Showing 10 results from a total of 319
Systems biology is one of the fastest growing fields in the life sciences. But what is it all about? And does it have a place in the classroom? Les Grivell from the European Molecular Biology Organization (EMBO) in Heidelberg, Germany, investigates.
Ages: 16-19;
Beat Blattmann and Patrick Sticher from the University of Zürich, Switzerland, explain the science behind protein crystallography and provide a protocol for growing your own crystals from protein – an essential method used by scientists to determine protein structures.
Ages: 16-19;
Catching the influenza virus can be more than just a nuisance: these pathogens have caused the most deadly pandemic in recent history. Claire Ainsworth investigates how scientists are working to prevent it happening again.
Ages: 16-19;
Schistosomiasis is the second most socioeconomically devastating parasitic disease after malaria. Alan Wilson and Stuart Haslam investigate new ways to combat the parasite – taking advantage of its sugar coating.
Ages: 16-19;
Matthias Mallmann from NanoBioNet eV explains what nanotechnology really is, and offers two nano-experiments for the classroom.
Ages: 14-16, 16-19;
Sue Johnson from the Institute of Education, London University, UK, introduces the Plant Scientists Investigate project, and presents three plant-related activities for primary-school children. Compare the carbon dioxide concentrations of inhaled and exhaled air, visualise your own oxygen…
Ages: <11;
Dean Madden from the National Centre for Biotechnology Education (NCBE), University of Reading, UK, suggests an experiment to make lactose-free milk – useful both for cats and for the 75% of the world’s human population that are intolerant to this type of sugar.
Ages: 14-16, 16-19;
Mico Tatalovic from the University of Cambridge, UK, investigates the private lives of meerkats. Why do these small carnivores live in groups? Why do they feed each other’s pups, dig together and guard each other? And what makes a really good sentinel?
Ages: 14-16, 16-19;
Climate change is nothing new. Caitlin Sedwick describes how a computer model is helping scientists to explain the extinction of the woolly mammoth.
Ages: 16-19;
Anna Lorenc from the Volvox project explains the importance of the enzyme urease and presents a protocol to demonstrate urease activity in the classroom.
Ages: 14-16, 16-19;
| Issue 11
Systems biology in the classroom?
Topics: Biology
| Issue 11
Growing crystals from protein
Topics: Physics, Biology, Chemistry
| Issue 11
Outmanoeuvering influenza’s tricks
Topics: Biology
| Issue 11
Sugary insights into worm parasite infections
Topics: Biology, Health
| Issue 10
Nanotechnology in school
Topics: Physics, Biology, Chemistry, Engineering
| Issue 10
Planting ideas: climate-change activities for primary school
Topics: Biology, Chemistry
| Issue 10
Better milk for cats: immobilised lactase used to make lactose-reduced milk
Topics: Biology, Chemistry
| Issue 10
Sentinels: meerkat superheroes
Topics: Biology
| Issue 9
What killed the woolly mammoth?
Topics: Biology, Earth science
| Issue 9
Investigating the action of urease
Topics: Biology, Chemistry
