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In-school workshopsTeacher notes and worksheets
A PHYSICS OUTREACH SCHEMESCIENCE AMBASSADORS
AcknowledgementsThis resource was produced by the Institute of Physics as part of Stimulating Physics Network funded by the Department for Education and the Drayson Girls in Physics Pilot Project. We would also like to thank the Drayson Foundation for generous funding of the publication of these resources.
Contents of resource pack• Teacher notes and worksheets booklet
• Success Quote cards
• Two sets of Science Demo cards
• USB memory stick
Teacher notes and worksheets bookletOverview
Workshop 1: Success and Failure ...................... 4
Mindset Statements .........................................5
Workshop 2: Creativity & Problem Solving ......... 6
Creative Circles .................................................7
Workshop 3: Communication ............................ 8
Picture B ..........................................................9
Picture A...........................................................9
SCIENCE AMBASSADORS
OverviewResearch by the Institute of Physics shows that although girls outperform boys at GCSE, they lack confidence in their ability in physics and so are less likely to continue with the subject post-16. The Science Ambassadors scheme is designed to help build confidence through supporting students in the planning and delivery of physics-based outreach.
This pack contains three workshops to build resilience, develop creative thinking skills and provide practice in science communication.
Each workshop is designed to take 45 minutes. However, each can also be easily extended, shortened or spread over two sessions. Suggested timings are included both in these teaching notes and in the slides provided on the enclosed memory stick. The equipment required is either provided or should be readily available in schools.
Either before, or after completing these workshops the students should also attend a training day with Institute staff to further develop their skills.
Which students should take part?A female-only ambassador group is likely to have the greatest impact on the girls involved – a ‘safe space’ in which they can try things out. However, there are also benefits to a mixed sex group, provided that a good gender balance is maintained. Recruiting 11- to 14-year-olds is ideal, as they can remain involved as they get older by training up the next cohort of science ambassadors.
What type of outreach should the students do?The aim of the scheme is for the students to practice their planning and presentation skills, and to improve their confidence in discussing physics. Outreach for primary schools works well – the age gap is small and it helps support transition and relationships with feeder primary schools. Other options include parents’ evenings, science fairs, or to the general student population at lunchtime.
After the science ambassador training day, the students will be proficient in a number of physics demonstrations, all of which require minimal equipment. They will need some time and support in school to develop their ideas before completing the outreach activity.
Visit iop.org/genderbalance for further information and resources.
Suggested structure and timings
10 mins Success QuotesDisplay the nine Success Quotes Cards around the classroom. Ask each student to stand next to their favourite quote. Ask for three or four volunteers to discuss their choice.
15 mins Juggling Hand out three balls to each student. Ask them to juggle (do not provide any instructions)
After a few minutes, ask them to discuss in pairs. Were they successful? What criteria did they use to measure success?
Play the Step-by-Step Guide to Juggling video (provided on the slides). You may want to pause the video between each step.
Ask them to try juggling again.
Discuss in pairs again. Did they change their criteria for success?
The students should realise that learning to juggle three balls takes considerable practice. In the time provided a more realistic aim might be to master throwing and catching two balls.
15 mins Mindsets Handout the Mindset Statements and scissors. Ask your class to cut out the statements and sort into two piles:
1. Yes this sounds like me
2. No this does not sound like me
Introduce the idea of a growth mindset. Go through each of the cards and discuss whether each represents a fixed mindset or a growth mindset.
Based on the which pile they put each statement into, ask the students to reflect on whether they think that this means they have a growth or a fixed mindset (emphasise that they do not need to share their answers with the rest of the group unless they want to).
Discuss the benefits of adopting a growth mindset and how to change your mindset.
5 mins What does success mean to me?Ask the students to reflect on what they have learned about mindsets and write down their own success quote. Collect the quotes and put these up for classroom display.
Extension ideaAsk students to think of a time they made a mistake and reflect on what they have learned from it (you may want to share an example from your own experience to start the discussion).
Success and Failure
Workshop 1 | Teacher Notes
ObjectivesAfter this workshop students should:
• Recognise the difference between a growth and fixed mindset
• Be able to describe some of the benefits of adopting a growth mindset
Resources needed
• Workshop 1 slides (available on USB memory stick)
• Success Quotes cards (provided in this pack)
• Copy of Mindset Statements per student (see opposite page)
• Three juggling (or tennis) balls per student
SCIENCE AMBASSADORS
4
© C
opyr
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Inst
itute
of P
hysi
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016
Wor
ksho
p 1
| St
uden
t Wor
kshe
et
Min
dset
Sta
tem
ents
I enj
oy n
ew
chal
leng
es
I enj
oy w
atch
ing
my f
riend
s su
ccee
d
If so
meo
ne
says
I’ve
don
e so
met
hing
wr
ong,
I try
an
d im
prov
e ne
xt ti
me
Inte
llige
nce
is
fixed
. You
eith
er
can
do it
or y
ou
can’
t
If a
ques
tion
is
hard
I fee
l lik
e I’m
not
cle
ver
enou
gh
If I’m
not
na
tura
lly g
ood
at
som
ethi
ng
I giv
e up
If I g
et
ever
ythi
ng
right
I fee
l I
have
n’t l
earn
ed
anyt
hing
I kee
p try
ing
even
if I d
on’t
find
thin
gs e
asy
I use
my
teac
her’s
co
mm
ents
to
try a
nd im
prov
e m
y wor
k
If I d
o ba
dly i
n a
test
, I k
now
I ne
ed to
stu
dy
hard
er
I los
e
confi
denc
e
if I f
ail
Whe
n I’m
giv
en
work
that
is to
o ha
rd I g
ive
up
If I g
et s
tuck
on
a q
uest
ion,
I m
ove
on
I wor
ry a
bout
gi
ving
the
wron
g an
swer
in
cla
ss
I lik
e to
get
th
ings
righ
t fir
st ti
me
I don
’t m
ind
mak
ing
m
ista
kes
If m
y frie
nds
succ
eed
I try
to
do
bette
r th
an th
em
I try
har
der a
t su
bjec
ts th
at
I am
bad
at s
o th
at I c
an g
et
bette
r
If I g
et 1
00%
rig
ht th
en
I’m h
appy
I go
over
m
ista
kes
until
I can
un
ders
tand
th
em
I sho
uld
get i
t rig
ht fi
rst t
ime.
I sho
uldn
’t m
ake
mis
take
s
SC
IEN
CE
AMBASSADORS
Suggested structure and timings
10 mins Circles worksheetHand out the Circles Worksheet. Ask them to draw as many objects as possible using the circles provided (eg, a pizza, tomato, clock, football, wheel etc.). Compare and discuss in pairs.
10 mins What is creative thinking? Hand out mini-whiteboards (or paper). Still working in pairs, ask your class to write down the traits they think characterise creative thinking.
Students are likely to focus on situations such as drawing a picture in an art lesson. Emphasise that creativity is not just about being ‘arty’ and encourage them to think of other instances in which they have come up with a new idea or a solution to a problem.
Collect ideas and discuss.
Use the slides to discuss ways of developing their own creative thinking skills including techniques such as brainstorming.
25 mins Improve a pencil Working in groups of three or four, ask the students to develop an idea for improving a pencil using a three-step process:
1. Brainstorming
2. Shortlisting two or three ideas to take forward
3. Developing one idea into a more complete proposal.
Time each step to last five minutes.
End by asking each group to share their shortlist before explaining how they chose their final idea and how it might work/be built.
Extension ideaAsk each team to identify one challenge they face in everyday life (eg, carrying heavy books to school) and use the same three step process (brainstorm, shortlist and develop) to arrive at a solution.
Creativity & Problem Solving
Workshop 2 | Teacher Notes
ObjectivesAfter this workshop students should be able to:
• List some of the traits that exemplify creative thinking
• Apply brainstorming techniques to a real-life problem/situation
Resources needed
• Workshop 2 slides (available on USB memory stick)
• Two copies of Circles Worksheet per student (see opposite page)
• Mini whiteboards and markers OR paper and pens
SCIENCE AMBASSADORS
6
© C
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itute
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Wor
ksho
p 2
| St
uden
t Wor
kshe
et
Crea
tive
Circ
les
SC
IEN
CE
AMBASSADORS
Communication
Workshop 3 | Teacher Notes
ObjectivesAfter this workshop students should be able to:
• Evaluate the effectiveness of giving and receiving instructions by different methods
• Carry out simple science demonstrations and communicate the science involved
Resources needed
• Workshop 3 slides (available on USB memory stick)
• One copy of the Picture Handout per pair of students (see opposite page)
• Mini whiteboards and markers OR paper and pens
• One Science Demo card per pair of students (cards provided in this pack)
• Equipment for students to carry out the science demonstration activities (see page 10)
• Cloths/paper towels (to mop up any spillages)
Suggested structure and timings
10 mins Describe and draw Pair up the students; ask them to sit back-to-back. Hand out Picture A to one partner (the describer) and the mini whiteboard/paper to the other (the drawer).
Explain that the drawer should attempt to reproduce what is on the describer’s card without seeing it. Emphasise that the describer must not say what the overall picture is (in this case a snowman), they can only describe the simpler shapes that make up the image (ie the circles and triangle).
After a few minutes ask them to compare and discuss what challenges they faced.
Swap roles. The drawer becomes the describer. Hand out Picture B to the new describer and repeat.
30 mins Science demoExplain that they will be working in teams of two and hand out one Science Demo card per pair of students. Ask each team to learn how to perform the demonstration on their card.
Some of the activities take longer to learn than others. Remind those that struggle of the advantages of adopting a growth mindset (refer back to the first workshop on success and failure if required).
Once they have mastered their demonstration, each team should find another team that has learned a different one and teach the other how to do theirs. Repeat, each time one team seeking out another who has practiced a different demonstration and swapping explanations.
After twenty minutes ask each pair of students to choose one demonstration and present it and the associated science to the rest of the group.
5 mins Top tip for outreach
As a group, discuss what they thought was the most effective way to communicate. Was it by using diagrams, being told, being shown or trying for themselves? What would their top tip be for a future team doing a science demo activity?
Extension ideaAsk students to construct their own pictures (using simple shapes) and repeat the “describe and draw” activity.
SCIENCE AMBASSADORS
8
© C
opyr
ight
Inst
itute
of P
hysi
cs 2
016
© C
opyr
ight
Inst
itute
of P
hysi
cs 2
016
Pict
ure
ASi
t bac
k to
bac
k wi
th yo
ur p
artn
er. D
o no
t sho
w th
e ca
rd to
your
par
tner
or s
ay
what
the
over
all p
ictu
re is
(i.e
. do
not t
ell t
hem
the
pict
ure
is o
f a sn
owm
an).
Desc
ribe
the
shap
e to
your
par
tner
who
will
try a
nd d
raw
it.
Pict
ure
BSi
t bac
k to
bac
k wi
th yo
ur p
artn
er. D
o no
t sho
w th
e ca
rd to
your
par
tner
or
say w
hat t
he o
vera
ll pi
ctur
e is
(i.e
. do
not t
ell t
hem
the
pict
ure
is o
f a b
oat).
De
scrib
e th
e sh
ape
to yo
ur p
artn
er w
ho w
ill tr
y and
dra
w it.
Wor
ksho
p 3
| Pi
ctur
e Ha
ndou
t
Inst
ruct
ions
: Pro
vide
one
cop
y per
pai
r of s
tude
nts.
Cut
out
pic
ture
A a
nd B
bef
ore
runn
ing
work
shop
3.
SC
IEN
CE
AMBASSADORS
Workshop 3 | Teacher Notes
Equipment for science demonstrationsSix Science Demo cards are provided in this pack. The equipment required for each is listed below.
Science demo card Equipment needed (per card)
A. Paperclip afloat Paperclip, bowl, water, washing up liquid, a tissue
B. Fork balancer Tall glass or beaker, two identical forks, toothpick
C. Book launch A book (eg, text book), a piece of paper the same size as the book
D. Reappearing coin Coin, mug, jug of water, blu tack/Plasticine
E. Cup trick Two identical plastic cups (thin disposable kind)
F. Reversing glass Glass of water, paper, marker pen
To offer some flexibility, two copies of each card are provided in this pack. For larger groups you will need to multiply up equipment amounts so that each pair of students can work on at least one demonstration at any given time.
10
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Printed December 2016
