaming, within class ability and mixed ability groupings for different curriculum subjects. Schools were asked to complete a questionnaire indicating their grouping practices for each subject in each year group. The findings showed that schools predominantly adopted within class ability groupings, either mixed or ability grouped, for most subjects. Ability grouping (within class and setting) was most common in mathematics, followed by English and science. Its implementation increased as pupils progressed through school. The type of setting adopted, same or cross-age, tended to reflect the nature of the class structures within the school

Systematic review of health-related quality of life and patient-reported outcome measures in Gestational Trophoblastic Disease: A parallel synthesis approach

Gestational Trophoblastic Disease (GTD) is a rare complication of pregnancy that can develop into cancer. Medical outcomes are well researched but evidence is required on the impact of GTD on health-related quality of life (HRQoL) to improve care. The review was conducted to determine the impact of GTD and its treatment on HRQoL and identify how HRQoL is measured and appropriateness of these measures. Quantitative studies found HRQoL in long-term survivors to be at or above population norms. GTD appeared to have a negative impact on HRQoL where patients experience physical, psychological and social sequelae related to the condition. Clinically significant levels of anxiety, depression, sexual dysfunction and fertility-related distress were found. The results should be treated with caution because the evidence base was limited to small heterogeneous samples, retrospective data and the wide range of measures used. Within the qualitative data, new themes emerged including nerve damage, fatigue, amenorrhea, and grief. Currently, these areas are not captured in patient reported outcome measures (PROMs) and the content may not be valid for this population. Further qualitative research could lead to development of a GTD specific PROM providing reliable, meaningful and valid assessments and allowing longitudinal data to be obtained

Using the Sound Card as a Timer

Experiments in mechanics can often be timed by the sounds they produce. In such cases, digital audio recordings provide a simple way of measuring time intervals with an accuracy comparable to that of photogate timers. We illustrate this with an experiment in the physics of sports: to measure the speed of a hard-kicked soccer ball.Comment: 3 pages, 4 figures, Late

Communicating with Citizens on the Ground: A Practical Study

Availability and access to information is critical for a highly effective response to an ongoing event however, information reported by citizens is based on their context, bias and subjective interpretation, and the channel of communication may be too narrow to provide clear, accurate reporting. This can often lead to inadequate response to an emergency, which can in turn result in loss of property or even lives. Excessive response to an emergency can also result in a waste of highly resources. Our solution to address this problem is to make the citizen act as a camera for the control room by exploiting the user’s mobile camera. The system is designed to provide a live view of the citizen’s immediate surroundings, while control room personnel can provide instructions. In this paper, we introduce our approach and share initial insights from a focus group validation session and then four evaluations with users within a separate but closely related domain. We discuss our observations, evaluation results and provide a set of recommendations for the Emergency Response domain

Secondary school pupils' preferences for different types of structured grouping practices

The aim of this paper is to explore pupils’ preferences for particular types of grouping practices an area neglected in earlier research focusing on the personal and social outcomes of ability grouping. The sample comprised over 5,000 year 9 pupils (aged 13-14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (years 7 to 9). Pupils responded to a questionnaire which explored the types of grouping that they preferred and the reasons for their choices. The majority of pupils preferred setting, although this was mediated by their set placement, type of school, socio-economic status and gender. The key reason given for this preference was that it enabled work to be matched to learning needs. The paper considers whether there are other ways of achieving this avoiding the negative social and personal outcomes of setting for some pupils

Realism and the wave-function

Realism -- the idea that the concepts in physical theories refer to 'things' existing in the real world -- is introduced as a tool to analyze the status of the wave-function. Although the physical entities are recognized by the existence of invariant quantities, examples from classical and quantum physics suggest that not all the theoretical terms refer to the entities: some terms refer to properties of the entities, and some terms have only an epistemic function. In particular, it is argued that the wave-function may be written in terms of classical non-referring and epistemic terms. The implications for realist interpretations of quantum mechanics and on the teaching of quantum physics are examined.Comment: No figure

The incidence and make up of ability grouped sets in the UK primary school

The adoption of setting in the primary school (pupils ability grouped across classes for particular subjects) emerged during the 1990s as a means to raise standards. Recent research based on 8875 children in the Millennium Cohort Study showed that 25.8% of children in Year 2 were set for literacy and mathematics and a further 11.2% of children were set for mathematics or literacy alone. Logistic regression analysis showed that the best predictors of being in the top set for literacy or mathematics were whether the child was born in the Autumn or Winter and cognitive ability scores. Boys were significantly more likely than girls to be in the bottom literacy set. Family circumstances held less importance for setting placement compared with the child’s own characteristics, although they were more important in relation to bottom set placement. Children in bottom sets were significantly more likely to be part of a long-term single parent household, have experienced poverty, and not to have a mother with qualifications at NVQ3 or higher levels. The findings are discussed in relation to earlier research and the implications for schools are set out