8457 /www/nrich/html/content/id/8457/ 5 2012-06-20T13:10:30 <?xml version="1.0" encoding="UTF-8"?> <mdoxml version="1.0"><p>These examples give some of the natural cross-over points between maths and science for students in the 11-16 year age range.  </p> <p> </p> <table style="width: 659px;" border="1"> <tbody> <tr> <td> <h4>Age</h4> </td> <td> <h4>Science (with reference to GCSE syllabus)</h4> </td> <td style="width: 322px;"> <h4>Maths (with reference to UK National Curriculum levels)</h4> </td> </tr> <tr> <td> <p>11-12</p> </td> <td> <p>Variation (Biology)</p> </td> <td style="width: 322px;"> <p>Bar charts/line graphs (L3-6)<br></br> Interpreting graphs (L4-6)</p> </td> </tr> <tr> <td> <p>11-12</p> </td> <td> <p>Mass &amp; Weight, Speed, Pressure</p> </td> <td style="width: 322px;"> <p>Reading scales (L3-4)<br></br> Distance/time and mass/weight graphs (L5-6)<br></br> Rates of change and compound measures (L7-8, Unit 2 GCSE)</p> </td> </tr> <tr> <td> <p>11-12</p> </td> <td colspan="2" style="width: 610px;"> <p>Forces :Hooke&#39;s Law, Friction, Speed.  Direct proportion as a concept appearing.  From a maths viewpoint links to initial use of equations and basic algebraic substitution.</p> </td> </tr> <tr> <td> <p>11-12</p> </td> <td colspan="2" style="width: 610px;"> <p>Classification &amp; food webs -Could link the idea of classification in Science to classification of 2D shapes or quadrilaterals in maths.  Statistics built in with the science content through use of data collection with quadrants, calculating averages when investigating the food webs.  Possible connections to area as well e.g. estimating areas of different size leaves.</p> </td> </tr> <tr> <td> <p>11-12</p> </td> <td colspan="2" style="width: 610px;"> <p>Sc uses trolleys and light-gates to calculate speed.  Sc could make a video of this the next time it happens for Ma to use to help the pupils recall this. </p> </td> </tr> <tr> <td> <p>11-13</p> </td> <td colspan="2" style="width: 610px;"> <p>Negative numbers for boiling and melting points of elements; which stay solid for largest range of temperatures? This incorporates differences between negative numbers.</p> </td> </tr> <tr> <td> <p>11-13</p> </td> <td style="width: 288px;"> <p>Balancing Equations (Chemistry)</p> </td> <td style="width: 322px;"> <p>Ratios<br></br> Unitary method (L3-4)<br></br> Simplify ratios, divide quantities into two parts (L4-5)<br></br> Divide into quantities of more than two parts (L5-6, Unit 2 GCSE)<br></br> Interpret ratios in a range of contexts (L6-7, Unit 2 GCSE)</p> </td> </tr> <tr> <td> <p>12-13</p> </td> <td style="width: 288px;"> <p>Solar System (Physics)<br></br> Swirling water tub with balls to demonstrate orbits.<br></br> Relative sizes, distances from the sun, temperatures, orbital period</p> </td> <td style="width: 322px;"> <p>Loci (all levels)<br></br> Circumference/area of a circle (L6-7, Unit 2/3 GCSE)<br></br> Standard form<br></br> Orbits (KS5)</p> </td> </tr> <tr> <td> <p>12-13</p> </td> <td colspan="2" style="width: 610px;"> <p>Graphing, sequences from experiments such as measurement of temperature.</p> </td> </tr> <tr> <td> <p>12-13</p> </td> <td style="width: 288px;"> <p>Liquid soap: how watered down does soap need to be before just slipping of hands/surfaces at various angles.</p> </td> <td style="width: 322px;"> <p>Angles of elevation, ratios, rearranging, averages from repeated measurements.</p> </td> </tr> <tr> <td> <p>13-14</p> </td> <td colspan="2" style="width: 610px;"> <p>Building on the clear links between the Investigation Cycle in science and the Data Handling Cycle in maths by having a joint maths/sci project.</p> </td> </tr> <tr> <td> <p>13-14</p> </td> <td colspan="2" style="width: 610px;"> <p>Dinosaurs, percentages, ratio, scales and scale drawing; timelines.  There could be links to Y7 fossils in science.</p> </td> </tr> <tr> <td> <p>13-14</p> </td> <td colspan="2" style="width: 610px;"> <p>Pressures, forces &amp; moments, formulae rearranging</p> </td> </tr> <tr> <td> <p>13-14</p> </td> <td colspan="2" style="width: 610px;"> <p>Chemical Patterns, concentration of solutions, ratio.</p> </td> </tr> <tr> <td> <p>13-14</p> </td> <td colspan="2" style="width: 610px;"> <p>Reaction Times,Drugs &amp; Behaviour/Quest for Intelligence data handling.  Science look at the effects of caffeine on reaction times.  In maths could have a data handling project where collecting reactions times provides one set of data to investigate hypotheses comparing boys&#39; and girls&#39; &#39;abilities&#39;</p> </td> </tr> <tr> <td>13-15</td> <td colspan="2" style="width: 610px;">Attach data loggers to a pupil and watch as they attempt to create particular distance/time graphs.  Pupils are used to seeing the x and y axes as spatial axes, which means the graph creates a picture of what we would see in real life.  A distance/time graph is different, but some pupils assume it shows someone climbing a hill, for example.</td> </tr> <tr> <td> <p>14-16</p> </td> <td> <p>Air Quality/pollutants (GCSE Chem, 21^st Century)</p> </td> <td style="width: 322px;"> <p>Averages, range, outliers, repetition of trials (probability), reliability of results/comments and comparisons  of results (Unit 1 GCSE)</p> </td> </tr> <tr> <td> <p>14-16</p> </td> <td> <p>Risk (IAS 5 21^st Century)</p> </td> <td style="width: 322px;"> <p>Percentages, ratio, proportionality, sampling (Unit 2 GCSE)</p> </td> </tr> <tr> <td> <p>14-16</p> </td> <td colspan="2" style="width: 610px;"> <p>Parallax Error, trigonometry.  Linking initial discovery into trigonometrical ratios with this.  Also could be developing concept of accuracy and bounds.</p> </td> </tr> <tr> <td> <p>14-16</p> </td> <td colspan="2" style="width: 610px;"> <p>Standard Form, Astronomical distances / cell biology. </p> </td> </tr> <tr> <td> <p>14-16</p> </td> <td colspan="2" style="width: 610px;"> <p>Lens formula, focal points / telephoto lens &amp;enlargements.  Interesting area, with links to formulae, angles and transformations.</p> </td> </tr> <tr> <td> <p>14-16</p> </td> <td colspan="2" style="width: 610px;"> <p>Crystal formation, 3D coordinates, angles between bonds, 3D Geometry. </p> </td> </tr> <tr> <td> <p>14-16</p> </td> <td colspan="2" style="width: 610px;"> <p>Kinematic Equations, rearranging formulae / real-life formulae</p> </td> </tr> <tr> <td> <p>14-16</p> </td> <td> <p>Samples (Health Studies 21^st Century)</p> </td> <td style="width: 322px;"> <p>Sampling (Unit 1 GCSE) [NB Sci just random, Ma includes stratified]</p> </td> </tr> <tr> <td> <p>14-16</p> </td> <td> <p>Electrical Circuits (P5 21^st Century)</p> </td> <td style="width: 322px;"> <p>Transposition of formulae, straight line graphs (Unit 2 GCSE)</p> </td> </tr> <tr> <td> <p>14-16</p> </td> <td> <p>Correlation and cause (IAS2 21^st Century)</p> </td> <td style="width: 322px;"> <p>Lines of best fit, correlation, types of graph (Unit 1 GCSE)</p> </td> </tr> <tr> <td> <p>14-16</p> </td> <td> <p>Energy and the Environment (all levels Chem)</p> </td> <td style="width: 322px;"> <p>Scale drawing, percentages, graph skills, budgeting, area (all levels)</p> </td> </tr> </tbody> </table> <br></br></mdoxml> 0 0 0 0 1 1 0 Introducing and developing STEM teaching in the classroom. 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