Really?! Perfect excuse 🤪

I spotted this blog post on the other site - a great example of the impact of *effective* flash card use. And I love the idea of getting Year 7 to make flash card organisers in DT!

niprincipal.blogspot.com/p/this-much-...

Great opportunity for using a T-test with A level classes (seen on the other site but I’m not using it now!) @chatbiology.bsky.social

Question for AQA maths teachers: what do the *s indicate for the questions in the OUP textbook? @cantabkitty.bsky.social @themathsbazaar.bsky.social

Then looking for the origins of the image, I found this one from the Belgian Society for Parasitology and Protistology. I’ve always thought trypanosomes were elegant but making a Christmas tree from them?!

Happy Christmas! Saw this image on the other place and loved it - a Christmas tree of mesenchymal cells.

From @mito_therapy on Twitter

Teaching chemistry for the first time in a long while so had a flick through this excellent book - the diagrams from @adamboxereducation.bsky.social were on my board the next day! Would definitely recommend Cracking Key Concepts in Secondary Science @chatchemistry.bsky.social

I came across this A level biology question and I genuinely cannot think of any examples of a reflex arc helping to find food or a mate. @chatbiology.bsky.social @edwardsdr2.bsky.social (it’s from your resources ) @kfbiology.bsky.social @stemybanda.bsky.social Any ideas??!

See also the verbal feedback stamp…

10. It is now only a small step to introduce the equation:

GPE = m x g x h

As you have demonstrated each term individually and it makes intuitive sense that ⬆️ any variable and GPE will also ⬆️

8. Revisit the concept that ⬆️ height causes ⬆️ total energy with a larger cat to really emphasise the point.

9. Students should now be able to share three variables that will affect GPE - height, mass and gravity

6. Students should now be confident that ⬆️ mass also causes ⬆️ energy

7. Next, ⬆️ the gravity from a little to a lot. What happens to the total energy?

4. Guide students to reach the conclusion that ⬆️ height causes ⬆️ total energy.

5. Change the mass of the cat from tabby to tiger (60kg). What happens to the total energy?

1. Highlight the variables that can be changed (friction, gravity, mass, skater). Click to show the energy graph.

2. Choose the cat (why not?!) and make it a normal mass (5kg).

3. As you lift the cat to the top of the ramp, ask students to describe the change in total energy.