The authors of Revised Nuffield Physics hoped that the third year of the course would be a year of capable play in physics, for students with a wide variety of abilities and interests. They wanted students to enjoy being scientists, doing experiments and sometimes thinking about them.

Year 3 included two...

The authors of Revised Nuffield Physics Year 4 used the imagery of a journey to explain how the year’s work fitted into the course as a whole. From this point of view, in years 1 and 2 the students took a journey in a bus across some of the foreign countryside of physics: making acquaintance with things seen from...

The final year of Revised Nuffield Physics was a year of important experiments and ideas, drawing upon the work of previous years, but expecting more imaginative thinking, more reasoning, and new experimenting. The aim was to help students to develop some taste for theory and to explore further in atomic physics in...

Years 1 and 2 of Revised Nuffield Physics were planned as years of gaining acquaintance with materials, their properties and behaviour. These years also introduced various instruments, and the way scientists do things, and just a little of the way scientists talk. They were intended, as in the original...

The General Introduction to Revised Nuffield Physics explained the rationale for the changes and provided an overview of the course as a whole. In the first edition the general introduction was included at the beginning of the Teachers’s Guides to...

This booklet, from the Institute of Physics, takes a broad view of physics as a subject and considers possible ways forward. It considers constraints, proposals, and the importance of partnerships to the process of curriculum development.

[b]Content includes[/b]:
• histories of physics and of education...

A Catalyst article comparing mobile phones and UV sunbeds. Mobile phones emit radiofrequency (RF) radiation. Tanning beds emit ultraviolet (UV) radiation. These are both types of non-ionising radiation. In recent years both have received considerable media coverage and they are emotive topics for the general public...

From the Science and Technology Facilities Council (STFC), this brochure describes the leading role played by UK scientists and engineers at universities, observatories and research council establishments in providing real-time astronomy for research and education. The work of the Liverpool and Faulkes telescopes...

NASA’s Mars exploration rovers Spirit and Opportunity were sent to the planet to investigate its geology. Accurate images of the surface were needed so that possible areas to investigate could be selected and then the rover directed towards them. The cameras on board the rovers can only record black and white...

A case study from the Engineering and Physical Sciences Research Council (EPSRC) looking at new technology which is improving the sensitivity of MRI scans, developed with support from the EPSRC.

The technique, based on manipulating space shuttle fuel, could allow doctors to learn far more from a traditional...

From NASA, these activities look at the scientific, technological, engineering and mathematical foundations of rocketry to provide exciting classroom opportunities for authentic hands-on experimentation. Rockets have formed the basis of space exploration.

Extensive teachers' notes, guidance and lesson plans...

This resource, from the Association for Science Education (ASE) introduces students to the science and technology of rocket flight.Liftoff! has been developed by the Department of Physics at the University of Surrey, with the support of PPARC and is designed primarily for students aged 11-13. It is an exciting...