12  Special Project

Below are some examples of previous special projects.

Mark - BSc Physics

Mark chose to do his special project with a class of ‘top set’ 3 pupils and two Year 12 pupils. He devised theoretical and practical lessons introducing concepts of energy conservation, mechanics and material properties, which were based on squash balls. The students began by looking at actual quality control tests carried out by the World Squash Federation to ensure that all squash balls passed the ‘bounce’ test. Working in teams, the 3 pupils were given squash balls and asked to plan and conduct an experiment to investigate the effect of different temperatures on the rebound height of the balls, showing which ones would pass the bounce test. With his Year 12 pupils, Mark spent a couple of lessons covering the theory of Thermal Physics before moving onto the same practical quality control experiment as the KS3 pupils but asking them to carry out a suitable error analysis, look at what factors caused the change in energy and to calculate the loss of potential energy and the maximum kinetic energy of the ball. With both groups Mark was pleased to have introduced a new way of approaching the subject which both encouraged team work and enabled him to test their understanding of the theory he had taught them in an interesting and practical way.

Laura - BSc Mathematics

As part of her UAS course, Laura chose the subject ‘Verbal Communication of Mathematics’ as her special project. Working with high ability year 9 pupils and year 7 pupils in a rural grammar school she decided, in conjunction with her host teacher, to try to help engage those pupils who did not participate regularly in class. Using a range of teaching techniques and materials, such as questionnaires, handouts, pair work and small group work, she analysed the circumstances in which pupils felt less or more comfortable, and adapted the teaching environment and her methods accordingly. She also analysed the ways in which pupils preferred to learn, either through visual, auditory or kinaesthetic means. On the basis of her observations, she presented a series of documents and materials including charts, diagrams and a report to her host teacher in order to share her findings on how to improve participation and verbal communication amongst the mathematics pupils, including comparisons of problems in Yr 7 and Yr 9. Laura is now taking a PGCE course at Canterbury.

Michelle - BSc Mathematics

Michelle decided to work with her Year 9 class on the topic of Acid Rain. In doing so she was trialling a new element of the for the school – the IAS (Investigative Skills Assessment). This involved pupils collecting their own data in a practical lesson and then doing a 45 minute written test in the classroom under exam conditions.

The practical Michelle chose to do was a simple one growing cress in Petri dishes. Watering the cress using water with different ph levels (5.0, 5.5, 6.0 and 7.0) to simulate different levels of acid rain, the pupils measured how tall the cress grew. The pupils were very conscientious about the experiment, coming in on non-science days to water their cress. They used the results to plot graphs and to identify trends.

As a result of the experiment the pupils produced posters which were used as classroom displays.