THE ST M RESPONSE TEAM - University of Wolverhampton · Key Stage: 3 and 4 Capacity: 30 Students Price: On Request Email: [email protected] Understand the concept of genetics

THE ST MRESPONSETEAM

Workshop & Show Catalogue

Who Are We?Dr Martin KhecharaAssociate Professor For Engagement In STEM "The STEM response team is an award winning outreach and publicengagement team from the Faculty of Science and Engineering (FSE)at the University of Wolverhampton. It’s mission is to bring fantasticscience, technology, engineering and maths (STEM) activities toschools and the community spaces across the West Midlands andcountry as a whole and address areas of particular need whereaspirations may be low. From science shows in theatres, streetentertainment, corporate events or workshops in classrooms the STEMresponse team can bring STEM to life in any venue."

In order to maintain our role in the economy, the regeneration of the Black Country andto meet national and global demand the University is committed to growing its base inScience, Technology, Engineering and Mathematics (STEM). The Black Country is thehome of much of the manufacturing base and it needs a strong vocational university tosupport it. The traditional science academic disciplines lay the bedrock for much of theapplied curriculum. In short, the University of Wolverhampton has committed to build a

distinctive Science Base and to become the Widening Participation science HigherEducation Institute in the broader region by further building relationships and developing

a curriculum based on ladders of progression.

WHAT'SINSIDE ME?+ T h e S k e l e t o n

The skeleton and muscles are for support,protection and movement.Describe the simple functions of the humandigestive system.Identify the main parts of the human circulationsystem.Describe the function of the Heart, blood vesselsand blood.

The structure, function and bio-mechanics of theskeletal and muscular system.Know the organs, tissues and bacteria of theDigestive system.The structure and function of the Respiratorysystem.The structure of the Reproductive system

Addressing the needs of each pupil.Linking curriculum learning to careers.Encounters with Further and Higher Education

We will be working within groups, as well as having awhole-class discussions, on human anatomy. We willexplore the anatomy, as well as organ functions usingour medical models - whilst also delving deeper andexamining our skeleton. This session links in with the school curriculum in thefollowing ways: KS2

KS3

Gatsby Benchmarks

Key Stage: 2 and 3Capacity: 30 Students

Price: On RequestEmail: [email protected]

Keeping the body healthy.How the body might be damaged.Asking relevant questions and using different typesof scientific enquirers to answer them.Using straightforward scientific evidence to answerquestions or to support their findings.

Communicable & non-communicable diseases.Bacteria, viruses, & fungi in animals.Body defenses against pathogens & the role of theimmune system.Reducing & preventing the spread of infectiousdiseases in animals.


Explore the world of harmful pathogens - frombacteria, to viruses, to parasites! This workshopcovers the causation of different diseases and themethods in which they can be spread using aninformal teaching style of both theoretical delivery andpractical activities. By the end of the session, studentswill have a basic understanding of the various harmfulmicro-organisms, and most importantly how to keeptheir selves and their environment safe. This sessionlinks in with the school curriculum in the followingways: KS2

KS3

Gatsby Benchmarks

DISEASETRANSMISSIONAND PREVENTIONM i c r o b i o l o g y



ANINTRODUCTIONTO 'SCRATCH'C o d i n g

Use logical reasoning to explain how somesimple algorithms work, and to detect/correcterrors in algorithms and programs.Use a variety of software on a range of digitaldevices to design and create a range ofprograms, systems, and content thataccomplish given goals - such as collecting,analysing, evaluating, and presenting dataand information.

Addressing the needs of each pupil.Encounters with Further and Higher Education

During this workshop, your students will be givenan introduction to coding in the 'Scratch'program, using an online CodeClub course - aswell as support from the University's codinginstructors. The students will then create theirown animation, which they can personalise.After this activity, they will have the re-sources tocontinue coding on their own to create their owngames and animations. This session links in with the school curriculumin thefollowing ways: KS2

Gatsby Benchmarks

Key Stage: Upper 2Capacity: 30 Students


ANINTRODUCTIONTO ROBOTICSE n g i n e e r i n g

Use logical reasoning to explain how somesimple algorithms work, to then detect andcorrect errors in algorithms and programs.

Use 2 or more programming languages, oneof which is textual, to sole a computationalproblem.Design and develop modular programs thatuse procedures or functions.

Addressing the needs of each pupil.Encounters with Further and Higher Education

We will bring along some Finch robots, whichcan be programmed by your students, to sing,dance, and light up different colours. We will usea simple 'drag-and-drop programming languagecalled 'Scratch' so that this activity is accessibleto all. Learning Scratch will open up the world ofprogramming to your students, and they can usethe skills they develop in this workshop to codetheir own animations and games. This session links in with the school curriculumin the following ways: KS2

KS3

Gatsby Benchmarks



POTIONSWORKSHOPC h e m i s t r y

Use scientific evidence to answer questionsor support findings.Compare and group materials together:solids, liquids, and gases.Observe that some materials change statewhen heated or cooled.

Addressing the needs of each pupil.Encounters with Further and HigherEducation.

Your students will collaboratively experimentwith a variety of different 'potions' that changetheir states. They will be allowed to experimentwith polymerisation reactions by making slime,along with instant inedible alien worms. Wewill then look at the properties of acids andbases, by making their very own bath fizzers.This is a highly engaging workshop that willinspire your students about STEM for weeks tocome, and is loved by everyone that takes part. This session links in with the schoolcurriculum in the following ways: KS2

Gatsby Benchmarks

Key Stage: 2Capacity: 30 Students


THE CSIJOURNEYF o r e n s i c s

Concern for accuracy, precision, repeatability,and reproducibility

Use scientific theories and explanations todevelop hypothesesCarry out practical sessions appropriately,having care for accuracy as well as health andsafety.


This immersive activity will develop your studentsunderstanding of the work of crime sceneinvestigation. From the crime scene to thelaboratory, your students will explore the methodsused by current forensic investigators to compareevidence, such as fingerprints, handwriting, hairand fibre’s, to reference samples from thesuspects. By the end of this session, yourstudents will have complied a crime sceneportfolio. This session links in with the school curriculum inthe following ways: KS3

KS4

Gatsby Benchmarks



EXPLORINGSENSESA n i m a l B i o l o g y

Use senses to compare different textures.sounds, and smells.Identify which part of the body is associatedwith each sense.Use observations and ideas to suggestanswers to questions.

Ask relevant questions and use differenttypes of scientific inquiries to answer them.Use straightforward scientific evidence toanswer questions, or to support their findings.Compare and contrast different types ofanimals.

Addressing the needs of each pupil.Linking curriculum learning to careers.

Immerse yourself in the world of senses:exploring vision, hearing, smell, and touch.Understand how different organisms investigatetheir surroundings, and compare your senses toanimal senses! This session links in with the national curriculumin the following ways: KS1

KS2

Gatsby Benchmarks



INTRODUCTIONTO SCIENCEWRITINGS c i e n c e C o m m u n i c a t i o n s



Use knowledge and understanding to posescientific questions, define scientific problems,present scientific arguments and scientific ideas.Develop their interest in and enthusiasm for thesubject, including developing an interest in furtherstudy and careers associated with the subject.Consider applications and implications ofscience and evaluate their associated benefitsand risks.Understand how society makes decisions aboutscientific issues and how the sciences contributeto the success of the economy and society.

Linking curriculum learning to careers.Encounters with Higher Education.

With anti-science ideologies on the rise – from theanti-vaxx movement to climate change deniers -science communication is moreimportant now than ever. In this workshop, the classwill choose from a variety of titles relevant toBiology, Chemistry, or Physics, and together we willwrite our own scientific web article! We will go overthe concept of SEO and the systematic writingprocess, as well as exploring our own individualwriting styles. This session links in with the nation curriculum inthe following ways: KS5

Gatsby Benchmarks

DIY DNAG e n e t i c s



Understand the concept of genetics andthe theory of evolution.

To understand evolution throughinheritance and variation.Developing knowledge of the genome asthe entire genetic material of anorganism.

Linking curriculum learning to careers.Encounters with Further and HigherEducation.

In this workshop, your students will beexploring DNA. It is difficult to imagine what a DNA molecule looks like as it is so small,however your students will see real DNA withthis experiment through extracting DNA froma kiwi fruit. This session links in with the nationcurriculum in the following ways: KS3

KS4

Gatsby Benchmarks

SUPERGRIDE l e c t r o n i c s a n d E n g i n e e r i n g



Develop understanding of fuels and energysources.

Developing understanding of the concept ofrenewable energy sources, and why they areimportant.To be able to calculate energy efficiency.

Linking curriculum learning to careers.Encounters with Further and HigherEducation.

In this workshop, your students will work as ateam to compete in real time to generatepower. Teams are allocated one of the tenEuropean countries. The teams will constructa wind turbine generator and work together toguess the cost of their power. The challengecan include design, science, maths andcommunication elements. This session links in with the nation curriculumin the following ways: KS3

KS4

Gatsby Benchmarks

A BUG’S LIFE!E n v i r o n m e n t a l S c i e n c e s



Compare and contrast different animals. Recognise that environments can change andthat this can sometimes pose dangers to livingthings .Ask relevant questions and using different typesof scientific enquiries to answer them.

Linking curriculum learning to careers. Addressing the needs of each pupil.Encounters with Further and Higher Education.

Allow your students to explore the wonders of thenatural world right on their doorstep! In the first partof this workshop, your students will touch uponanimal classification and learn about commongarden critters and their important roles in theenvironment. In the second half, the class willcollectively design and construct a series of wildlifehomes for your school garden, such mini-beastmansions, hedgehog homes, and bee beds.Incorporating learning in natural environments hasbeen found to positively influence children’sachievements in maths, reading, science, and socialstudies, whereas creating greener schoolenvironments has been linked with enhanced motorskills and physiological restoration. This session links in with the nation curriculum inthe following ways: KS2

Gatsby Benchmarks

FANTASTICFOSSILS

Describe in simple terms how fossils are formed whenthings that have lived are trapped within rock.

Making systematic and careful observations.

Reporting on findings from enquiries, including oralexplanations of results and conclusions.

Identifying differences, similarities or changes relatedto simple scientific ideas and processes.

Concern for accuracy, precision, repeatability, andreproducibility

Make careful observations and take accuratemeasurements using units, as well as a range ofequipment.

Use scientific evidence to answer questions andsupport findings.

Addressing the needs of each pupil.Encounters with Further and Higher Education.

We will become paleontologists in this session by taking alook at the geological world of fossils. We will be learningabout what needs to happen for a fossil to be made;taking a look at some real-lifefossils; using maths to determine dinosaur movements;and then we’ll be making our own mold and cast fossilsthat you can keep and take home with you! This session links in with the nation curriculum in thefollowing ways: KS2

KS3 & KS4

Gatsby Benchmarks

G e o l o g y



Setting up simple practical enquiries,comparative and fair tests.

Gathering, recording, classifying and presentingdata in a variety of ways to help in answeringquestions.

Reporting on findings from enquiries, includingoral explanations of results and conclusions.

Using results to draw simple conclusions, makepredictions for new values, suggestimprovements and raise further questions.

Addressing the needs of each pupil.Encounters with Further and Higher Education.

In this session, student's will take a look at theconcept of forces, and how they affect themovement of objects. We will be using pulling andpushing forces, as well as observing how dragforces and affect a moving object. Students willalso observe how magnets affect one another, andlearn about south and north poles, and how theyattract and repel each other. This session links in with the nation curriculum inthe following ways: KS2

Gatsby Benchmarks

FORCES ANDMAGNETSP h y s i c s



MISSIONTRANSMISSIONM i c r o b i o l o g y S h o w

This show will generate a socially constructiveenvironment that will promote direct incidentallearning opportunities through informal scienceeducation in the microbiology subject area thatare directly relevant to and supports GCSE and A-Level biology curriculum which may lead to anincrease attainment – Please ask if mapping tothe current curriculum is required. Introduction to the role of the individual in publichealth and the social responsibility participantshave to others. Introduction to the aspirational job role of theMicrobiologist and importance of study in highereducation to achieve the role and others in thehealthcare sector.

Mission transmission is an award winninginteractive lecture that uses audienceparticipation, exciting and sometimes disgusting onstage science demonstrations to introduceparticipants to the world of a microbiologist and thescience of microbiology. The main focus of thisshow is to explore not only the job role, but alsointroduce key concepts in the understanding ofmicrobial disease such as the different ways inwhich disease is transmitted, as well as theimportance of hand washing for disease control inthe community. Benefits to your audience:

Key Stage: 3, 4 and 5Capacity: On Request


A VOLATILE HISTORYOF CHEMISTRYC h e m i s t r y S h o w

This show will generate a socially constructiveenvironment that will promote direct andincidental learning opportunities through informalscience education in the chemistry subject areathat are directly relevant to and supports GCSEand A-Level chemistry curriculum which may leadto an increase attainment – Please ask ifmapping to the current curriculum is required.Promotion of questioning, engagement in thescience classroom and discussion of careers.A contextual position for chemistry learning thatwill help your young learners position theirknowledge.A directly inspirational and aspiration experiencefor young adults which is relevant to thoseparticularly in from a widening participationbackground as our team are local to the blackcountry and present an alternative to the socialnorms of the ‘scientist’.

Volatile history of chemistry is an interactive timetraveling adventure through the history of chemistry.Starting with Marie and Pierre Curie and ending withthe notable Robert Boyle using audienceparticipation and fantastic demonstrations of ourperformers will take the audience on an explosivejourney to learn about some of the most importantlaws of chemistry and the people that invented them. Benefits to your audience:

Key Stage: 3, 4 and 5Capacity: On Request


CONTACT US

From the Chemistry of Potions, to learning the first steps ofComputer Coding - we engage in a variety of workshops adapted

to all age groups (mainly Key Stage 2 through to Key Stage 5),focusing on a variety of STEM topics that are relevant and

curriculum-linked. We will also give you a teacher's pack with extraresources, so that learning can extend beyond our sessions.

To contact us, and to book one of our fantastic sessions:

Email: [email protected]

Website: https://www.wlv.ac.uk/schools-and-institutes/faculty-of-science-and-engineering/wlv-stem/stem-response-team/

Twitter: @STEMResponseWLV

Facebook: @STEMResponseTeamWLV

Instagram: @STEMResponseWLV

Did you want us to come to YOURschool/organisation?

Documents

THE ST M RESPONSE TEAM - University of Wolverhampton · Key Stage: 3 and 4 Capacity: 30 Students Price: On Request Email: [email protected] Understand the concept of genetics