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The new version of the website will be released in December 2014. The next issue of Science in School, issue 31, will be published in February 2015. 

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Highlighted articles

Dudley Shallcross, Tim Harrison, Steve Henshaw and Linda Sellou offer chemistry and physics experiments harnessing alternative energy sources, such as non-fossil fuels.


Earthquakes, global climate or the placement of wind farms – with the help of geographic information systems, these can all be investigated dynamically in the classroom. Joseph Kerski describes how.

Teaching science at primary school can be a challenge. At La main à la pâte, Samuel Lellouch and David Jasmin send university students to support primary-school teachers. Why not try two of their activities in your classroom?

Winfried Weissenhorn’s group at the European Molecular Biology Laboratory in Grenoble, France, has uncovered a possible way to tackle a range of dangerous viruses –by trapping them inside their cocoons. Claire Ainsworth investigates.

Matthias Mallmann from NanoBioNet eV explains what nanotechnology really is, and offers two nano-experiments for the classroom.

Halina Stanley from the American School in Grenoble, France, reviews some of her favourite ‘ask a scientist’ websites in English and French.

Thanks to the help of many readers throughout Europe, we can also draw your attention to sites in Croat, Danish, Finnish, Hungarian, Norwegian, Portuguese, Russian and Serbian.


When we cool something below its freezing point, it solidifies – at least, that’s what we expect. Tobias Schülli investigates why this is not always the case.

Karen Bultitude introduces a set of simple, fun and memorable demonstrations using everyday ingredients to explain meteorological phenomena.


Matt Kaplan investigates the horrors that dwell within us – should we be changing our view of them?

Herbi Dreiner and Tobias Strehlau describe how a university physics show inspired a secondary-school teacher and his students to perform their own school physics show. Why not try it in your school?

Tobias Kirschbaum and Ulrich Janzen

Chinese dragons that predict earthquakes? Waves of glowing jelly babies? Earthquake-proof spaghetti? Physics teachers Tobias Kirschbaum and Ulrich Janzen explain how they teach geophysics.

By Susan Watt


Civil engineer John Burland talks about the perils and practicalities of supporting some of the world’s most iconic buildings.

Life has a funny habit of turning out quite differently from what you expect. Take Christian Mellwig, for example. He explains to Vienna Leigh that he was determined that, whatever path he took in life, it wouldn’t be teaching.

By Enrique García-García, Yahya Moubarak Meziani, Jesús Enrique Velázquez-Pérez and Jaime Calvo-Gallego


With oil reserves running out, silicon solar cells offer an alternative source of energy. How do they work and how can we exploit their full potential?

Eleanor Hayes, Holger Maul and Nele Freerksen investigate why folic acid is an essential component of your students’ diet – now and for a future healthy family.


Laurence Reed and Jackie de Belleroche discuss schizophrenia – and how functional genomics could help to identify its causes.

Recycled DNA helix

Dionisios Karounias, Evanthia Papanikolaou and Athanasios Psarreas, from Greece, describe their innovative model of the DNA double helix – using empty bottles and cans!


Mendelian inheritance can be a tricky topic to teach, but Pat Tellinghuisen, Jennifer Sexton and Rachael Shevin’s memorable dragon-breeding game makes it easier to understand and remember.


Studying permafrost enables us to look not only into the past, but also into the future. Miguel Ángel de Pablo, Miguel Ramos, Gonçalo Vieira and Antonio Molina explain.


The brilliant yellows of van Gogh’s paintings are turning a nasty brown. Andrew Brown reveals how sophisticated X-ray techniques courtesy of the European Synchrotron Radiation Facility in Grenoble, France, can explain why.


In more than 20 European countries, teachers are sharing their inspiring teaching ideas with colleagues, students and the general public via Science on Stage. Eleanor Hayes reviews some of the recent events.

Do you enjoy the drama of science? The colour, the smells, the intricacies? Why not follow science teacher Bernhard Sturm’s suggestions: let your students bring yet more drama into the classroom by (re-)enacting science, to help them visualise and remember the lesson.


Renewable energy is not only important in the developed world; in developing countries, it may be a prerequisite to overcoming poverty. Marlene Rau introduces a teaching activity from Practical Action.

Michael Kaiser and Johannes Kienl from Austria, Alexander Joos and Johannes Burkart from Germany, and Thomas Wdowik from Poland receive their prizes

Stephen Parker from the European Commission describes a contest that demonstrates the truly astonishing achievements of some aspiring young scientists.

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Teaching science in the classroom is all very well, but wouldn’t it be wonderful to let your students learn for themselves what it’s really like to work in a research laboratory? Sooike Stoops from the Flanders Institute for Biotechnology (VIB), Belgium, describes a project that does just that!

EU Commissioner for Research Janez Potočnik (left) and Michel Destot, the Mayor of Grenoble (right), join in the fun in the Dutch Science Truck

Science on Stage 2 took place during the first week of April and brought together some of the best science teachers in Europe. Montserrat Capellas describes some memorable moments.

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Could spider silk be the answer to medical and military challenges? Giovanna Cicognani from the Institut Laue-Langevin and Montserrat Capellas from the European Synchrotron Radiation Facility, France, investigate Christian Riekel and Tilo Seydel


Teaching science in primary school can be challenging. Astrid Kaiser and Marlene Rau describe a rich source of online materials in three languages – and highlight some activities about oil and water.

Energy – why is it so important, where do we get it and how much do we use? Gieljan de Vries from the Dutch FOM-Institute for Plasma Physics Rijnhuizen investigates.


Dean Madden from the National Centre for Biotechnology Education at the University of Reading, UK, describes how DNA was discovered - and how it can be simply extracted in the classroom.

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