Index to Volume 87 rhe continuing professional animal experimentation, with Democs displacement reactions demonstration dev elopment of science teachers: a (319) 8] (319) 56 discussion paper (318) 105 Animal Procedures Committee (2003) dissection (L) (318) 11 The effect of different experiences 319) 117 DNA structure and replication (318) 39 of environmental education on Animals (Scientific Procedures) Act Doppler effect, and outdoor physics environmental literacy (318) 53 (1986) (319) 105. 111 (320) 65 Che mysterious blue diode: linking inimals in laboratories (319) 105 Dr Hadwen Trust for Humane Research quantum and wave effects raises an animals in medical research (319) 91, (319) 117 anomalous result (320) 11 9 li] drought-resistant plants (318) 25 The role of evidence in the new KS4 replacement of (319) 115 Duchenne muscular dystrophy (319) 97 National Curriculum for England and inimals in safety testing (319) 99 the AQA specifications (321) 29 APECS (321) 52. 98 earth science in textbooks (318) 95 The student review of the science Archimedes principles (318) 18 earth science, outdoors (320) 53 curriculum (318) 83 ASCEND project (321) 97 ecosystems and energy transfer (320) 5 rhe Survival Game: teaching ecology ASPA (319) 105, 111 through role-play (320) 75 electricity, case study ( 321) 65, 70 bead model, in molecular biology electrostatics (318) 22 The value of outdoor learning evidence from research in the UK 318) 39 energy, and outdoor physics (320) 63 and , elsewhere (320) 107 biomedical research (319) 91, 97 engineers, case studies (321) 107 Twenty first century pollution BMAT, BioMedical Admissions Test environment, and chemistry (320) 23 detectives 20) 113 environment, Education in Chemistry boiling water, modelling (321) 92 series { 32 ) 30 northodox ways of teaching physics bond energies, interhalogens ( environmental education (318) 53 making use of your surroundings ESEU (320) 53 acti (318) 25 320) 61 Euro Space Centre (320) | roject, chemistry (32 sing a bead model to teach A-level evidence, concepts of (321) 30 molecular biology (318) 39 >, and Survival Game (32( sing scientists to inspire pupils Faraday (319) 31 through ‘ideas and evidence carbon dioxide, monitoring levels of female chemists, outstanding (319) 12 07 320) 41 field guides (319) 66 sing self-questioning to promote case studies, teacher training (32 fieldwork (320) 21 pupils’ process skills thinking (321) hemistry outdoors (320) 23 holly (320) 85 hocolate factory, Doppler effect (319 holly leaf miner (320) 91 S 4 in school grounds (320) 99 Virtual reality modelling language rcuit faults (319) 30 research results (320) 107 VRMI in chemistry (319) 45 limate change, and CO, monitoring river pollution (320) 33 20) 41 food chains, and holly leaf miner (320) WWhaartn incga n beslelcso nd(a3r1y8) 2p4u pils gain if they O, sensor and datalogs 9] ollaborative CPD (321)8 food webs (320) 75 are involved in primary transfer 3182) 75 compmomsutn,i tya nd ofd aptraalcotigcgee’r s (32( 312)0) ffooroctebsa, ll camsoed eslt ud(y3 19)( 3215) 6 69 What happened to the holly leaf miner? and outdoor chemistry (320) Franklin, Rosalind (319) 123 Studying real food chains (320) 91 Where is the science in agriculture? ynference planning, PEEP (318) 67 ( salapagos (320) 7 (318) 33 mvection currents, demonstrating Galton’s ‘law of unreason’ (319) 40 Why do we still use animals in medical 01) 14 genetics and Mendelian inheritance research? (319) 9] (319) 22 Working with multiple models (32 unrvseecwtoiornk , decmroitnisctirsam tioofn ((33211)9 ) 295 3 glass, and nuclear waste (318) 67 index Dy subject PPDD in (31s9c)i en1c4:e (Ll) earn(in3g2 0)c6 e:n t(rL)e s (3(32118)) 6 ggroauprhd sp lo(t3t1i9n) g 21( L) (318) 13 ~ 39 steps (319) 18 105 eray eyards as Outdoor resource (3 20) 25, 54 3Rs in animal experimentation (319) rater experiment (319) 55 ‘Harvest Mouse’ (319) 119 reationism (L) (321) 6 helpdesk (321) 7 ross-curricular activities (319) 58 active or passive '(L) (318)9 holly leaf miner (320) 91 adaptation, and holly (320) 83 Darwin (320) 7 holly, investigation (320) 83 agriculture and science teaching (318) Darwinism( L) (318) | ~ “How science works’, assessment of 33 dataloggers (320) 41, 69 (321) 29, 41 alleles, alien (319) 22 data-projection facilities (318) 59 human digestive system (319) 20 alleles, inheritance game (321) 9 Democs (319) 81 animal experimentation, UK demonstration experiments (319) 53 ICT in science lessons (319) 61 regulations (319) 85 diode, blue (320) 11 ideas and evidence, special issue (321) 141 School Science Review, June 2006, 87(321) Index to Volume 87 inheritance, game (321) 9 pupil-speak (318) 6 1dex Dy author initial teacher training, and ideas and quantum and wave effects (320) 1! Ackom-Mensah, K (318) 67 inneovviadteinocne (L) 321( 3»1485) 9 quantum theory demonstration (319) 54 Adey, P(L) (319) 14 quarries as outdoor resource (320) 55 international perspectives (319) 7 Ashelford. S (319) 40 Internet search (319) 61 reactivity series (319) 27 Aspray, E (321 Israel, environmental education (318 reactivity series, demonstration (319) Auty, G ( 318)2 53 56 relativity. teaching (L) (319) 11 Joliot-Curie, Irene (319) Baker. G J (319) 75 replacement of animal experiments (319) 115 Barley J ( 319) 105 Key2 7, S41t,a ge 45,3 N5a1t,i o6n3a l Strategy Bebbington, A (320) 83 river pollution (320) 3 Bell, H (319) 22 kidney failure (320) 119 science curriculum, student review Benefield, P (320) 107 KS4 National Curriculum (2006) (318) 83 Boo, H K (3 29.4 Borrows, P (320) 23 Science Days (321) 109 laborato. ry. design: (32311 \92 3 Science Learning Centres (318) Borthwick, D (319) 61 lateral inversion (319) 50 Science notes, special issue (319 Braund, M (3 LEDs, demonstrations (320) 11 scientific history (L) (321) 7 Campbell, B (321) 83 lichens as pollution indicators (320 scientists, case studies (321) 10 Cartwright, B (318 102 Secondary National Strategy (3 21) 27 Chapman, B (1 light. case study (321) 68 self-questioning. and process skills Cherny, f log piles, and dataloggers (32 321) 113 Chin, ¢ Lonsdale, Kathleen Yardley (319) 122 Sellafield (318) 72 Choi, M Y (320) 107 magnets, measuring strength of (319) sSEeP micon(dGuatcstbyo r Scidieondcees (E31n9h)a nc3e ment Cleave, C (319) 58 S rs,P (319) 61 mammal activity enquiry (320) 7 programme) (321) 27, 41, 45, 51 Cook, H (321) 83 marine life, recording (319) 75 sol6a3r. s8y3s.te9m7, case study (32 Cooke. V M (321)6 3 MarLIN, Marine Life Information solute potential, plan cells (3 de Trafford, T (321) 63 Network (319) 75 spirals ( 319) 58 Delpech R 320) 41 mdx mouse (319) 98 spouting can (L) (319) 12 Dennis. S (318) 18 mentor-trainee partnership (321) 46, 83 standing waves demonstration (319) 54 Dillon, J (320) 107 modelling in school science (321) 91 stationary waves (319) 47 molecular genetics, bead model (318) Eggleston, J (L) (32! STS. Science. Technology and Society VU 320) 119 Elise. M (L)(318)9 mountain board, and outdoor physics E rduran, S (321) 45 32>0 ) 67 sSuurcvcievsasli on Gapmleo ts(| 3 23020)) 751 01 Faux, D (321) 107 mouth gestiino (n319 ) 43 Fearn, F (320)6 9 taxonomy (319) 65 nature of science curriculum model Fenton, A (320) 19 textbook survey, earth science (318) 95 321) 66 , — 21 Fleming, A (318)9 5 The resourceful physics teacher (319 nature of science terms 3 1) 5] 53 Fox, K (321)9 New Economics Foundation 319) 81 Fr nd, P thermochemical cycles (321) 20 nuclear waste containment (318) 67 top-set pupils, and science terms Gibbs, K (319) Nuffield Council on Bioethics (2005) Glackin, M (32 419) 11 trainee teachers (321) 45, 51, 63, 83 Glaister, P (L) outdoor chemistry transfer, primary to secondary (318) 75 Gott, R (321)2 witdoor science, special issue ( 320) trees. and dataloggers (320) 72 Graham, B (318) 33 Graham, | (319)4 3 peer assessment ( 32] 16 uncertainty in school science Greaves, P (319) 99 PGCEs (321) 45. 51. 63. 83 Van de Graaff generator (318 Griffiths, T (319) 91 phosphorus(v) hydride (319) 44 Van de Graaff, demonstration (319) 53 photosynthesis and CO 320) 4] Hall, H (319) 21 variation, nature of (319) 40 physics, outdoors (320) 61, 65 veterinary science (319) 6 Harden, H (318)5 9 Plasticine boat demonstration (319) 55 Harris, F (318)2 4 VRML in chemistry (319) 45 pollution and lichen (320) 102 HillcS o(32x0), 7 5 pollution, and outdoor physics 320) 64 water testing (320) 34 Hoh, Y K (319) 121 pond enquiry (320) 70 weather, and outdoor physics (320) 61 Hoppé. J}( 321)20 ponds, investigations (320) 100 wire coat hangar demonstration (319) Howarth, S (320) 99 projectile motion (320) 21) 18 53 Hughes, P (320) 113 Pupils-as-Tutors project, (318) 75 YESITT project (321) 83 Jones M (320) 91 142 School Science Review, June 2006, 87(321) Index to Volume 87 Kennett, P (318) 95 Newman, C (319) 115 StaO (v318.) 53 Kinchin, I (318)6 : (319) 18 Norman, S (320) 91 StavRy (3,18 ) 39 King, ¢ (3195: 8(32)0) 53 Stout,G (321) 12 Ogborn, J (L) (319) 11 Swain, K (319) 61 Ladds, J (33 21) 83 Orton, R J J (319) 50 Lawrance L (321) 14 Osborne, ¢ : (320)6 Taber, K S (321) 26, 51, 63, 97 LeachJ, ( L) ¢ 321)6 TalCb (3o19)t 4,3, 44, 45 Lee. Y C (320) 119 Piggott, A (321) 23 Teamey, K (320) 107 Leigh. R (1 )(321)6 Potter, J C E (319) 47 Thomas, P H (319) 51 Lock, R (319) 56, 61: | 320) 21 Thompson, D (318) 95 LovriDc (3h20,) 7 Quail, T (321) 63 TilliS (n32g0), 2 1 Lowe, PJ (321)6 3 Reimert. W (L) (318)1 3 Tweats, R (321) 41 Lyal, C H C (319) 65 Reiss. M (318)8 3 Ventura, R (318) 53 MacDonald, A (321) 107 Richmond, J (319) 85 MaclInnes, I (319) 30: (320) 17: (321) Rickinson. M (320) 107 Walkington, A (321) 83 Is Riga, F (321) 97 Walsh, M (319) 85 Maloney, J (321) 75 Roberts, R (321) 29 Warren, J W (L) (321) 7 Marbach-Ad.G (318) 39 Robinson, V (319) 111 Weaver. N (320) 65 Millins, S (321) 63 Rotbain, Y (318) 39 Wells, D (319) 97 Minnican, N (319) 56 Sanders, D (320) 107 Wheeler, F (320) 61 Morris, M (320) 107 Sanderson, P (320) 33 White Rose University Consortium Morrison, L (318) 75 Team (318) 105 Selley. N (321) 91 Murray, | (318) 83 Simon, S (321) 75 Yip.D Y (318) 15 Slingsby, D (320) 21, 99 YogHe (v318.) 53 Needham, L (319) 27 Smith, K (319) 81 Needham, R (319) 20 Soulsby, Lord (319) 6 Zion, M (318)5 3 xe ARE YOU SEE THE BIG PICTURE? The Big Picture series - a post-16 teaching | resource exploring contemporary issues in stience. FREE for teachers and trainee teachers (lave hie 0r-| eve) «)(--) a NEW ISSUE ON SEX AND GENDER NOW AVAILABLE Previous issues on infectious diseases, obesity and nanoscience also available. T 020 7611 8651 E [email protected] www.wellcome.ac.uk/bigpicture Quote order reference SSRO506 143 School Science Review, June 2006, 87(321)