|
| 'Discover…energy'
is based on Professor Richard Catlow's lecture,
'What makes things happen? Energy, power and motion'.
The aim of the site is to provide an interactive
resource for young people and to enhance your
school's visit to the Royal Institution.
‘Discover… energy’
is divided into four main areas: the
science, quiz,
big questions
and discussion
forum.
|
|
 |
| the science
is intended as a resource area for pupils to access
from school or from home, for initial learning
before attending the lecture, for further study
after the lecture or as a stand alone resource.
the science
contains a breakdown of the scientific material
from the lecture. The subject areas covered include
where energy comes from, how it is converted,
how we use energy and the effect that this has
on the environment. The scientific content is
complemented by interactive activities and games.
There are four main areas within the
science:
| 1. |
the
source: this area covers the origin
of energy and different types of energy. The
interactive elements in this area are:
- e=mc²:
this games aims to help students to match
energy sources to types of energy.
- human cannonball:
the aim of this activity is to launch
a human cannonball with enough energy
for it to reach the other side of a canyon.
The game aims to help students investigate
the effects of energy and the conversion
process.
|
| 2. |
power
up: this area investigates where the
energy that we use comes from, and how energy
is converted. The interactive elements in
this area are:
- energy explorer:
much of the scientific area for this area
is contained within this interactive exercise.
Pupils can click on different areas of
the map to learn about different energy
sources, energy conversion, and the pros
and cons of different types of energy.
- human cannonball:
the aim of this activity is to launch
a human cannonball with enough energy
for it to reach the other side of a canyon.
The game aims to help students investigate
the effects of energy and the conversion
process.
|
| 3. |
everyday
use: this area covers the use of energy
in the home and how to save energy on a day-to-day
basis. The interactive exercises in this area
are:
- power house:
the aim is to add or remove energy-using
objects and appliances to create the most
energy efficient home.
- energy explorer:
much of the scientific area for this area
is contained within this interactive exercise.
Pupils can click on different areas of
the map to learn about different energy
sources, energy conversion, and the pros
and cons of different types of energy.
|
| 4. |
the
environment: this area investigates
how the energy we consume affects the environment,
covering global warming, renewable and non-renewable
energy and electric cars. The interactive
activity in this area is:
- energy quest:
the aim of this game is to create a town
and supply it with sufficient energy without
spending too much money.
|
|
|
 |
| The quiz
is intended to be attempted after students have
either explored 'the science' area or attended
the lecture. The aim of the quiz is for the students
to use the knowledge that they have acquired to
answer all the questions correctly in the shortest
time. The answers to all of the questions can
be found somewhere in 'the science'. The winner
will receive a set of videos of the 2001 Royal
Institution Christmas lectures, The secrets of
Life by Sir John Sulston. |
|
 |
| big
questions are intended as a resource for
students to use at school or at home to learn
about some of the big questions that are stimulating
current research in the field. You may wish to
use these questions in the classroom to start
a wider discussion on how science affects our
everyday lives. The topic areas covered are:
- Can robots eat food?
- Can scientists create
a mini sun?
- Why don't we all drive
electric cars?
- Can we beam energy
from outer space?
- How much energy can
renewable sources supply?
|
|
 |
| The discussion
forum is intended to create an online community
of learning, where pupils can discuss the topics
that have arisen in other areas of the site with
pupils from other schools. The discussion area
can be reached from specific discussion points,
such as 'What could your home, school or college
do to use less energy?' and these can be found
throughout the site. |
|
 |
| |
 |
| |
|
|
|
|
|
|
|
| |
|
| 
Your experiences, both
good and bad, will help us plan future events
for Schools: contact us in feedback.
|
|
|
| 
Discover is designed to
provoke discussion. If you found a science topic
that engaged an audience share it with InsideOut.
|
|
|
| |
