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Our investigations are inspired by the world-leading collection of vintage aircraft and vehicles at Old Warden, Bedfordshire, and are designed for secondary-school pupils.
We use modern tools and techniques - including networked computer-based training, spreadsheets, and programming - to explore a number of topics of technical and historical interest.
We encourage students to create computer-based mathematical models - for example, a simulation of a turbojet or rocket engine, or a particularly complex piece of engineering - in order to understand the process of engineering design, and to foster an awareness of how design and manufacturing challenges were overcome.
We also look at the effects of flight on humans, and explore the mathematics behind early attempts at flight.
Although we deal with each topic as a whole, we will introduce and/or reinforce many aspects of individual elements of the school curriculum. For example:
| KS4 Biology, Chemistry and Physics |
| A1 |
Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics |
| A2 |
Develop understanding of the nature, processes and methods of science, through different types of scientific enquiries that help them to answer scientific questions about the world around them |
| A3 |
Develop and learn to apply observational, practical, modelling, enquiry and problem-solving skills, both in the laboratory, in the field and in other learning environments |
| WS1 |
Use a variety of models such as representational, spatial, descriptive, computational and mathematical to solve problems, make predictions and to develop scientific explanations and understanding of familiar and unfamiliar facts |
| WS2 |
Recognise the importance of peer review of results and of communicating results to a range of audiences |
| WS3 |
Translating data from one form to another |
| WS4 |
Use SI units (e.g. kg, g, mg; km, m, mm; kJ, J) and IUPAC chemical nomenclature unless inappropriate |
| WS5 |
Use prefixes and powers of ten for orders of magnitude (e.g. tera, giga, mega, kilo, centi, milli, micro and nano) |
| WS6 |
Interconvert units |
| WS7 |
Use an appropriate number of significant figures in calculation. |
| B1 |
Living organisms are interdependent and show adaptations to their environment |
| B2 |
Describe the human circulatory system, including the relationship with the gaseous exchange system, and explain how the structure of the heart and the blood vessels are adapted to their functions |
| B3 |
Explain how the main structures of the eye are related to their functions |
| M1 |
Use simple compound measures such as rate |
| M2 |
Carry out rate calculations |
| M3 |
Plot, draw and interpret appropriate graphs |
| M4 |
Use percentiles and calculate percentage gain and loss of mass |
| M5 |
Use a scatter diagram to identify a correlation between two variables |
| C1 |
Distinguish between endothermic and exothermic reactions on the basis of the temperature change of the surroundings |
| C2 |
Draw and label a reaction profile for an exothermic and an endothermic reaction, identifying activation energy |
| C3 |
Explain activation energy as the energy needed for a reaction to occur |
| P1 |
recall examples of ways in which objects interact: by gravity, electrostatics, magnetism and by contact (including normal contact force and friction), and describe how such examples involve interactions between pairs of objects which produce a force on each object; represent such forces as vectors |
| P2 |
Define weight, describe how it is measured and describe the relationship between the weight of that body and the gravitational field strength |
| P3 |
Explain, with examples, that to stretch, bend or compress an object, more than one force has to be applied |
| P4 |
Describe the difference between elastic and inelastic distortions caused by stretching forces; calculate the work done in stretching; describe the relationship between force and extension for a spring and other simple systems; describe the difference between linear and non-linear relationships between force and extension, and calculate a spring constant in linear cases. |
| P5 |
Describe a simple model of the Earth’s atmosphere and of atmospheric pressure, and explain why atmospheric pressure varies with height above the surface |
| P6 |
Recall typical speeds encountered in everyday experience for wind and sound, and for walking, running, cycling and other transportation systems; recall the acceleration in free fall and estimate the magnitudes of everyday accelerations |
| P7 |
Explain with examples that motion in a circular orbit involves constant speed but changing velocity (qualitative only) |
| P8 |
Apply Newton’s First Law to explain the motion of objects moving with uniform velocity and also objects where the speed and/or direction change |
| P9 |
Apply Newton’s Second Law in calculations relating forces, masses and accelerations |
| P10 |
Explain that inertial mass is a measure of how difficult it is to change the velocity of an object and that it is defined as the ratio of force over acceleration |
| P11 |
Recall Newton’s Third Law and apply it to examples of equilibrium situations |
| KS4 Computer Science |
| CS1 |
Understand and apply the fundamental principles and concepts of computer science, including abstraction, decomposition, logic, algorithms, and data representation |
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CS2
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Analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs |
| CS3 |
Think creatively, innovatively, analytically, logically and critically |
| CS4 |
Apply mathematical skills relevant to computer science |
| CS5 |
Representation of text, sound, and graphics inside computers |
| CS6 |
Boolean logic using AND, OR and NOT, combinations of these, and the application of logical operators in appropriate truth tables to solve problems |
| CS7 |
The concept of networking protocols, including Ethernet, Wi-Fi, TCP/IP, HTTP, HTTPS |
| KS4 Design and Technology KS4 |
| DT1 |
how the critical evaluation of new and emerging technologies informs design decisions; considering contemporary and potential future scenarios from different perspectives, such as ethics and the environment |
| DT2 |
the use of programmable components to embed functionality into products in order to enhance and customise their operation |
| DT3 |
the functions of mechanical devices, to produce different sorts of movement, changing the magnitude and direction of forces |
| DT4 |
investigate and analyse the work of past and present professionals and companies in the area of design and technology in order to help inform their own ideas |
| KS4 Engineering |
| E1 |
Develop skills, knowledge and understanding as a foundation for future learning and progression, in relation to engineering and other related disciplines |
| E2 |
Apply their knowledge and understanding of mathematical concepts in an engineering related context |
| E3 |
Develop an awareness and understanding of the impact of engineering on the environment and sustainable development |
| E4 |
calculations of area, volume, stiffness, density, and Young’s Modulus and Factors of Safety, and converting load/extension to stress/strain when investigating tensile strength of a material |
| E5 |
Use of mathematical equations |
| E6 |
collection, organisation and presentation of data |
| KS4 History |
| H1 |
Period studies should focus on a substantial and coherent medium time span of at least 50 years and require students to understand the unfolding narrative of substantial developments and issues associated with the period. |
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