Fair

Pupils virtually traveled around the Curonian Spit, created smart robots, participated in interactive tasks, explored QR codes, were encouraged to make and test hypotheses, experiment, create constructions, compare, measure and model. In creative activities, using already used items (i.e. a toothbrush, a toy car with remote control, etc) they recreated objects, and raised hypothetical questions about how to enable robotic helpers: a robot broom/painter/toy. In this way, we encouraged the children to develop attitudes towards sustainability, ecology. The project material includes attractive interdisciplinary integration worksheets for students, related to real-world issues, and guidelines for teacher.

Students will travel "Around the World in 80 days", helping Mr Fogg overcome obstacles, learning and applying different digital tools, along eight awesome sections of a MOOC aimed at the little ones! Students will be required to perform investiations and share them with peers, as well as learn how to use and apply different digital tools in their learning processes.

In this project we would like to firmly connect children with their everyday surroundings and to bring them closer to the phenomena of acoustics. Through clear and action-oriented experiments, the pupils investigate the properties of hearing, examine the formation and effects of vibrations and investigate which substances transmit sound. We solve the intriguing title question through a simple experiment. The material we have developed promotes the independence of students and discovery learning strategies. The pupils can link their findings with their own ears and the process of hearing. This material also contributes to vocabulary expansion and development of the pupils.

The Plastic Boat Project was designed to highlight our reliance on the use of plastics. We began with a curriculum day that saw every class survey how much plastic they used in a day. From there we decided as a school to cut down/ cut out 3 plastics we use and a boat became a symbol of our commitment to cut down on plastic use. Pupils looked at investigations on floating and sinking. From here they used their data to build a prototype boat in miniscale, building up in scale to a full scale boat for a teacher to race with.

Our project is an international project established to teach pre-school students STEM at an early age. It was carried out with a total of 19 pr-eschool teachers from TR, Estonia, LT, North Macedonia, LT and PL. Our project is a project that aims to both learn STEM and spend time in nature for pre-school students. We aimed for children to discover STEM that exists in nature. We worked in the project on some main topics: recycling, plants and water.

The aim of the project is to raise the student's interest and share the basic principles of electricity. The project requires: batteries, lamps, switches, etc. and "Learning guide" -based on the principle of self-learning and do-it-yourself teaching, which teaches the basic principles of electricity.
Students have created a model of a house with simple electric lights. The teacher is in the role of a facilitator. Students develop inquiry, problem solving, communication and creative skills.
And finally, the project takes into account the words of Benjamin Franklin "Tell me and I forget, teach me and I remember, involve me and I will learn".

The project stems from our fascination with what electricity is and what phenomena are associated with it. We started with simple experiments in electromagnetism. We presented and described them in the first part of our project. We then applied the knowledge gained to three research projects. We built a model of a power plant and generated electricity that way. We became curious about what affects the performance of our power plant. We wanted to transmit electricity. We used electromagnetic induction and investigated what it depends on. We were intrigued by how electricity could be used. We constructed a model of electric motor and checked how it works. We had a great time... and we still will.

How can we encourage boys to like school?
How can we make learning fun?
How can we support teachers in a skills-based approach?
Turn your (10-13 year-old) students into business apprentices!
This interdisciplinary kit includes a STEM challenge in the science/math section. The educational intent is to design a minigolf course by integrating mathematical concepts as well as the scientific notions of instrumentation, energy and strengths (including speed and friction) present on a minigolf course. This STEM challenge relates well to experimentation, learning and use of technology. Cross-curricular project 100% adapted to 21st-century learners!

Two well-known fairy tale stories, where the heroes do not use magical abilities, but help each other with physics experiments. The project motivates children of preschool or primary school age to physics and science. In an engaging way, through the inclusion of familiar fairy tales, it introduces or explains some of the physics phenomena around us and sparks further interest in exploration.

Our project aims to educate kids while playing. In the first part of the project, children visualize pandemic rules through physical experiments. They created various types of artworks and composed nursery rhymes related to the coronavirus. The second part of the project is closely related to the global social campaign "Everything will be fine", which brings optimism and positivity in difficult pandemic times. Inspired by that during the workshops we performed rainbow experiments (rainbow in a jar, moving water, etc.) The second phase of the project focused on introducing children to the physical phenomenon of the rainbow.

Why can't paper fly? There are different ways to make paper fly that keep kids entertained and let them learn something. How to make swallow, parachute, plane, boomerang, paper rocket or otherwise flying paper? Let's see.

Gingerbread House inc. is a project that tries to mimic a "real world"-project. This is an engaging project that is very affordable since you use inexpensive materials that you can find in the grocery store. It is also adaptable since you can choose to combine different parts of the project depending on how much time you have. Examples of problems pupils will have to solve by using their skills and knowledge in the STEM-based subjects:
- Make a dough recipe by trial and error.
- Construct blueprints in scale to be used as templates for the house parts.
- Decide on thickness of dough and time in the oven to get sturdy parts.
- Assemble the parts into a stable house.

In this nature and art project, eight students from grades 2, 4, 6 took part. Design and performance are based on the form of a classical symphony.
The aims of this project are getting to know the life and importance of bees in the ecosystem and promoting pro-ecological attitudes among students. The students created a spectacle: writing a script for a puppet show, making designs and models of bees in the form of dolls, creating and making elements of scenography, selection of music, performance in the convention of artistic theatre - a small theatre form showing the world of bees: "Symphony Bee" (part of the 4th symphony) - presentation of the performance on the forum and recording it as a video file.

What influence do children need NOT to stop exploring the world around them?
How to ask the RIGHT question to enhance the exploration?
Is it possible to make science more attractive based on the real-life context?
While using the topic „Characteristics of substances“, we will try to answer the above questions and mainly interest those who might not be keen on science. The age of the audience is not relevant – the enthusiasm of the teacher and their capability of involvement in the experiment is!

Project description: How can plants nourish themselves - after all, they don't eat like humans, animals? Yet they live and grow. This fascinating question became for the young ones the beginning of an extraordinary adventure in search of answers. Browsing books, watching movies, trying experiments resulted in the creation of this project. The project presents several experiments that illustrate the feeding process of plants. Experiences are explained as far as possible and with the project participants’ knowledge. The materials used are generally available in everyday life with a high proportion of recyclable materials, as well as plants and seeds.

The project is based on optical illusion, like any illusion of the sense of sight that leads us to perceive reality incorrectly. Our brain does not have enough capacity to handle the information that our eyes perceive and our mind must take shortcuts to perform an interpretation as logical as possible.
We explain to the students that our eyes can deceive us.
Example of some activities carried out: Thaumatrope, Neston Disc, Ames Room , Praxinoscope, Hidrogel and laser balls, 3D Glasses, Jastrow optical illusion, 90 Degree Corner mirror.
Achievements: It appears from the initial surprise and the illusion every time we face a new challenge and the way to doubt where before they did not doubt.

We present a science-discovery activity aimed at elementary school children. Kids are introduced to the scientific method and tackle gender bias in science. This involves visits at the elementary schools, an excursion to the university to perform small experiments and an exhibition at school for the families. Last year we had to adapt. We started from a simple question “How do birds survive the winter?” and by studying true (and somewhat crazy) answers that have been proposed throughout history we led the kids to think about the difference between belief and proof. Developing such scientific, poetic and fun workshops for primary school pupils is a useful way to fight the alternative facts epidemic.

The aim of the project is to introduce in schools the basic concepts of STEAM subjects in game contexts, preferring the application of IBL as a teaching methodology. It doesn’t pretend to give scientific demonstrations rather to develop critical, scientific and divergent thinking in learners by learning from practical applications with multiple interdisciplinary and transdisciplinary connections. Leonardo da Vinci was unknowingly a multifaceted user of STEAM materials, and therefore the title of the project: Leonardo loved STEAM. It is developed through a digital presentation that can also be reused and improved by each teacher by simply scanning a qr code: by teacher for teachers.

Increasing students’ interest to learn science has always been a challenging task for most secondary school teachers. It is well known that lots of STEM teachers don’t have enough experimental skills and knowledge for that. And another barrier is difficulties connected with remote teaching and learning. The project demonstrates some entertaining chemistry and physics hands-on experiments with detailed descriptions of how they can be used in the lessons. Some of them such as experiments with a medical mask, Global Warming Experiment, concerning heat and temperature: reefs, volcanoes, crystals - can be easily repeated and have been done with the accessible and low-cost materials.

The project starts with collecting questions about mirrors. The pupils discuss their answers in small groups.Teacher and pupils search for a partner country.The same tasks are made via Teams with the partner school and the pupils can compare their answers. The pupils play a mirror game and show their selfmade mirror artwork and periscopes via video so that ideas are shared. Pupils get mirror tasks at home. When pupils have learnt a lot, and they have tested their periscopes inside and outside, they plan an escape room with a story where they can survive with mirror knowledge and teamwork.

“Nature Answers" is a project for pre-school and primary school children that proposes 8 challenges related to global issues such as the need to save resources and how we protect ourselves from extreme temperatures, among others. Our children went to observe, listen, touch and explore nature in the school yard. They observed nature and tried to understand how it responds to these challenges. For instance, with bees and bubbles they learned how they save resources. STEAM activities were carried out, with very simple and low-cost material. Support was provided by science teachers who built a website with the information and a YouTube channel with instructional tutorials.

The study and discovery of the human body is vital in early childhood education.
In this project an approach to human biology is made using motivating methodologies such as inquiry (chemistry, physics), modelling (making models of organs with attractive and affordable materials) and the use of virtual reality and augmented reality (different apps , multimedia resources, markers, virtual reality glasses), as well as the use of simple ways to analyze statistical data (tables, graphs), promoting the healthy life habits of our little students.

Phileas Fogg in the 21st century is a STEAM, multidisciplinary, educational suggestion carried out by two teachers and their schools (primary and secondary school). Based on the classic book of Jules Verne "Around the world in 80 days", it was attempted, using inquiry-based activities (like finding scientific terms inside the book, time units game, compairing things needed for a trip in the 19th and the 21st century, 24-hour analog clock construction, placing Phileas Fogg on the globe and confute the flat Earth theory with an experiment) to deal with the rotation of the earth, the day and night cycle, the time zones and the technology evolution over the years.

Even elementary school pupils are able to understand the fire triangle. In our example, the focus lies more on fighting fires rather than on making fire, because the fire triangle is easier to understand from the extinguishing perspective.
The kids are asked to predict the outcome prior to each experiment. In various experiments ('Water-filled paper bag above a burning candle which will not ignite'/ 'Extinguishing a candle in a pot by covering it with an inflammable booklet'/…) the kids deprive a fire from just one of the 3 fire triangle elements at one time. They shall be able to explain their assumptions in each case based on the principles of the fire triangle.

This project is centred around the rich contexts available in children’s literature and how these can be used to give pupils a real purpose to their science learning. By taking inspiration from stories, and implementing drama strategies, children become real scientists, help well-known characters solve problems, and gain a greater awareness of STEM careers.

This project focus on cooperation between children of different ages and interests and students with special needs where pupils should make an effort to use their strong sides. The project tries to interconnect a wide variety of activities and different school subjects. It also lays stress on learning outside, for instance, some activities give an idea about the evolution of butterflies. This topic is divided into seven fundamental educational areas and eleven checkpoints which take place outdoor in the garden, park or forest.

Our online project is a clear example of complex approach. The aim of our investigations has become the Covid-19 pandemic itself. We consider pandemics in terms of natural sciences as well as in historical, technical and linguistic aspects. While completing the tasks, we used different approaches, starting with graphic interpretation, ending with measurements, through mobile apps. For implementing the project, we formed a questionnaire with 20 assignments. Most of the tasks correspond to the competence of the 6th grade (11-13 year-old) students. The best student solutions were included in the final version of the project. The teacher can use any assignment in practice and future projects.

The project integrates STEM subjects and demonstrates an innovative approach to the elaboration of creativity and competitive skills by means of hands-on experiments with Lego. During the project teachers engage pupils in STEM-based activities, provide them with better information and support them with knowledge useful for their future education. Considering the mechanism and the motion of the rocket model, pupils can inquire about the momentum conservation law in an original and entertaining way. They can also create and design their own rover robots.

The project dedicated to preschool children, depicted the story of how the universe was created as a result of the Big Bang up until the formation of the Milky Way Galaxy, the Solar System, including our planet Earth. The teacher's verbal tale was illustrated with a demonstration and simple experimentation performed by the children and the teachers. During the First Great Lesson, children learnt about: the phenomenon of molecular attraction, heat and cold, the phenomenon of melting, the properties of solids, liquids and gases. The project aimed to awaken the imagination and curiosity of a child, to inspire, encourage to search, to work independently, to experience and experiment.

Let us be inspired by the music of Antonio Vivaldi and choose the most beautiful season. Is it spring? Or summer? Autumn or winter? It doesn´t really matter. Each of them has its own charm/poetry and each of them can motivate us… So let´s play with the well-known experiments. We hope our contribution could inspire teachers especially in kindergarten or in primary school. But we know some older pupils are delighted to do it too.

The Magic World of Magnets project introduces students to magnets and magnetism, and develops the ability of logical, abstract and divergent thinking through the role of small researchers and creators. Using the work station method, students go through different tasks and experiments, which lead them to conclusions about the characteristic of magnets. Students write down their observations, discuss and coming to conclusion, which they present. At the end of each experiment, they consider where this characteristic could be applied in everyday life. Using of functional knowledge from physics and mathematics, they construct their architectural works of art with Geomag magnets. In the end, they have to solve the Escape room and if they are interested, they make their own toy at home using the magic of magnets.

Learning arrngements are complex mathematical tasks, which challenge communication, reasoning and problem solving. The learning arrangements of the “Cube-Box” invite children to active action and inquiry-based learning and contribute to the development of spatial ability by linking different levels of representation.
Our learning arrangements offer all children from 6 to 12 years motivating, action-oriented and challenging tasks and thus promote the joy of mathematics. They contain various materials for differentiation, language and media education and contribute to inclusive education in heterogeneous learning groups.

The project is intended for children from 6 to 18 years. During the project, children will try experiments with lemons and with the substances contained in lemons. In addition to instructions for the implementation of individual experiments with these substances, children are introduced to their basic physical and chemical properties. An important part is the connection of information not only from the fields of chemistry and physics, but also biology (lemon as a lemon fruit, the influence and importance of individual substances in human metabolism), geography (areas suitable for cultivation) and culinary (use of individual substances in food preparation).

When I started teaching programming in school I started with Bee-Bots. Soon, I discovered that most students did not understand what they were doing. They pressed and pressed the arrow buttons on the Bee-Bots until they reached some results, but they did not understand why they should press certain buttons and that they needed to think several steps ahead for it to be correct. Thus, I decided to take a step back in order to rethink and plan my teaching based on the basic concepts that I thought were important for the children to bring with them to complete the assignments. That´s how I becoame interested in unplugged programming.

English is becoming the most spoken, written and read language by science and scientists. Being the case, this project aims at pupils learning English for science and learn science to be more motivated to learn English. To celebrate the 50th anniversary of the Moon landing we wish to teach our students more about the natural satellite of our planet Earth, to improve their knowledge.

The quality of the air we breathe is a vitally important parameter to take into account to improve people's quality of life.
Thanks to this work, we have involved the little ones in a citizen science project that uses strawberry plants as indicators of air quality, since they are capable of fixing heavy metal particles in their hairs.
In addition, we have investigated the antioxidant properties of strawberries and evaluated their vitamin C content, comparing them with other fruits, soft drinks, vitamin complexes ... to know if this superpower was related to the uptake of heavy metals or not.

Flipped classroom is a mode in which students do research at home and solve unknown tasks in class. In this project the only prerequisite is the curiosity of the children. Pupils are divided into teams and the task is to design and explain a class lab experiment for the teacher to conclude. The students are free to choose what will be the hypothesis and what should be done to prove it. These are pro’s - the pupils learn how to form hypotheses and the requirements for their proof. Moreover, students learn the difficulties in experiment design and what can go wrong when given instructions. This not only helps remembering better but makes them more thoughtful when the roles are flipped back.

Astrobiology is a new science that tries to unveil the existence of life as we know it, beyond our planet. To do so, astrobiologists must combine different traditional sciences such as physics or biology to define first of all the concept of “living organism”, subsequently define the conditions for life to exist and finally develop the technology to be able to study it.
Astrobiology is in fact the guiding line that has allowed us to carry out several research projects in which primary school students follow the official science curriculum through multidisciplinary work whilst discovering the latest achievements in space exploration.

The aim of the project is to encourage high school students to verify, by experimental activity, how climate changes could cause the extinction of some species and the survival of more adaptable ones. In accordance with the IBL method, students were encouraged to think about changes able to cause new extinctions and afterwards to focus on an aspect in particular: an increase in exposure to ultraviolet solar rays. Lettuce seeds and plants and agar plates with Saccharomyces cultures were exposed to UV rays for different periods to see their effects. Tardigrades, known for their ability to survive extreme conditions, were isolated and observed under a light microscope.

The aim of this learning scenario is to explore an urban ecosystem of a city. Students investigate ecosystem services in Uppsala. They determine whether it acts as a nature-based solution (NBS) to challenges such as diminishing biodiversity, urban heat islands and urban decay. Although this project uses Uppsala as an example, it can be implemented using other cities and areas as a basis. Hydroponic cultivation is an example of ecosystem services in school. We 3D print material, grow plants and measure different parameters by using PASCO.

Flooding is becoming an increasingly frequent part of our lives. The goal is to enable pupils to visualise how water will behave in the landscape if we allow it to flood in places where we don't mind and how it will behave if, on the contrary, it all reaches built-up areas. The aim is also to show how to easily create a terrain model and how to print it out. In a simpler version, a ready to use river model can be downloaded and printed, while more advanced students can model their own riverbed. In any case, such a tool can also serve younger children to understand the behaviour of water in the landscape.

LED-lights are very energy efficient compared to incandescent lights. My experiments with LEDs are hands on. Students get a better understanding when the lab equipment is not too complicated and easy to use.
The experiments will help students understand that there is a connection between the color of the light emitted by the LED and the energy of the photons. But it also provides an opportunity to calculate a close value of Planck's constant. In addition, you can show what the spectrum of a white LED looks like as well as remove its phosphor and then show why the invention of blue LEDs was worth the Nobel Prize in 2014.

Our mission is to be a lifelong learning institution that aims to promote the development of a free, responsible and satisfied personality that is able to orientate in life and promote family integrity. During the classes we create a safe, interesting and exciting environment in which a student wants to work, learn, try and put into practice various IT, engineering technologies and business skills. An environment that teaches, supports, inspires, and unleashes creativity by nurturing a person who is able to manage their own, family, city, and state resources wisely. Develop a competency-based (in knowledge, skills and attitudes) and repeatable model of education.

Weather and Climate
Kahoot matching game: students identify what is weather and what is climate, using EO browser. How to use EO browser and other online satellite data and from https://aqicn.org/map/europe/. Groups of students gather data on different air pollutants. Data is collected from 2019, 2020 and 2021. Data is collected from multiple days, over many months of the years so an average can be ascertained, and a pattern can be identified. Students find that NO2 were higher in 2019 compared to 2020 and recognised that this coincided with the COVID-19 lockdown in IE. There were fewer days with high SO2 from March to July 2020 than 2019. Students looked at ways to change human habits.

Preserving the environment for future generations is a very important issue. What better way to address this than by getting them involved in a miniature boat building project where they will choose and compare different construction materials. For example, the students will look at the use of different materials and determine which one is produced at a high price on the environment. Also, the students will examine the negative aspects the use of these materials will have on the environment. The students will eventually construct a model boat which will be tested in a small swimming pool in class. They will be encouraged to add a propulsion system which will also be environmentally friendly.

Biomaking is part of an Erasmus+ project and its main objective is to promote the teaching of biotechnology in secondary education by building laboratory tools.
We have developed free software and hardware instruments like stirrers, Eppendorf tube centrifuge, bacteria incubator, thin film and agarose electrophoresis, colorimeter, flow camera and other useful equipment ready to build. Cheap materials, open software and hardware are the keys to make this project successful in Europe and Africa where we have tested with our partners from North Macedonia, LT, IT and Mozambique.

Biomimicry is the practice of applying lessons from nature to the invention of healthier, more sustainable technological solutions for people. During this project, students learn about the biomimicry design process, while studying interesting case studies of bio-inspired design. Several constructions were developed, including a wind tunnel (kingfisher’s beak – bullet train), a water channel (shark's scales – swimsuit), a wind turbine (humpback whale's tubercles - wind turbine blades) and much more, to facilitate deeper understanding of these examples through an inquiry-based learning approach, revealing at the same time the interaction of Biology with different STEM fields.

Our teaching project demonstrates the teaching method based on technology of bioplastic production. Students determine the speed of the decomposition process in the soil. They try to raise awareness in their community about living an eco-friendly lifestyle. Our students investigate the ecosystem of the local park for the presence of plastic (garbage) in the soil. During their research work an alternative to polymer - organic plastic has been created. This substance of organic origin can be made by hand; it can be used to make things that are used temporarily. It is an environmentally friendly material which is confirmed by the rapid period of decomposition in the soil.

L’Herminier Secondary School is strongly involved in sustainable development. In this context we have created a computer recycling workshop. The computers of the 80 secondary schools of the Var in the south of FR are changed approximately every 8 years thanks to the support of the Department. We recover these computers, refurbish them, and distribute them to students who have no access to the internet. This helps to reduce the digital divide, and these students will be able to access online courses, PRONOTE, do research requested by teachers, etc. ....
Some computers will also be distributed to associations. We sent five computers to a school in Burkina Faso last year.

My students wanted, helped by the NGO INTI, to set up 110 Economical Wood burner (CBE) in Tizi N'Oucheg in the High Atlas of Morocco before winter 2019. INTI provided them 3 models which they decided to test energic and ecological efficiency to make the best choice. However, because of their results, they decided to adapt their own model taking into account the advantages and disadvantages of each. Satisfied with its performance, they installed the first 110 Cookers 2.0 in October 2019. Thanks to their success, they decided to equip the other 400 households of the Ouchegs' tribe. 100 have already been distributed and 300 are going to be distributed by a new team that they formed.

Our students have participated in an international research project work within sustainable development with special focus on the melting of the glaciers in Antarctica and the Arctic. This research work has been a collaborative project between Asker upper secondary school, Institute for Research in Schools: IRIS, and University of Leeds / Centre for Polar Observation and Modelling, CPOM. Students have analysed Sentinel-1 satellite images from glaciers and measured the migration rate for the calving front of Thwaites Glacier and done detailed analysis of the motion of a giant icbergD-21B, floating in the Weddell Sea.

Tattoos are a cultural phenomenon that has been around for millennia. In the last decades, especially in northern Europe, they have become increasingly popular again and have taken their place in society. But what does ink that gets put under your skin with a needle have for possible consequences for your physical health and the way society perceives you?
The teaching unit “Chemistry under your skin” takes up the subject and lets the pupils embark on a short journey that sheds light on the economic, social and ecological role of tattoos, within the teaching tradition of Education for Sustainable Development (ESD), based on making a connection to the UN's Global Goal 3.

Drinking water is essential for our lives. How does it appear in our houses and how does it leave? Recently, there is less and less drinking water on our Earth. Why is it happening? How does it all relate to snow, ice and glaciers? Can we do something about it? Of course, yes.

The students studied the feasibility of a solar cooker to generate electricity. The objective was to build a device that can cook food and charge a phone battery at the same time.
They studied a Peltier module to understand how it works. In particular, they looked at the Seebeck effect.
They analysed the charging times of a mobile phone using three types of commercial chargers (wall charger, photovoltaic charger and Peltier module charger) which were purchased and made available by the partner.
The partnership with the CEA has enabled the provision of equipment and a meeting with Mr Avakian, a research engineer who provided support and advice to the students.

We have designed a practical work in which enzymes are bound to alginate bulbs. In this way enzymes can be separated from the substrate and product. We mimic the industrial process of making biofuel from waste. First the cellulose in used tissues is converted into glucose by using cellulase bound to the alginate bulbs. In the second step yeast uses the glucose to make ethanol.
The experiment is part of a bigger project that includes information on biofuel vs fossil fuel. The students design their own experiment which means they also learn how to do a scientific research project.
The project is also available on another subject: Working on lactose intolerance.

In our project, we applied bioeconomics in the classroom. We made sure that students come up with solutions to environmental problems. Vinegar making, paint making from plants, bio plastic making and electricity generation activities from plants were carried out by students. With our project, the design and engineering skills of the students have improved. According to the survey conducted at the end of the project, 97% of the students stated that they wanted to design products from plants. When the teacher survey results were examined, all the teachers stated that the students contributed to the project and received positive feedbacks about the project from the parents.

The target group of the project is 13–16-year-old students and its aim is to make ecologically safe bioplastics from starch, which can be used as a packaging material instead of polyethylene.
We have made a packaging material from starch easily and cheaply, which does not change the taste of the food, does not dry it too much and is impermeable to air. It also easily decomposes with water and microorganisms in the soil and is environmentally safe. We think that the obtained product is one of the alternative means of replacing synthetic materials with bioplastics.

There is a lot of debate and different approaches how to reduce greenhouse emissions from producing electrical energy. One of the goals of The European Commission is by 2030 to reduce EU greenhouse gas emissions by 55% compared to 1990 levels. In the presentation I willl discuss the nuclear fusion and the ITER project as a promising and ambitious project to produce self-efficient, green and reliable (not weather dependent) energy. The fusion energy will be reviewed as authentic task and where could be included in the chemistry curriculum.

Better air quality has significantly reduced the number of premature deaths in Europe over the past ten years, but despite the decline the European Environment Agency shows that almost all Europeans are still affected by air pollution, leading to around 400,000 premature deaths. Poor air quality affects human health, animals and the environment worldwide. The WHO has amended the guidelines, most of Europe no longer meets the set limit value. What is the current situation in your area, is the air 'healthy'? In this project, students will measure the amount of particulate matter concentrations using a sensor. Their data will be available in real-time on the internet.

Can starch also be used to manufacture packaging that meets different requirements? The starting material, corn or potato starch, is commercially available. The production of the basic recipe for the starch foil was carried out according to the trial-and-error principle (Research). Problems with the processing of the foil posed further questions to the group (Development). Contrary to the first hypotheses, the products with sugar were elastic, the foils with salt were hard and the solutions that contained oil had separated. For the basic question of the degradability of the developed foils, various "ecosystems" were designed in which the degradation by means of natural earth organisms was investigated.

The rubber band powered helicopter is a very useful school project suitable for a wide age range. The design brings out many intersections between technology and physics. The aim is to show pupils that it is necessary to have a science background to make a rigid lightweight structure that can fly easily and is stable and powerful. It is surprising to a large number of children how easy it is to build a propeller from a cotton bud, a PET bottle and a piece of wire. The finished helicopter is a useful tool for the physics classroom, showing the transformations of mechanical energy.

The interests of this project are to preserve the plant environment and to understand and study the functioning of plants through experimentation. The aim is to stabilise plants by artificial sap to create perpetual decorative objects (like a plant painting).
Is it possible to obtain a plant with a living appearance without feeding or maintaining it?
Firstly, we asked ourselves how to prove that a plant is alive with experiments on respiration, transpiration and growth. It followed work on how a plant feeds itself (root absorption) and design experimental protocols to make artificial sap and stabilise a plant

The fleeting beauty and spectacle of the snowflake and its formation fascinates scientists at any age. This is an exciting project which allows students to make their own snowflake formations in the lab using a plastic bottle method and simple everyday materials which is achievable anywhere in the world even where snow is not seen. The student's interest in climate change and its impact on the planet determined the direction of the project towards examining the impact of temperature, humidity and carbon dioxide levels as scientific indicators of climate change on snowflake formation. This has been developed using a freezer freefall snowflake method and Arduino electronic sensors to collect data.

This project is about a device that always rotates perpendicular to the rays of the sun and at the same time records the angles formed by the sun at the place where the device is set up. I developed it to be an easy-to-use laboratory tool for astrophysics, measuring the altitude, azimuth angles of the sun in real time in the schoolyard. In the age of information, we find on the internet either "diamonds" or "garbage" like nonsense about flat earth. One of the many ways we show children the scientifically correct truth is with experimental devices like the one I present here. Also, the photovoltaic panels that operate in their majority do not turn to the sun and thus have a loss of at least 20% of energy.

Using infrared cameras and thermometers the students do experiments to understand the greenhouse effect, albedo and insulation. The students are introduced to the EO Browser. They learn how the infrared wavelengths are added into satellite images to make scripts, that highlight global problems, e.g. deforestation. In 12 themes they are guided to do their own explorations.
The UN Sustainable Development Goals show ways to solve global problems. The students are trying to use ideas from this to suggest action to solve the problems they have explored.

This project presents multiple activities to support student learning across science and about sustainable development using games, toys and common kitchen chemicals. Friction and energy dissipation are explored through toy cars ramps and sandpaper. Electronics is examined through secret circuit boxes and morse code circuits. Sustainable food production is explored through simulating simple hydroponic farming on Mars. Green energy production is explored through wind turbines and solar-powered activities. The chemistry and forces in rockets are examined with simple film canister rockets. Simple DIY board games support learning in science and space exploration.

The game, developed on the Deck.Toys platform, is an interactive board game that has activities based on the 2030 UN Agenda. Step by step, pupils learn the contents, test their knowledge and acquire new competences. They discover how they concretely can change daily behaviours to reduce the environmental impact. In the final stage, they elaborate a personal reflection on their lifestyle and tell how they can contribute to protecting the environment. Students must complete all the activities to reach the next stage. This platform allows sharing the game easily: teachers can duplicate, modify and adapt it to their classes. It is also possible to adapt the activities gradually from the simplest to the complex ones. It is shareable via link, do a copy, customize the teaching activities and see the answers given by the children.

CO2 emissions and their reduction are part of the public debate. Our aim is to look at the problem from a different perspective: to what extent is it possible to capture the carbon dioxide which is already in the atmosphere? From this inquiry prompt, students investigate how much trees contribute to CO2 sequestration: a Fermi problem applied to the playground area near the school which we relate to the calculation of the volume of the trees. Kids measure the diameter and the height of trees using different methods, such as a NASA app which enables them to be part of a worldwide citizen science project. The activity is proposed to grade 7 but could be extended to a high school math curriculum.

In the project an update of a "catalogue" of exercises for the whole human body is developed. Participating in it, each student creates and shares products, such as types of sports equipment or games for fitness corners. The used materials are unusable and daily used products. The results of the work in a team of students and parents are the introduction in the education products like: "Remind me"; "Smile"; drawings made by "breathing exercises", implementation of physical laws, anatomical knowledge and motor activity. The project is universal and can be used by everyone at any time. Students develop practical, cognitive and creative skills and increase their scientific and health literacy.

The Fire Start Forecasting System was developed with the aim of providing up-to-date data to the residents of the Municipality of Saronikos, Attiki, GR, with regard to the probability of a wildfire incident. The system employs a microcontroller to collect local temperature, relative humidity and wind speed data in order to calculate the current Fire Danger Index (FDI) based on McArthur’s Mark 5 formula. The collected data and the calculated index are presented by an LCD display. The integration of a photovoltaic panel and a lithium-ion battery allows the system to operate autonomously without the need of an external power source.

Working collaboratively with sixth formers, STEM professionals and members of the local community, my school’s project has focussed on three sustainable development goals -2 zero hunger, 3 good health and well-being and 13 climate action. We have investigated if it is possible to grow food at our school all year round, reducing food miles, promoting healthy food choices and prompting scientific lines of enquiry. This project is relevant to students every-day life. Through innovative approaches it has encouraged a love of gardening, improved working scientifically skills and has had a positive impact with all children, particularly those with additional needs.

A number of technical devices are a part of our daily life. The demand for the greatest possible perfection, speed, and on the other hand also for ecology, safety and economy, means that things around us become more and more complex. They become "black boxes" that we do not understand.
The topic of the project are experiments with small electronics, various electrical appliances or components of electrical installations, which allow insight into the principles of their operation, as well as experiments using this technique to understand the basic laws of physics.

The present work intends to introduce students to the phenomenon of stroboscopy through a STEM teaching approach. Students study the free fall of a water droplet by using the storboscopic principles. By changing the frequency of the flashes of LEDs, they observe that water droplets "defy" the law of gravity. Thus, depending on the frequency of flashes, the drops might appear stationary or even move upwards. In addition to the low-cost construction and observation of this very impressive phenomena, students also take measurements and by using the free fall equations adapted to the problem data, they finally calculate the acceleration of gravity with very good accuracy.

This project is about the construction of a simple yet sensitive seismometer, that follows the design of the well-known AS-1 device. Aiming at simplicity, flexibility and economy, many improvements and innovations have been integrated into the device.
The students will be able to work like a real seismologist works and recognize the phenomena and understand the scientific principles on which the operation of the seismometer is based.

The theme is attention bringing, as it is not only interesting because of the innovations used, but also because of its real application possibilities. The smart greenhouse works automatically by lowering the temperatures, changing the levels of humidity, soil moisture, reading the levels of water capacity that it still has and watering the plants. By having a system that is mostly self-sufficient at growing the plants we can enable older people, or the disabled to have an easy-to-use garden in reach. Students designed a greenhouse frame, conducted research and experiments. An aesthetic version is currently being prototyped with the kids that we as a business would then provide to the public.

The paper deals with the levitation of low-density objects using an ultrasonic sensor. The author performs levitation using acoustic waves (sound), which are produced by ultrasonic sensors with a certain frequency. The goal is to create standing waves that will act against the gravitational force of the Earth acting downwards, which allows the object to levitate in the air. With the help of this experiment, the wavelength and subsequently the speed of sound can be measured. The levitating object makes visible what the average observer cannot see or hear.

The website phy6games.com is a collection of online physics games developed for distance learning during the Covid-19 pandemic, including the award winning “Albert vs Coronavirus” game. The players must use the laws of physics to defeat the coronavirus in a series of quizzes in the form of gamebooks or escape rooms, in which correct answers are mandatory to advance. Covered topics include special relativity, 1-d laws of motion, thermodynamics. Games can be saved and resumed at any time by creating an account on the website. All games are available in Italian and English.

Byte to bit explore is a project created by students, on the guidance of a physics teacher in their secondary school, Zenepe Dedja, only by coding with microbytes. As indicated in the title, these products are connected with each other by their main function, to explore their hometown with the help of technology. These products may also be used as an innovation in tourism, bringing into light “The futuristic tourism”. Overall, this project shows how we can bend and use technology according to our everyday needs, making our life easier.

My project concerns the presentation of an experimental device which allows the experimental study of the simple gravity pendulum.
With the help of this experimental device, students can study the dependence of the period of the simple gravity pendulum from the gravitational acceleration. This objective has been a challenge for a long time, since it is hard to find a practical way of changing the acceleration of gravity. The experimental setup to be presented, is relatively simple to construct and of very low economic cost. In addition to its basic purpose, it could also be used to teach relative motions, pseudo-forces, circular motion etc.

The app Earth Space Lab (www.earthspacelab.com) is designed especially for teaching the topic of the Earth as a planet at grammar or elementary schools (geography, physics). The application consists of individual learning objects – interactive 3D animations or the interactive map. The student is not just an observer, he or she can move the scene in various ways and set parameters – using and playing with the interactive apps leads to a better understanding of the topic. Earth Space Lab includes topics like revolution of the Earth, seasons, solar time, moon phases, eclipses, tides, distances and dimensions in the Solar System.

The basis of the project is the vision to build a WALL-E robot model from an American film. The robot is finally built as a kit from the simplest version with a wheeled chassis on the motherboard to which we can add more parts until we have a WALL-E robot on the wheel chassis as the final version with crawler chassis. This project will take us into a world where we will try to understand how devices work, understand them and learn to think about these things. The project deals mainly with technology, physics and partly with mathematics.

Since 2010 the technical branch of our vocational school has been working on several projects dealing with the topic "Energy-Harvesting". This describes the recovery of energy from sources such as motion, solar or hydroelectric energy and wind power. The current project focuses on the piezo effect. Our students are developing a floor that utilises the kinetic energy of pedestrians. This could be used in subway stations or department stores in order to generate energy for lighting. The students are involved in every step – starting with finding practical ideas, to building the sample themselves and finally presenting it.

This project is part of a scientific practice workshop set up in high school Chaplin. This workshop is open to all high school students of all levels. The project presented here aims to experience a real scientific project approach in designing a prototype based on an original idea (from the idea to the prototype including studies, the design, the realization and the communication). The idea is adopted and the creation of a mask plotter by reusing old DVD players.
Give a second life to our obsolete objects while responding to a real need: to make the wearing a more fun mask. This project carried out with the students was successfully presented to 2021 Engineering Sciences Olympics.

As part of the workshop of scientific practices which takes place on Wednesday afternoon with student volunteers, one of the activities consists in the manufacture and programming of robots. The success and interest of our students in this activity prompted us to organize a competition at the school called “Challenge Robotic”. The aim of this competition was to promote science and technology, as well as coding within our establishment. It unfolded in two parts: The labyrinth game and a board game that consists of different challenges to achieve in 5 minutes such as bricks that must be placed in a scale, a can to be placed in a trash can or a balloon to be popped.

The goal is to share educational tools in an easy way: using a fab lab to replicate them. During a training workshop session organized in my academic district with 14 other primary school teachers, we have learned how to use the fab lab. We had the opportunity to design and manufacture teaching games in mathematics. The games have been used in class of 3rd to 5th grade learners, and by colleagues teaching in kindergarten.
It was an inquiry-based training approach. We had to design and test different prototypes. If failed, we had to try again in order to improve our models.
Thus, we have been developing numerous skills during the project.

Presented here two novel research grade school geophysics projects. Both are low cost and sufficiently modular to allow students plenty of scope to amend, adapt and improve. One is a nano-Tesla magnetometer capable of observing changes in the solar wind 24/7 and sufficiently sensitive to alert to the likely onset of aurora. With Sol moving towards a peak in its solar cycle this is a timely project for pre-university students. Secondly an Infrasound monitor, again designed to run remotely 24/7 automatically uploading data plots to the user’s website. Infrasound is a little studied area of geophysics and original research may very well be possible here.

A graphing story is a classroom routine that develops students' knowledge of graphs and mathematical models. The idea is simple: students are shown a short film of an everyday event, such as a glass filling with water, a piece of salmon cooking in the oven, or a swing swinging back and forth. The students then sketch a graph of the event, e.g. how they think the height of the water, the temperature of the salmon or the speed of the swing changes with time. The students’ graphs become the starting point of a discussion where you can introduce important concepts such as slope, linear and exponential. The routine ends with the correct graph being shown.

This project aims to implement a multi-purpose measurement system suitable for student-centred laboratory experiments. The system enables acquisition, display and storage of data from a wide variety of high-accuracy but inexpensive sensors connected to the Raspberry Pi in order to measure particular physical quantities. In the graphical user interface of the open-source software package PhyPiDAQ, the students choose and edit configuration files of different sensors for measuring distance, current, or force. They select from a variety of representations and graphical features for the display of real-time data. An extensive range of recorded measurements may be interdisciplinary used in maths.

experiments. First, I would like to present our automated potential bath, which was also successful in the European Code League final. This would be followed by an automatic testing of the solar cells. We have developed an inexpensive photometer for chemists and biologists that can be controlled from a mobile phone. I’m introducing another mobile phone app coding in the AppInventor that sends real-time data from sensors built in our Android phone via a Bluetooth channel to a DataStreamer. At the end I will show some standing waves on fluorescent rubber string controlled with a mobile phone.

Production of hydrogen and oxygen in 50 mL syringes. Connection of the syringes and mixing of the right volumes to obtain a maximum explosion of soap bubbles.
Observation of the propulsion energy of small boxes according to the butane-oxygen mixture used.
Fuel cell: a controlled combustion.

Several simple models of mirror telescopes will be presented, which can be used for demonstration experiments on a magnetic board or during hands-on activities in the classroom. These models can be easily created with the help of 3D printing and several other tools.

My project is a series of lessons in how to teach text programming in elementary school years 7-9. I use a small educational robot to do this. The robot works like a bridge between the students and the programming and makes a good ground for inquiry-based work. The students get missions from me that they shall program the robot to do. The students work in pairs and the only way to succeed the missions is to work with inquiry thinking. Program the robot, try the program, evaluate the work and then discuss what they can change to make I better. I will show how to teach programming in a fun way, for a small cost and in a way that includes all the students in the classroom.

We developed an assignment that entails a 3-year educational curriculum where the students design, develop and code a robot with a microcomputer. They start with zero knowledge of design and coding and are free to choose a design which is close to their own personal experiences and interests. They learn how to program by trial and error. In the first year the robot consists of a LED and a step servo so that the robot can move 1 part. In the second year they again design a robot which consists of an IR and LDR sensor, LED, continuous servo and a step servo. The coding program has to contain an ‘if...then’ command. Designing according to their own interests is very motivational.

In the ESA 2019 CanSat satellite building competition, a team from the Reformed High School of Gödöllő (GRLSat) represented Hungary.
One self-designed sensor was an inertial acceleration sensor: two pressure sensors were placed at the bottom and top of a closed cylinder, and the two parts were separated by a mass-loaded flexible membrane. If the system has an axial acceleration, the pressure difference could be measured between the two parts which is connected to the acceleration. For this sensor a demonstration unit was developed with a mobile phone application to demonstrate the working.
A handheld “terrestrial” receiver for the satellite was also built, the devices can be teste on site.

The project will present some activities from the optional seminar "Selected Chapters in Physics" at high school Gymnázium, Prague 9, Špitálská 2. For example, a functional model of a Michelson interferometer created using 3D printing will be exhibited (instructions for the construction have already been published on the Internet). In addition, several experiments with UV and IR radiation, luminescence of liquids and the formation of Lichtenberger patterns will be presented. Furthermore, a multimedia CD that shows other experiments normally performed in the seminar (measuring bullet speed, experiments with liquid nitrogen, etc.) created by my students will be presented.

The aim of the current project was to stimulate students’ curiosity and let them understand nature through simple everyday examples using biomimicry. At the beginning the students were introduced to biomimicry. Moreover, the students understood the concept of biomimicry and then discovered its application through simple everyday examples. Then the students having in mind the new knowledge of biomimicry had to discover an organism that could be applied to biomimicry, or it is already being applied. In this project students choose to study the sunflower via valid web sources and discover through biology, physics, technology and geography the biomimicry use of sunflower.

The idea came to me one day, during the Covid-19 pandemic, trying to find a way to ensure the required distance between people as few people were respecting the new regulations. My idea was, how through technology we could do something to influence the maintenance of this safe distance between people. Without thinking twice, I sketched the idea and then I went to the store and bought the elements I would need. The next day the work started. The idea of this project is that through its sensors, maintaining the safe distance between people can be achieved easily. At the same time, it involves basic coding skills from which, each student can benefit.

Does the gondola of the "Freefall-Tower" in the amusement park really fall free? Are the forces acting during a roller coaster ride harmful to health?
Physics lessons can be designed realistically, digitally networked, thrilling and, above all, inexpensive with just a few resources. With the help of a free app, the schoolchildren in an amusement park become researchers themselves. You examine the rides against the background of physical issues - such as for example with regard to the forces acting there and the associated potential dangers. Quantitative data collection is linked with exploratory and emotional experiences and make physics lessons an unforgettable event.

Smart water meters send alarms of possible leaks inside houses. We have found a solution to forward these alarms as push notifications to a mobile app. Displaying water consumption comes as a bonus.
Three classes are involved: our plumbing class installs the meters, our computers and electronics class program the reading, processing, and forwarding of meter data to a cloud platform, and our information technology 2 class (general studies) programs the mobile app.
Communication from each meter is encrypted. In this joint project with our municipality, we will clarify individual rights to request insight to the encryption keys according to the Norwegian Personal Data Act (and GDPR).

The teachers challenged the 10th year students of the Vocational Course of Mechatronics to find solutions to the problems or situations created by the pandemic (disinfection, protection, distancing), which can be applied at school. Its objectives were: to know the functioning of the Arduino plate and sensors; study the electrical circuit required to connect the various components; use the sensors in the collection of information, control and execution of actions; know the programming language necessary for the collection of information, control and implementation of actions; solve pandemic-related problems in schools.

The technical solutions of our environment are modelled by the electronic modules of Makeblock Neuron Creative Lab Kit in our project. In each microproject, the description of the model, the interconnectivity of the electronic modules, the operational programme code and the functional environment of the model are presented. We use visual development environments for programming. The adaptations of these microprojects are offered to primary pupils aged 8-12. These pursuits incorporate several fields of knowledge and science such as environmental studies, technology and design, digital culture. Thus, it undoubtedly enhances the cooperation of educators.

Have you ever wondered what is the similarity between a bird and a train or a butterfly and a solar panel? The answer is biomimicry! It’s more than just a mere imitation of nature, it includes the technology and patents inspired by it as well. After looking into their environment to find technological solutions based on nature, the students have worked in teams to present various cases of biomimicry, with the application of ICT. In the second part of the project the students have conducted an experiment (the application of bioplastics / biopolymers) aiming to predict the problems that could arise in their project, as well as the advantages and the application of their bioplastic products.

This project includes the construction of two robotic arms of specific dimensions. The first is programmed so that when given the x, y, z coordinates and the orientation of an object in space, it can catch it. The resulting mathematical equations are coded with LabView software, and the results (angles sizes) are applied to the servos of the arm via an Arduino as a programmable interface. This code provides a solution, but there may be others. With the 2nd arm, students can manually find another solution with a different path, which is stored in the memory of an Arduino and can be read and lead the servos of joints to reproduce all the movements of the arm, also it can repeat it, continuously!

The workshop gives an idea about how to increase students’ motivation and interest in physics and make them study through the basic knowledge of robotics. To successfully integrate into the digital society, students need to be flexible, creative and able to work in collaboration with others. Inclusive education, adaptability, dynamics and problem-based learning are a must in 21st-century schools. Experimental exercises should be presented in a new and modern way, be relevant, intriguing and meet the students’ need of knowledge and skills. The training kits, used and demonstrated during the workshop, are developed and tested in our pedagogical practice and help the learning process in physics classes.

The aim of the project was to build a device to use the thermoelectric Seebeck effect to increase awareness of this phenomenon and the possibility of its application in practice. For example, charging a mobile phone or other USB devices.

It is impossible to imagine our life without communication. The most developed technology of that kind is a laser communication, created in the USA. Due to the low power of the pointer, it is defined as the safest for human health. Our teaching technique solves some communication problems between buildings where it is impossible to lay a cable. To test the laser connection, a device has been made that will transmit audio information by the laser beam. The students can investigate the transmission of sound through the green laser pointer. The experiments had been performed in light and dark times of the day and in different weather conditions (cloudy, clear, fog and rain).

We offer a series of experiments that can be done in class and tips to facilitate the learning of the abstract concept of radioactivity. Build a Geiger counter using an Arduino system. How can beer foam help understand radioactive decay? Or how to see particles using a cloud chamber.

The project was intended for seventh and eighth grade students, and the impetus for its emergence is the current epidemic of coronavirus. The outbreak of the SARS-CoV-2 virus pandemic revealed the importance of:
- additional education of students, teachers and professional associates on this issue
- promoting the value of human health and prevention of infectious diseases
- teaching on content related to biosafety and biosecurity.
Working on this project, I developed awareness of the importance of preventing the spread of various infectious diseases, regardless of the current pandemic, and how our responsible behaviour can help spread the disease, and I paid special attention to information in the media, teaching students about the dangers of the Internet. In conclusion, through this project, I developed a healthy attitude in students, as evidenced by numerous student works.
Students achieve the planned outcomes through research work, learning through problem solving, practical work, input, processing and analysis of data, making posters, presentations, participating in discussions, creative expression, solving quizzes and the like.

The Ždaňa Smart City project was realized thanks to the ENTER program that enabled to purchase sets of micro:bits and other HW that opened the gates to the world of STEM in an interesting and interactive way. We designed a model of a smart LEGO city programming micro:bits to control various devices and sensors. Pupils applied their knowledge related to biology, chemistry, physics, civics, traffic rules and music to design self-irrigation of plants, control wind turbine and fans, monitor air pollution, control traffic lights, alarms, barriers and lamps, play piano and build racing track. This way pupils learn how computer science and coding can help people in their real life.

Our project was created in response to unexpected outbreak of COVID19 and the spread of the pandemic around the world. Adults and children became anxious and confused in this uncertain situation… Therefore, we set ourselves the goal of telling kids about coronavirus pandemic. Through experiments, we have shown how to destroy the coronavirus and stay healthy.

This project focuses on the United Nation goal 13: Take urgent action to combat climate change and its impacts. First students will be introduced to oil geology. Students will learn to determine different rocks that are important for the formation and extraction of gas and oil. Students will match a short description of each rock with the correspondent rock. Second students will learn to create a model for the formation of faults to trap the oil and gas. Third they will extract oil from chalk cores. Finally, students will learn they can use their knowledge from oil geology to find suitable underground storage facilities for captured CO2.

In times of a pandemic, we need to improvise. If the school is closed does that mean that we need to forgo the classroom experiment? Of course not! The experiment just needs to be modified to accommodate what every student has at home. This project shows two types of experiments done in two different age groups - a science workshop for the youngest which was streamed all around the country at the same time and a series of classroom experiments in physical chemistry, thermochemistry and kinetics done with multiple classes of high school students in my school.

The project presents concrete examples of the involvement of simple robots in physics education and also develops cross-curricular relationships in synergy with information technology. Both demonstration and independent student experiments and activities are presented, especially in the field of kinematics, as well as the possibilities of using Ozobots in combination with the Arduino platform.

The meaningful use of digital technologies can enhance primary students' computational thinking capacity and equip them with 21st-century skills necessary to thrive in STEM industries. This project integrates dynamic digital tools such as Bee-Bots, LegoWeDo and BBC micro:bits into science lessons to cultivate collaborative learning experiences for junior infants to 6th class students. Some lesson activities include exploring the speed of cars and testing the structure of buildings against earthquakes using LEGO. Additional activities include testing the friction of different materials with Bee-Bots and teaching students to communicate through code using BBC micro:bits.

The transfer teaching methods of using Arduino is an important task for STEM education. "The electronic aeronaut" is an attractive project, which can be easily applied at the secondary school. The device consists of a set of microelectronics: a microcomputer, the sensors for collecting data about atmosphere (pressure, temperature, humidity, smoke) and a video camera. The video camera has filmed the panorama of the area at the same time. The students, making their own observations can measure how pressure, humidity and temperature change with increasing altitude.

There will be problems of scaled difficulty, all possible to solve through manipulation with sticks, squares and rectangles, tiles and cubes. The items help students understand the problems and find solutions. Gifted students can go very far to discover sequences and formulas to difficult mathematical problems.

Pupils' scientific and technological competencies are developed using Lego, robotics, electronics and other kits. Using various resources pupils research the problems raised, plan the steps to solve them. If necessary, look for alternative solutions using existing materials design, model, construct and program the necessary mechanisms to solve the set tasks. Throughout the work there is cooperation between the school children. Pupils share experience and skills among themselves. The aim of the project is not only to teach pupils the basics of robotics, electronics, programming, design and modelling, but also to apply the knowledge gained in practice in physics and natural science.

In everyday life we often do not notice that even simple occurrences can be unique and unusual. An example could be a lit candle. Following the project is an interesting supplement to Michael Faraday's lectures. Physical phenomena caused by a lit candle and its extraordinary flame will be shown in a non-obvious way.
For instance, the way the candle flame behaves in the electric field or when the flame assumes the shape of so-called "Napoleon's hat"?
Or what is the difference between the spectrums of light emitted by candles depending on their chemical composition as well as spectacular demonstration of convection in the air and ionization of gases in the flame of the candle.

The central theme of this project is astronomy, seen as a lever for science teaching, due to its enormous interdisciplinary potential and the fascination it arouses in students. To this end, I present a set of hands-on and mind-on activities that range from the construction and didactic exploration of small devices, by students, using school supplies (and/or from their day-to-day), for the carrying out experiments of great scientific and interdisciplinary value, even using smartphones with apps with high scientific and didactic potential, for experiments and data collection or for Virtual Reality (VR) or Augmented Reality (AR).

In STEM education, the independent performance of student experiments is becoming increasingly important in all grades. Often, this cannot be realized with the equipment of the collections or fails due to the budget. Based on this intention, low-cost experiments were developed together with a science education seminar. These experiments are exciting, inexpensive, easy to handle and meet a wide range of requirements. Both "classic" experiments and the construction of simple circuit prototypes through to the use of modern sensors can be implemented in an age-appropriate manner with the help of a clever plug-in terminal system.

The aim of this project is to show the mutual exchange of different types of mechanical energy while driving windmills, i.e. buildings with wings. While realizing the project we were looking for an answer to the question: How can a windmill rotor be set in motion? Participants constructed models of various types of windmills, which were driven by such forces as air, water, elasticity or gravity.

It is a multidisciplinary project that aims to motivate students for future interest in physics. The program allows students to look at eggs in terms of multiple disciplines (physics, history, biology, architecture, ...). During the project, students observe, research, experiment and argue. The program is taught for about 2 lessons. It is taught in the 5th grade of primary school. During the lessons, students also build from cubes, recognize the eggs of various animals and experiment with eggs themselves.

Inspiring young people is one thing, but inspiring other teachers is another. Building on the work of others, colleagues and I designed career-long professional learning (CLPL) to show how an escape room could be used as a context for the delivery of primary school STEM. Six STEM activities were designed that were appropriate for primary school aged pupils using numerous innovative approaches (including nitinol, microscale chemistry and a safe equivalent to UV). The health and safety requirements of that age group were taken into consideration. CLPL was then planned, written, and delivered to over 120 primary teachers in North Lanarkshire leading to a massive increase in high quality CLPL.

The project focuses on demonstration experiments based on electricity and magnetism and their applications in devices around us. The aim is to understand the principles on which modern devices work and recognise connections of these physical phenomena. The project is structured into three thematic groups (Electric motors and generators, Electromagnetic induction, High voltage) which are logically linked and related to each other. Most of the experiments are easy to build by yourself.

I will demonstrate exciting chemistry tests that can be used as an energizer or to check whether the students have understood the theory.
1. Cocktail: By pouring one dye into different empty glasses, I create different colors. Magic? No acid-base chemistry!
2. Aladdin: In the classroom is a magic lamp with Aladdin. The ghost appears in the form of steam. Magic? No, catalyst chemistry!
3. Flash paper: Flash paper burns fast, leaving no visible reaction product. Magic? No, chemistry!
4. Rocket fuel: In WW II, C2H6O and H2O2 were used as fuel in the V2 rocket. I demonstrate the principle of this fuel with a spectacular demonstration.
5. Graphene: An experiment about the production of graphene

The project aims to investigate the mixing properties of coffee and milk or other substances. During the observed phenomenon, you can see the formation of vortices and spirals that resemble air currents found in the atmosphere, as well as water eddies. This can also be seen with storm clouds on Jupiter or galaxy shapes. Hence the hypothesis that similar laws govern the phenomena leading to the creation of the mentioned figures. Therefore, the aim of the project was to find the factors that influence the formation of vortices in a coffee cup and its effect on the formation of vortices in the cup and to determine which factors are most important in this process.

"Jana in the Everglades - Separation Methods To Go" is a teaching project that was developed and tested for beginner level chemistry classes and with which all relevant separation methods can be worked out independently by the learners. It was designed according to the criteria of the Universal Design for Learning (UDL) in the form of a digital learning environment and is also suitable for pupils with learning difficulties due to a comprehensive range of differentiation measures. The special focus of the project is on the competence area of knowledge acquisition, because all experiments are planned, carried out and evaluated independently by the learners.

Our main goal is building a life-sustaining system for astronauts on a mission to Mars.
In achieving it we have performed the following investigations:
- A complete dietary analysis for an 8-membered crew for an 800-day space mission.
- Proposing and trying different methods of recycling water.
- Researching the effect of the physical activity on the air consumption required for breathing.
- Tracking the influence of different types of LED light on the morphometric characteristics and accumulation of photosynthetic pigments in radishes (Raphanus sativus) and spirulina (Arthrospira platensis)

In this project, activities to teach mathematics with encryption algorithms by combining the subjects of translation on a coordinate system, rotation, triangles, quadrilaterals, circle and trigonometry in mathematics, which is a core discipline, with the subjects of algorithm and coding in computer sciences course, which is a subdiscipline; are designed.
The activities are entirely aimed for students to practice, and it will be ensured that they learn mathematics better through the knowledge of coding and programming that they are interested in. These activities can be done both by only using pencil, paper, ruler, protractor, compass and calculator; or by coding and programming on the computer.

The Science Cup is a children's international competition organized by the Association of Small Debrujárs of the Czech Republic, an association (AMD ČR).
Demonstration of solving competition rounds and simple experiments in the field of physics and technology.

That collection of "Physical toys – simply but scientifically" was created as a portfolio to the after-school physical activity club at lower secondary school. Pupils learn about various physical phenomenon while playing. In addition, they can often take home their own hand-made products, for example kaleidoscope, periscope, hologram, liquid hourglass, balloon car, etc. This practice develops and extends their knowledge and skills, because they want to explain constructions of the toys to their parents, siblings or friends, and can also explain the physical phenomenon hidden in the toy. Moreover, all toys are made of relatively easily available materials and tools.

Simple experiments from which students gain personal experience with a physical phenomenon. Focused on magnetism and related phenomena. Hands-on experiments.

STEAM and soft skills are very important for preparing our students for the future. Like Rumi, Yunus Emre was a great Turkish thinker and poet who has been a leading light for humanity for centuries with his suggestions to adopt the values of patience, satisfaction, tolerance, generosity, goodness and virtue. With the 5E model commonly used to prepare lesson plans in STEM approach, middle school 7th grade. The science course for the students of the class is in accordance with the STEM approach in the field of Earth and Universe subject matter, and a course plan has been created that includes various disciplines and sub-achievements.

“Which equation should we use? Is acceleration v over t?” It is our experience that too often, kinematics is considered a ‘mathematical maze’ for many of our students. Even though kinematics was taught quite early on in the secondary school curriculum, in higher years (e.g. when studying projectile motion), they were still lost – it remained a ‘mathematical maze’ and true understanding was only reserved for a few students.
Our approach shifts the focus from kinematics as ‘mathematical maze’ to truly understanding kinematics. The guiding principle of our approach is: focus on creating hands-on intuition. Our approach leads to a solid understanding of kinematics and it is fun.

The project "To Bee or not to Bee" examines various aspects of the bee and its honey with a collection of experiments. The students learn methods to distinguish real honey from artificial honey, they investigate the enzymatic and antibacterial effects of honey and establish evidence for differentiation of sugars present in nectar and honey. The experiments cover a wide methodological range. Some of the experiments use very little and inexpensive materials, others are more sophisticated and need a bit more infrastructure. The project can be carried out with secondary school students. Some aspects can also be taught in lower school levels.

The aim of our project was not only to produce, but above all to investigate the optical properties of non-Newtonian liquids using sensors and a laser available at the school lab. We started with testing Bourgers law of light absorption in non-Newton liquids. Measurements confirmed the fulfilment of the law for non-Newtonian liquids. Secondly, our group investigated that in non-Newtonian liquids, the phenomena of refraction and total internal reflection can be observed. We measured angles of incidence and refraction light, then determined the refractive index and the speed of light in non-Newtonian liquids. Optical properties of non-Newtonian liquids are similar to Newtonian liquids.

When we see our reflection in the mirror, we cannot help wondering: What lies behind? How do our eyes help us get to know the world around us? How do our eyes actually function? Answers to these questions are interspersed with challenges that pupils find inspiring enough to strive to explore this mystery further.
- Eye anatomy: assembling a model using various materials found at home.
- An image on the retina: a model of the anterior and posterior segments of the eye assembled using paper and a magnifying glass, an experiment in person.
- Visual pathway simulation: an animation of a nerve impulse transmission and possible irregularities. A technological challenge: a model of a nerve impulse transmission from the retina to the visual cortex, where an actual image of the world is formed.
- Optical illusions. Reading with your fingers. Examples of optical illusions in person. Composing a message in Braille for a classmate.

"Aroma and K" is a game that combines three perception feelings: smelling, hearing, and sight. Due to the influence of the game, both of a kid’s cerebral hemispheres can be developed harmoniously, and therefore their intellectual abilities can be seriously increased. The more zones of perception are involved in a pupil’s brain the better mental connections can be formed during the teaching process. The specially developed game "Aroma and K" combines several channels of information perception - sight, hearing and smell. It can be recommended for the primary school students as so as for the kids with disabilities.

Students are to estimate and subsequently determine by experiment the amount of vitamin C in food products based on reduction properties of said vitamin (reaction of iodine tincture with starch). We can compare different kinds of flavourings (i.e. factory made lemon juice) based on factors such as vitamin C content, package attractiveness, brand and price. We can determine how much vitamin C different kinds of fruit and vegetables contain. We can also compare the difference between homegrown and store-bought fruit and vegetables. The project is conducted with commonly available tools, which are safe for students to work with individually and can be bought in supermarkets and drugstores.

The goal of the project is to raise awareness among third-year high school students about the importance of safe driving. Students are expected to create a leaflet containing a QR code, which further leads to a web magazine with 6 texts on driving, each of which deals with the topic from the angle of one of the subjects (physics, chemistry, biology, English, physical education, civic education. The idea is to use an everyday phenomenon (driving) and leverage students’ interest in it to engage and motivate them to uncover how STEM subjects help them be better drivers, and then use arts to create an educational material for their peers about the knowledge gained.

The sets of revision (or motivation) cards for education math and physics education are prepared for pupils in high school. They can revise with them explained math or physics parts and find new connection in the parts. These sets of cards are very useful for promotion activities in the school where I have been taught for 21 years. Pupils from primary school can understand that math and physics are not tedious subjects.

A series of educational proposals associated with robotics and different STEM areas are collected through the use of Sphero robots. These act as learning tools in a more attractive environment for students. They have sensors that allow you to track kinematic variables. Sphero Bolt also floats in water, so you can work in the field of fluid dynamics. Here are some examples of its applicability. Finally, his work environment, Sphero Edu, is very intuitive. It can be programmed in different levels of complexity, from drawing to using Javascript. All this with the possibility of sending written messages or sounds, allowing a more inclusive learning (sensory diversity, for example).

The experiment consists of using a single device to achieve several simple machines. The mounting support was created with recovery materials like school benches, and the talent of the maintenance staff in my school. The objective was to lift the same 1-kilogram mass load at the same 1-meter height using different simple machines. This would allow us to compare the performed work, thus the energy transferred. To do this, the force required, with and without the simple machine, is measured as well as the displacement of the force application. This allowed us to calculate the work and therefore the energy transferred.

Students are spending too much time in front of their laptops and telephones. That's why I thought they should get out and experience biology outside in their environment. In this student-driven project, students have to work in pairs through the assignments. The students choose their own photo assignments. In order to choose the right assignments, the students must master and read through the material of ecology. In the end, every photo has to be justified and explained.

This project was created during online classes. We made simple laboratory scales with my students and also weights made from paper. We did several types of measurements and some of them visitors can try themselves.

The project is designed as an intersubject project and includes overlap with the subjects of Physics, History, Chemistry, Mathematics, and Art Education. In the project, students will learn about historical milestones in timekeeping. They will learn about different types of clocks not only in a historical context but also in the use of different technologies that have been and are being used to measure time. They build their own clocks then and try to design their own clock (minute hand) that measures 5 minutes as accurately as possible.

This STEAM school project involves students of all ages and levels, more specifically from 1st year of Secondary Education to 1st of Baccalaureate, having the universe and the space race as a the main topics. The project is carried out in different subjects (French , English, Music, Mathematics, Computing Science, Arts, Physics and Chemistry, Physical Education and Technology), and the tasks are pedagogical activities adapted to school COVID standards, mostly promoting students' digital competence in a fun and motivating way. During this trip, you will learn Applied Sciences, seen from the different subjects ... 3.2.1 ... launch to STEAM !!

The performance (online due to pandemic) is the multi-disciplinary STEAM celebration of Raphael's masterpiece, The School of Athens. We focus on philosophers crucial for the science of matter and produce spectacular synesthesia through chemistry and music. Chemical reactivity shows Pythagoras's 4 elements, Aristotle's universe, the alchemy of Averroes and Federico Gonzaga, Epicurus's atoms, and Diogenes's chemiluminescent lantern to inspire new generations to address the challenges of Science and Society, acknowledging the importance of cultural heritage. Art supports inquiry-based cooperative learning aiming at producing aesthetically sophisticated edutainment.

The Forensic science club was used to engage students in science and bring back the love of learning. The students learned new techniques, critical thinking and practiced working in a team. The equipment needed was a mixture of chemicals that you would find in a secondary school and items from a domestic setting. The 6-week course covered fingerprints, hairs, fibers, entomology, footprint indentations, blood spatter analysis, and ended with a scene for teams to work on. A survey was given to each student before and after the course to measure improvements in attitude towards science.

First, the students create their own two-wheel robots made of cardboard. Next, they decorate them with many different materials, using a hot glue gun. This leads to a great variety of individual, artful cardboard bots. As the materials are very cheap and easily available, students may carry out further projects at home. Second, the students are introduced to coding in general and the coding of a single-board computer (Calliope mini) to make their robots move. The programming language is NEPO, which is similar to Scratch, a block-based programming language. Since the project focuses on creativity, skilled manual work (soldering), and programming, it attracts both girls and boys.

Crystallization as a method, which is used for separating the components of a uniform mixture, is normally taught in Chemistry lessons. In our project, we managed to connect science with art through experimentation with crystallization. Thanks to the touch of light, we could see how ordinary transparent crystals turned into brightly colored gems. We have photographed the crystals in polarized light. In Art lessons, the pupils´ task was to use paints and play around with the structure. We have used real crystals to create a collection of jewelry. The connection of the crystals and the polarizing light in the caleidoscope brings a beautiful physical-chemical dimension.

The project deals with the banknotes of various states and their security features. The main focus is on the Czech banknotes and the Euro ones. Further, the valid British, Hungarian, and Croatian banknotes are included, as well. For curiosity purposes, the more exotic banknotes are also used. The project provides a useful piece of information on how to verify banknotes' authenticity even with the aid of the UV light and a USB microscope. Since the children ponder over the banknotes' authenticity, financial literacy is developed.

Physics is an experimental science with its own method, language, and history, while juggling refers to a circus, free time, open spaces. May they have anything in common?
Connections between physics & juggling are shown by alternating technical exhibitions, scientific explanations, theatre monologues, and animated images.
Cigar boxes and friction or free fall. Unicycle and levers, balance. The diabolo and the principle of conservation of angular momentum with the consequences in making art.
The goal is explaining the one through the other: in this way, physics gets closer, while juggling reveals its secrets: limits and possibilities!
Dreamy physics: to have fun, to ask questions, to understand.

The project combines the fields of mathematics, technology, informatics, biology, and art. Biology: 13-18 years pupils get acquainted with the properties of cardboard and nature safety, pollution topics, the possibilities of using waste. Mathematics and informatics - they calculate dimensions, projecting sketches using ITC programs. Technology - cuts recyclable cardboard (which students have in their households) applies art knowledge, and gives the cardboard a new life creating and designing teachers' portraits, as a present to celebrate the international Teachers' day.

Our project is a museum education eTwinning project. From Turkey to Ankara, Adana, Adıyaman, it is actively working with partners in Antalya, Istanbul, Denizli, Eskişehir, transnational, Jordan, Croatia, and Spain. All partners worked with the first section of the archaeological museums, Paleolithic (Old Stone Age) finds. Spain, Croatia, Jordan, especially Antalya, Istanbul, and Denizli in Turkey store important data from this period. Our activities, which consist of pre-, during, and after-museum works, have also given environmental education to the language, the task of raising rights-based awareness of human life.

The cycle of lessons, in which students create videos for Lithuanian folk songs, was mainly inspired by distance learning. Usual musical activities had to be replaced with the development of students' creativity. The idea expanded as students from other Vilnius schools joined. The project encourages students to analyze Lithuanian folk songs to understand their context and symbols. Then students create visualizations using a variety of techniques from animation to documentary-style videos. With the help of technologies, students implement their creative interpretations of traditional songs which reflects their perception of folk music and makes it more relevant today.

Developing creativity is one of the general goals of the chemistry curriculum in Slovenian elementary schools. Creativity is also one of the key transversal skills that, with the support of formative assessment, enables the student to co-create their own learning path and the teaching process. Due to the abstraction of certain chemical concepts, the use of different visualization aids, including different models, is crucial for the development of spatial representation and understanding of the structure and properties of matter. The research encouraged the self-initiative research of the substances and the use of ICT for creating animations.

This project aims to help children to understand the nature of air pollution – something which they cannot see or touch. Children are introduced to the topic through a story in which pollution affects the lives of some much-treasured animals. The story does not end by solving the problem but reflects real life by minimising the air pollution while still allowing a comfortable existence for the characters. This is followed by demonstrations of how particulate matter is formed and how hot gases rise. Finally, the children create particulate matter traps and compare the particulate matter in the air in different places around their school.

We observe it in our daily life: gravity makes objects fall. But did you know that it could also make them walk? This is less intuitive... This project presents the strange behaviour of a cardboard cut in such a way that it literally goes down an inclined plane while walking. From this phenomenon, a wider discussion is opened around the stability of objects.

In this project, we introduce a new method to teach fractional calculus in secondary school using rectangles and some of their geometric deformations. This method helps students to manipulate objects, analyse situations and deduce the rules to do computation with fractions.
This method gives also rise to the construction, with students, of a completely new instrument that illustrates this geometric method. This project gives the opportunity to pupils to invent a new instrument that has never existed before and gives them the feeling of pride for having built something new.

The project, which was implemented by 13 and 14-year old students, is about getting dyes from plants and using them. They got acquainted with the forgotten traditions of using natural dyes in Georgia. They explored which colors can be obtained by dyeing different materials with the same dye and adding different substances. Students made vegetable dyes with the simple technology developed by them. They created a colored composition of felt from dyed wool with their own hands.

Led’s Dance was developed for the inclusive talents project whose goal is to awaken STEAM vocations among young people while solving technological challenges posed by people with cerebral palsy.
We have created a performance that combines music and light so that it is attractive for the viewer while stimulating for students who participate in the development of the project. The artists (dancers, actors, etc.) wear suits with LEDs whose lightning is controlled remotely through Arduino devices.
One of the main incentives of this project is that it is attractive for both girls and boys, so it contributes to the fight against gender roles in the STEAM field.

The objective of the project was to investigate and test whether drawing charcoal can be made with students. We conducted research at the Forssa School of Fine Arts for Children and Young People in the LUMA combination group where students are 8-10 years old, and the group has two teachers (co-teaching). The students were given tree branches, and they made approx. 15 cm long pieces of them and peeled off the bark with knives.
The pieces were set in the middle of a campfire in a metal box and kept there for an hour. After cooling down, the drawing charcoal was ready to use, and the students tried to use it in their drawings.
Video to the project: https://www.youtube.com/watch?v=os62wK79D7k&t=5

The aim of the project is the creation of educational videos in which the students involved reproduce the graphs of the most famous mathematical functions through dance and body movements. The students involved were not only asked to reproduce the graphs while dancing, but also to follow the part of video-editing and audio-mixing, and to reproduce the graphs using specifical mathematical software to put them together with the ballets in the final video. This project comes out as a more playful way to introduce and deepen the topic of mathematical functions, which is part of the learning path of mathematics in all the years of secondary school.

Game not only for pupils of the lower-secondary school with practical and theoretical tasks for getting to know Brno. The project supports interdisciplinary relationships. The game is about teaching mathematics in the field and supporting group work. Pupils have to complete assigned tasks in which it is necessary to involve more senses. After completing each task, they will receive a card with a given monument, which they will eventually need to play a game focused on perception and spatial imagination.

This project consists of a sample of research-informed lessons. One lesson for each of the four junior cycle strands. The drama of Photosynthesis (Biological world), Role Play Atomic Structure (Chemical World), Human Simulation of Current Electricity (Physical World), and Role Play of the Earth, Sun and Moon. Observations of these lessons show the positive effects of drama on students' conceptual understanding of scientific concepts. This includes the ability to use dramatized models to demonstrate understanding and the opportunities for learner agency and ownership.

In the last 3 years, our school developed diversified interdisciplinary projects on the Cava de Viriato according to an inquiry-based methodology. This project allowed the creation of some products: scientific notes, posters, scientific illustrations, research work, selection of contextualized literary texts, iron swords, biscuits, and soaps. We propose to do 3 strands of intervention: publication of a book that reveals the magnificent arboreal garden of the place including literature and art materials related to the trees, creation of a pedestrian path identified with signs, the launching of the book, and the inauguration of the path with a Lusitanian Fair in a contextualized environment.

The 5E model was applied in the lesson plan seeking a solution to the light pollution problem. The lesson plan is interdisciplinary. Students conducted and presented research on light pollution. They studied light pollution with the fishbone technique. They designed a street lamp that will provide a solution to light pollution. They turned their designs into products using recycled materials. They tested their products by building a simple electrical circuit. The evaluation was made in the form of self-assessment via google docs. Kahoot contest was held. Used learning apps, canvas, jigsaw planet. Although the application was planned as an in-class activity, it was implemented online due to the pandemic.

Topology is often excluded from educational programs, but at simple levels is rich, interesting and very suitable for games: false and true knots, cutting of Moebius strips, folded papers, holes, puzzle games, magic tricks are examples. Here we propose a “dance” based on simple movements among four people holding ropes. While they’re swapping their positions, a tangle takes form between their ropes. To untie the knot it is necessary to assign numbers to knots and algebraic operations to each dance step. Only using fraction algebra, tangles will be finally untied! In secondary schools it could be proposed as a team competition to practise algebra, while in primary schools as a pre-coding laboratory.

The project is aimed at the development of mathematical and logical thinking, linking mathematics with music, and expanding the knowledge of solving equations.
During the project, students make up interesting equations as well as word problems that can be solved using equations. The roots of equations must be natural numbers from 1 to 7. Each number means the name of the notes: Do-1, re-2, mi-3, fa-4, salt 5, la-6, si-7. Students exchange the collected material for further decisions. Then each team sends an encrypted melody of a folk song of their country, with a volume of 8 measures. Each team makes a video of the music playback of the melody of their team and melodies of the partners.

Despite how natural sounds are to us, sometimes it can be surprising how sounds are produced, which factors affect what kind of sounds instruments make, or why the same musical notes can sound so different to our ears. Fortunately, with the help of today’s technology, students can easily investigate these questions even on their own. With homemade instruments, the students can also create their own band without significant musical knowledge to experience the joy of playing music together. Our goal is to show how this can be done with music and different musical instruments in focus. And how exactly can we apply it in a classroom? The task is the same as for every musician: stay tuned!

Increasing students' motivation to learn physics has always been a challenging task for STEM teachers. In this project, the laws of physics, chemistry, and ecology have been demonstrated as a theatre performance based on Ukrainian folk myths and fairy tales. It has made an educational process much easier and more understandable for our students and attracted their attention to environmental problems.
During the project, a team of teachers and high school students have been created. They interact with schoolchildren of different ages in the classroom. As a result, the idea for the plot of the performance, costumes, decorations had been created.

The intention of the STEAM project authors is to become part of avant-garde and increasingly developing trends based on mutual relations of art, science, and technology. During the project, students tested hypotheses and conducted experiments. The project organized four types of activities for students: field observations (excavation of plants with different underground organs, their observation, and analysis of external structure), laboratory experiments (comparison of plant growth rates in soil and special gel), online meetings with the scientist, scientific and artistic open-air in the school garden.

The students read a fictional theatre reading story together. The stories are texts that relate to everyday life. Inquiry-based learning is encouraged during reading and debriefings, which can be expanded even further.
We would like to publish it in book form and digitally and then distribute it (for free) to all primary schools, BSOs, and libraries in the Netherlands and internationally as well (we can easily translate the stories into English).
A new theatre reading story is published every month. Of course, with rich text and links to knowledge in, among other things, historical, scientific and cultural levels.

A fascinating grandfather's story about outstanding physicists and their achievements.
The staging is a combination of a pantomime theater and a research laboratory, which allows to stimulate children's imaginations to a greater extent and fascinate them with scientific experiments. Using gestures, facial expressions, and body pose, students play the roles of famous physicists, presenting their most important scientific discoveries.
By playing the role of famous physicists, we want to show the fascinating face of physics. We want to prove that you can not only understand physics but also have fun with it.
Creativity, motivation, developing self-esteem are the main goals of our project.

The stories are part of our lives from a very young age, so they are the natural way for us to express and maybe even understand our thoughts. So what would it be like, if we narrate our own story - the story of mankind? This project aims to lead students firstly to think about basic rules of our universe, where something as strange as we can arise; and then the main part focuses on the recent challenges of our world. The way to discover this all is meant to be as pro-active as possible, more like a game where students have to combine their views, opinions, and ideas in small groups. And in the end, they are finally supposed to try to answer that question: What is it all about?

"CtoC" - Chemistry to City is a didactic sequence for the improvement of learning in the area of Metals and Alloys. The city's social and scientific capital will be the field for understanding and applying knowledge. Design Thinking in STEAM Education is used to make the students: feel the city, its potential, and problems; imagine how to use chemistry as a tool to intervene; create the project, develop the necessary knowledge and join partners and, at the final, they share the Science, Technology, History, Art of Metals and Alloys existing in the city's monuments to the community.

“You can do it!” is a STEM competition for middle school students (12-13 years old).
Students are first divided into teams and then, by using the material provided (related to a scientific topic), have to make a working toy within 12-15 hours. Once the projects are completed, a panel of judges evaluates and awards the most creative and original toy.
“You can do it!” is also a project for high school students (aged 16-18 years) who are responsible for organising the STEM competition as described above.
Last year the “You can do it!” project, together with the primary school version “Eureka!”, was extended successfully to another four European countries (England, Finland, Bulgaria, and Ukraine).

The tectonic plates that form the earth’s crust are always moving. Even the smallest movement can cause huge earthquakes, volcanoes, and tsunamis that devastate communities. If we can understand what is happening underground, we can learn to predict and then protect ourselves. Through cross-curricular activities, children were able to build their own seismograph, visualize the earth’s movements, digitally record the data and present this using technology. The children wrote the instructions for their activities in both English and German, created digital online books, and designed their own earthquake-resistant buildings. This project aimed to make learning realistic, relevant, and future-focused.

This project is an example of successful collaboration between a specialised lyceum and a University. As a result, three mobile (Android) applications with augmented reality have been created.
1. Skyscrapers AR for the demonstration of world-famous architect structures.
2. Da Vinci Machines AR. In this app, students can explore Leonardo’s work in 3D. With controls provided in the app, they will be able to see 3D models from different perspectives with mesmerizing 3D animations.
3. Bridges AR. Augmented reality application for the demonstration of six basic bridge structures.
Using the authors' applications the STEM program for the secondary school had been created and successfully tested.

The aim of the project was to demonstrate how the development of science and technology could affect our society. This was processed by a 7th-grade class. They worked in pairs or in small groups. They could choose from ten topics: the history of soda, the physics of ice-skating, the history of brewing, the operation of the fire engine, the history of the carburetor, the physics of weapons, the telegraph, the phonograph, the construction of the railway network and the operation of fireworks. At the end of the project, they presented their work.
By using a project as a teaching method, several skills of the children can be developed, e.g. cooperation, communication, creativity, and critical thinking.

In "HoPE, Hands-on Physics Experience," high school students create experientially, motivating, and collaborative STEAM activities. Working in teams, students: envision and build engineering projects of their own design; learn by themselves; take risks; make mistakes; research questions; discuss ideas. Former participants act as team mentors. Teens and mentors inspire middle school students to initiate activities of their own. This project is a collaboration between "A. Roiti" High School, Ferrara, Italy and: Edgerton Center, Massachusetts Institute of Technology (MIT); Physics and Earth Sciences Dept., Ferrara University, and the Ferrara branch National Institute of Nuclear Physics (INFN).

This project is based on a real situation, follows up on frequent media reports. The basic objective is to measure the rate of temperature rise inside a car. The project brings surprising results to children, and it is very attractive concerning the tools used and the topic of the problem. The whole project is easily gradable. It is easy to adjust the difficulty and breadth of the assignment as well as the options and techniques according to the age and abilities of the children. There is a link between the physical problem and critical thinking concerning the content of the media message and the use of knowledge of biology.

In this project, we use a homemade calorimeter. We give heat to the system water+calorimeter with small electrical resistance. The temperature is continuously measured with a small electronic device. The experience is repeated with different weights of water, and the heat capacity of water can be measured with less than 1% accuracy.

IES Azuer has had the opportunity to participate in the European project “IMPACT EdTech” evaluating the Portuguese SME “The inventors,” dedicated to the development of “educational kits” that inspire students in STEAM activities through practical experiences where students are inventors. In addition, the kits are designed to develop motivation, collaboration, curiosity, and resilience. The main objective is to make known this excellent teaching material for use in the classroom, as well as to indicate the different approaches in which these kits can be used within STEAM activities. The results have been very good with 90% positive evaluations.

The Yemen chameleon can be used to combine biology and physics lessons. The focus is on the animal's ability to catch prey. On the one hand, the pupils are introduced to different levels of observation and methods of behavioural biology. On the other hand, they analyse the speed and acceleration of the tongue with the help of (self-made) videos and learn more about basic kinematic principles. The examination of data from a published study on the prey capture of chameleons holds one or two surprises in store. The pupils are thus introduced to the principle of "Nature of Science." In this way, they should not only acquire specialist knowledge but also understand how science works.

The project TRACKING DOWN THE CULPRIT is a cooperation between two MINT-EC schools for top-performing students of class 5.
A crime was committed, some people were already arrested. Equipped with crime scene samples, the students try to rule out the innocent. On their first day in Wiesbaden, those samples are analysed using experiments in the fields of Biology, Chemistry, Physics, and Mathematics. On the second day in Flörsheim, the students continue with crime scene work: eyeglass lenses, blood, fibers, gunshot marks, foot, and fingerprints are forensically examined to track down the real culprit.
This project promotes context-orientated and interdisciplinary learning as well as social skills.

Our project "Water" was a science project where we collaborated with maths and arts. The main goal of the project is to give students an insight into some of the jobs/professions where science is needed. In this project, we worked together with the local water treatment plant, which gave the student three different tasks to solve:
1. We would like more people to use the short traveled water that we have available in our tap as a drinking source, especially for youth. Your task is to make a poster that we can use to promote our drinking water as a good choice of a drink.
2. We wish to set focus on the usage of water at home. We would like you to make an overview of this theme.
3. We would like you to make a model of the water treatment plant. We can then use this model in our locations to demonstrate the treatment plant and the different processes that
the water goes through in its way to your tap.
The project was summed up by a poster session/poster walk in the classroom, where several employees from the water plant were present.

Why is science complex?
We can learn the rules of nature through our thinking and experience. The thinking man asks questions about nature and finds the answers through his experience of the world.
If you want to know:
- what makes a sponge rocket move,
- how a chocolate-covered marshmallow reacts when it is not surrounded by air,
- whether or not LED lights and conventional bulbs light up when a special power source is used,
- how to make a rose turn blue or green
Come and visit my stall.
After all this, it will be simple child’s play to place a cup on one end of a ruler while the other rests on the edge of the table without being attached in any way!

YES! International is a network of science clubs that share low-cost experiments to promote access to hands-on learning in their own schools and around the world. Since 2017, Young Enthusiastic Scientists (YES!) has guided students to develop exciting new hands-on experiments to teach to others, both within their school and beyond. In 2021, we took advantage of the shift to distance education to connect digitally with new YES! International meetings for students around the world to share experiments.
The invitation is always open - please join us with your own science club to help make science fun and engaging in your school and around the world!

The project studied and discussed topics on environmental pollution caused by different reasons in Chemistry and Environmental Protection and the impact they have on ecosystems in Biology and Health Education. Two STEM models are created to address these topics: a filter model and a color perception model (separation of color products). They were created by joint ideas and mutual work of high school students and teachers. The strong bond between theoretical knowledge and its application in human life develops students' skills for analysis and enriches their scientific knowledge. The fact that the models are related to environmental protection and that they are constructed by students proves that education is a mission possible!

In this STEM manipulative workshop, a macroscopic, microscopic, and submicroscopic water study is realized to investigate water behaviour, water composition, and water ecosystem. Optics contents are worked (the construction of microscopes), electricity contents (the assembly of a circuit to measure the conductivity), Chemistry contents (pH concept and the hardness and density of the water), Physics contents (conductivity, capillarity, and surface tension) and also, Biology contents (ciliados observation). The methodology of learning through investigation is the one used. House materials will be used or materials that will be easily acquired in, for example, a bazar.

Czech-Slovak alphabet of science experiments from children to children: to each letter of the alphabet, we added two simple experiments – each one presented by children from each country.
For each letter of the alphabet, we chose a keyword for which we prepared an information card.
We described the chosen keyword with historical information, interesting facts and instructions for the experiments of the Czech and Slovak student team.

This project uses flight as a focus to engage pupils in STEM investigations and develop their scientific enquiry skills. It develops skills of questioning, researching, observing, designing, and decision-making. This border crossing project enables pupils to share new-found knowledge and experiences through virtual lessons and presenting findings to each other. Engaging with flight professionals has brought this project to life. We focus on the science, history and engineering behind flight and link it to seeds in nature. We aim to encourage our students to develop an interest in STEM through the topic of flight, and to actively engage with the wider community in our STEM learning.

The project is inspired by the astronomer Tycho Brahe, who was born in Denmark and died in Prague. The project consists of a series of experiments with the purpose of determining the relative geographical position of Prague and Copenhagen. Initial experiments involve construction of primitive astronomical apparatuses like a sundial, a cross-staff and a clock. The final experiment is a measurement of local time for sun noon. It is necessary to make the final experiment on the same day in Prague and Copenhagen.

When students are working with a topic, they often come across facts about other topics too. This project takes advantage of this to improve the students' learning by crossing topics, crossing borders and crossing ages.
The students in Sweden were working with space and the students in Georgia were working with light. When coming across a fact about the other students' topic a model was made and presented to the other country. The idea about this project is also to make understanding easier by using models. Therefore, the students will build each other's models and give them to younger students, 4–8-year-old, to give them a chance to learn science when playing.

Remote Joint project on the molecular structure and characteristics of R and S limonene; plant metabolic pathways for the production of limonene; genes involved in limonene production; recognition of limonene with the human sense of smell and the genes involved; bactericidal and fungicidal function of limonene; extraction of limonene from citrus peel and characterization; uses of limonene; lemon taste teste for olfactory studies about Verona and Valencia indigenous people: these data will be processed and crossed with the bio-informatic data on the receptor protein of human olfactory cells to verify the statistical distribution.

Radio Astronomy at School is a project that aims to promote students' interest in astronomy and physics, namely in the area of radio waves and microwaves, emitted by celestial bodies and used in satellite communications, through the use of a radio telescope built by students and installed at the school. Students also investigated RFI (radio frequency interference) in the lab from electrical appliances, made simple astronomical telescopes as a comparison to radio telescopes and investigated the night sky for the 21cm hydrogen line using Pictor telescope online and the homemade radio telescopes.

Can we live without plastics, concrete, cosmetics? No, but we can produce them in an alternative way. The 3Rs approach combat escalating waste problems and unsustainable production by Reducing, Reusing and Recycling. Students will learn how polymers are important in our everyday lives and the environmental consequences of their use. They will investigate if biopolymers can replace synthetic polymers. They will learn about the global impact on CO2 release from the cement industry and the chemistry behind it. They will learn that raw materials can be replaced by renewable biomaterials that are abundant. The project is part of the Science on Stage Sustainability in STEM project.

Every day on Earth, micrometeorites land on our roofs. The Earth, in its trajectory through stardust, intercepts different objects, with the help of the force of gravity. We developed an experimental method to detect and make a micrometeorite collection. Efforts were interrupted by the pandemic, affecting results. To create context for these tiny particles, students also examined the scale of the solar system in which these particles exist. To better understand scales in solar system, an online resource provided a tool for mapping planetary orbits onto a digital map of their familiar location. Students in Spain and Canada presented to each other and shared cultural connections.

A series of activities under the theme of biotechnology and food has been designed and developed for secondary school laboratories. The aim of the project is to improve students' conceptual understanding and investigative laboratory skills by framing these activities in an inquiry-based, structured problem-solving approach in real-world contexts. These activities include: investigating ‘probiotic’ lactic acid bacteria in fermented food; the survival of ‘probiotic’ strains in gut models; PCR-based diagnostics for the detection of Shiga toxin-producing E.coli (STEC) strains; bioinformatics/proteomics activities looking at proteins from STECs; a case-study role-play activity of an E.coli O157 outbreak; a science-and-society activity looking at the health claims around probiotics and their commercialisation.

Preparing and cooking food is a central part of national culture, however, it is also an activity that relies on the practical application of physical and chemical laws in order to obtain a tasty and satisfying result. Our project is based on using the process of preparing classical dishes from our two countries to engage students (14-16 years old) with the physics and the chemistry of what is happening in the ingredients as we bring them together to make the final dish. The students are encouraged to approach cooking as a series of experiments using their observations to make links back to the fundamental laws underlying the processes.

What's under our feet? Take a look at where you are standing, is it inside or outside? What is directly under your feet? How did it get there? Is it a natural or a manufactured material? How deep is it? What is below it? (soil/rocks)
Go outside - where are you standing? Who could have walked their before (in Leicester this could have been the Romans - our history link) and how has it changed over the years?
What animals can we find? What animals are above the ground? Below the ground? (biology link) Charles Darwin asked the question - 'how many earthworms are below my feet?' our schools will ask the same question, try and calculate an answer and produce wormery.