Qu?rius- review, reflect and evaluate!

This month was all about the process of review, evaluate and adapt …..

The current news of countries at armed conflict of powers and the suffering and needs of the number of people affected struck a deep chord with the sixth form Air team, to the degree that they developed their week 16  session which looked at the science aft delivering aid by air and the difficulties posed ~ the agency of aid suppliers such as the red christianity. Ks3 students were challenged to erect a system which would deliver aid, safely and securely to populations, by way of an ‘egg’ aid drop. The KS3 girls planned, pure and reviewed their strategies at 10 detailed intervals, documenting the changes they had beyond a doubt on and evaluating the process while they proceeded. In the last ten minutes the Air team extended the labor to impose a weight limit what one. was less than 30g for the packaging of the incite. Almost all teams succeeded in delivering their serve successfully and under 30g.

Week 17 Air notes aeroplane challenge, aerodynamics is a bulky area of technological growth in the UK and the universe, the Air team had reflected steady their two sessions they and delivered with equal rea~n far and wanted to extend the girls touchstone, review, evaluate and adapt skills, the continuous experiment used in design engineering and make the base skills which will assistance them in their own science unencumbered projects next month. The girls were challenged with what seemed like a simple work, make a paper aeroplane that devise be able to fly the farthest, but the twist was that it too had to fly fairly straight. The knowledge of principles block corridor is long, but solitary about 6 feet wide. The Ks3 students, readily discovered this was going to exist difficult, they were innovative with additions to the nose, retinue, different wing shapes, and even divergent launch tactics. The girls were vindictive in their determination to win, the team that won had redesigned their level a mighty 7 times!, making niggard adjustments each time showing that the cogitate evaluate and adapt process really does act.

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Week 18 Water  mill- changing kinetic power into electrical energy, the final session led by the sixth formers was back to the moisten team. The KS3 girls have developed in such a manner many skills over the last 18 sessions and are it being so that much more skilled in their come nearly up to problem solving, through collaboration. The moisten team set the most challenging sitting so far, to build a hydropower wheel what one. converted kinetic energy into electrical spiritedness. The kits had 35 different steps through challenging instructions, and only 45 minutes to consummate the challenge. The Ks3 girls divided themselves into roles, and were efficient to complete the task just aft ( 2 minutes) the sixth form team who were competing side by side them.  Such was the richly level of challenge that the whoops of luck when the LED lit up they could subsist heard in main school!

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Week 19 Evaluation week, Students were asked to perform the duties of in questionnaires which allowed us to evaluate the striking the project has had on them , their lore in science and in their wider subjects. For the sixth configuration we can see that taking concern in the sessions as a com~ mentor has improved their problem solving skills (100% agree), improved their adapted to practice skills( 80% agree) and improved their large knowledge in their science subjects (75% agree), All sixth configuration students agreed that it had increased their share in global science and had meditation more about a career in knowledge of principles over the last year. When asked about  the impulse leading the sessions has had, totality students agreed that it had improved their conversation, problem solving and self -confidence. The pack together on their learning in their wider subjects showed that the scheme impact was not just limited to system of knowledge with all students agreeing that the cast has improved the learning links between science and other subjects, in addition 75% said that the project had improved their acquired knowledge and thinking skills in all their subjects.

The KS3 students, 100% reported they’d thought more about following a course of conduct in science, 100% said they things being so have good teamwork, and communication skills, 100% agreed it had improved their acquired knowledge in science ,their self confidence in system of knowledge, and their enjoyment of science. In their wider subjects 100% agreed that it had improved their meditation, learning skills and they felt presumptuous about giving their own opinions, were greater quantity informed global scientists. You see the abounding results in the video below.

Two KS3 girls apprehension part in the Qu?rius brew have been chosen as finalists in the Talent 2030 contest and will be presenting at the Big Bang Fair at the NEC in March, in this way as part of the project to bestow girls hands on experience of a body of knowledge fair we are utilising some of the RRSP riches to enable all students to actual presentation the fair. This will help prepare the girls beneficial to presenting their own science fair projects in April, like well as getting some hands steady science, lectures, demos and other merely ideal experiences to widen their view of philosophical knowledge in the 21st Century.

Science above mediocrity projects, behind the scenes the stay team have been working together developing links and contacts through local universities to develop a kind of science fair projects for KS3 and sixth form girls. We wanted the girls to master a real feel for academic investigation and have developed three fantastic undergraduate horizontal surface projects for the sixth form to undertake, either project is supported by a staff member, Dr Salmon’s project looking at biodiesel at which place students will be preparing and analysing their concede fuel, for energy output and its stroke on the environment. Mr Strachan’s concoct include developing and testing a solar confined apartment for harnessing solar energy utilising the latest  gear in fluorescence microscopy and finally  Dr Ireland’s jut looking at the pharmacology of Aspirin developing one assay for examining how aspirin misfortunes membranes. Meanwhile the KS3 girls behest be working together in small groups and power of choosing be challenged with determining which form of renewable power is best for running the school on, wind, brandish or solar by building their hold model systems, testing and evaluating them, this brings into junction all the skills and knowledge the girls be in possession of gained over the last 18 weeks of sessions . This volition come together at the inaugural LGGS knowledge of principles fair, being organised by Dr Ireland and Miss Bellin and looking to make intricate over 300 students.

The Evaluation series of measures has provided us with an estimable basis on which to base subsequent time years sessions and is providing an excellent model upon which other subjects across the school can develop their have extracurricular activities which can impact in c~tinuance enjoyment, learning and attainment at the highest flush. The following months are building towards the LGGS body of knowledge fair the excitement is building transversely the school!

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