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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

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Alexandre Lewalle from King’s College, London, UK, pushes back the frontiers of our knowledge of motors – at the molecular level.

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When we sleep, are we just passively recovering from a hard day, or is there something more going on? Angelika Börsch-Haubold considers the implications of some intriguing research – was her grandmother right all along? Test the scientists’ conclusions for yourself!

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In Issue 3 of Science in School we invited you to join an international competition for school students and Catch a Star! Later, some of you helped to select winners by voting online for your favourite pictures. Douglas Pierce-Price from

Work at sea is varied and often multidisciplinary

Bringing marine science into the classroom can be challenging work for teachers. So why not take the classroom – and the teachers – to sea? Vikki Gunn’s Classroom@Sea project does just that.

School students visit a Masai Mara village

With the help of enthusiastic school students and scientists, the Dutch school competition ‘Imagine’ supports the sustainable production of biodiesel in Mozambique, avocado oil in Kenya and the colorant byxine in Surinam. Daan Schuurbiers and Marije Blomjous, from the Foundation Imagine Life


Friedlinde Krotscheck describes how she used a cutting-edge science article from Science in School as the main focus of a teaching unit on the human body.

Logo of CyberMentor

Germany, like many other European countries, has difficulties attracting women into science. Diana Schimke from the University of Ulm, is working improve matters by putting schoolgirls directly in contact with women scientists.

Logo of Petnica Science Center

Srdjan Verbic tells the story of the Petnica Science Center, which brings enthusiastic students (and teachers) from across Europe to a village in Serbia, where together they discover the joy and fascination of science.

DNA Labs

Ever wished you could borrow a PCR machine for your lessons? And perhaps an expert to show your students how to use it? Marc van Mil introduces DNA labs that bring genomics directly to the classroom.

The author, Isabella Marini, and her students at the Liceo Scientifico Ulisse Dini, Pisa

Why are enzymes so special? How do they differ from inorganic catalysts? Isabella Marini from the University of Pisa, Italy, describes a classroom protocol to enable students to answer these questions for themselves.

By Panteleimon Bazanos


Did you know that you can use old hi-fi speakers to detect earthquakes? And also carry out some simple earthquake experiments in the classroom? Here’s how.

By Oren Harman


Does true altruism exist? And can science provide the answer?


What if you could witness the development of a new life, taking your time to study every detail, every single cell, from every angle, moment by moment? Sonia Furtado talks to the scientists who made this possible by creating a digital zebrafish embryo.


Keen to save the world? Andy Newsam and Chris Leigh from the UK’s National Schools’ Observatory introduce an activity where you can potentially do just that: by detecting real asteroids – which may be heading for Earth.

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

In Chapter 7 of his book, Uncle Tungsten: Memories of a Chemical Boyhood, Oliver Sacks recalls his discovery of the delights of chemistry.


Hydrogen may be the fuel of the future, but how can we produce it sustainably? Karin Willquist explains.

By Monica Turner


Having difficulties explaining black holes to your students? Why not try these simple activities in the classroom?


Did you realise that fireworks cause measurable air pollution? Tim Harrison and Dudley Shallcross from Bristol University, UK, explain how to investigate atmospheric pollutants in class.

By Sonia Furtado Neves, EMBL


Why does meiosis so often go wrong? And what are the consequences?

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!

By Clare van der Willigen


Why do giant redwoods grow so tall and then stop? It all has to do with how high water can travel up their branches.

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.

More than the average number of ears?

Do you have more than the average number of ears? Is your salary lower than average? When will the next bus arrive? Ben Parker attempts to convince us of the value of statistics – when used correctly.


Men and women react differently to humour. Allan Reiss tells Eleanor Hayes why this is news.

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

By Jérôme Ganne and Vincent de Andrade


Studying the chemical composition of some of the planet’s oldest rocks has revolutionised our understanding of how our continents formed.


How does cancer develop, and how can geneticists tell that a cell is cancerous? This teaching activity developed by the Communication and Public Engagement team from the Wellcome Trust Sanger Institute, UK, answers these and other related questions.

By Marissa Rosenberg from EU Universe Awareness


During an eclipse, the Sun or the Moon seems to disappear. What is happening? Why not explore this fascinating phenomenon in the classroom, with an easy to build model?

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Isabel Plantier teaches biology and geology to 15-year-old students in Portugal. She has been teaching for 25 years and tells Sai Pathmanathan that time really does fly when you’re having fun.

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