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The concept of 'powerful knowledge' has become extremely influential in discussions about curriculum in England over the last ten years. However, the concept seems to have done little to revolutionise curriculum design, and in some cases it has led to curricular narrowing and a focus on an increasingly nationalistic narrative in history. Michael Young (2019, 2021) has argued that the failure of the concept of 'powerful knowledge' to underpin meaningful curriculum reforms has been mainly due to its misinterpretation and loose definition. This paper explores these claims and finds that key voices in education in England, and history education specifically, have misunderstood and misapplied the concept of powerful knowledge. However, it also makes the case that powerful knowledge cannot be meaningfully defined in terms of history education, and that attempts to make curricular decisions based on the concept are therefore a distraction from more meaningful curricular work.

Animal behaviour is remarkably sensitive to disruption by chemical pollution, with widespread implications for ecological and evolutionary processes in contaminated wildlife populations. However, conventional approaches applied to study the impacts of chemical pollutants on wildlife behaviour seldom address the complexity of natural environments in which contamination occurs. The aim of this review is to guide the rapidly developing field of behavioural ecotoxicology towards increased environmental realism, ecological complexity, and mechanistic understanding. We identify research areas in ecology that to date have been largely overlooked within behavioural ecotoxicology but which promise to yield valuable insights, including within- and among-individual variation, social networks and collective behaviour, and multi-stressor interactions. Further, we feature methodological and technological innovations that enable the collection of data on pollutant-induced behavioural changes at an unprecedented resolution and scale in the laboratory and the field. In an era of rapid environmental change, there is an urgent need to advance our understanding of the real-world impacts of chemical pollution on wildlife behaviour. This review therefore provides a roadmap of the major outstanding questions in behavioural ecotoxicology and highlights the need for increased cross-talk with other disciplines in order to find the answers.

Aware both that causation is the bread and butter of the historian's craft, and that trainee teachers find it far harder to teach well than they anticipate, Alex Ford sought to get to the heart of the problem with causation, especially at GCSE. When teaching to a specification and mark scheme, both of which reward poorly substantiated causal thinking, there is a disincentive to do causation well. Ford got to the heart of the problem by doing a lot of reading -- both of pedagogy and of historical scholarship -- and came to the conclusion that causal thinking is enhanced by an association with a narrative of change, and that this can and should be delivered at GCSE too. This article charts his thinking, the lessons he designed to test his ideas, and the reaction of pupils and his trainee teachers.

When planning a GCSE period study on the American West, Alex Ford wrestled with reconciling the content demands of the examination specifications with the need to provide his students with a memorable narrative. In this article, Ford shows how he drew on the latest academic scholarship to construct a rigorous, coherent narrative outlining the competing 'visions' in the West. This narrative coherence then underpinned his students' sophisticated causal analyses.

In nature, structural specificity in DNA and proteins is encoded differently: In DNA, specificity arises from modular hydrogen bonds in the core of the double helix, whereas in proteins, specificity arises largely from buried hydrophobic packing complemented by irregular peripheral polar interactions. Here, we describe a general approach for designing a wide range of protein homo-oligomers with specificity determined by modular arrays of central hydrogen-bond networks. We use the approach to design dimers, trimers, and tetramers consisting of two concentric rings of helices, including previously not seen triangular, square, and supercoiled topologies. X-ray crystallography confirms that the structures overall, and the hydrogen-bond networks in particular, are nearly identical to the design models, and the networks confer interaction specificity in vivo. The ability to design extensive hydrogen-bond networks with atomic accuracy enables the programming of protein interaction specificity for a broad range of synthetic biology applications; more generally, our results demonstrate that, even with the tremendous diversity observed in nature, there are fundamentally new modes of interaction to be discovered in proteins.

Alex Ford and Richard Kennett both welcome the renewed emphasis on knowledge within recent curriculum reforms in England, but are concerned about some of the ways in which the principle of a 'knowledge-rich' curriculum has been interpreted and transformed into particular pedagogical prescriptions. In this article they explain their reasons for endorsing a renewed emphasis on subject knowledge before setting out the implications that arise from such a commitment to the development of rich subject knowledge. Drawing on examples from their own (recent and current) practice as history teachers and on an extended metaphor of the history teacher as 'conductor', they explain how careful preparation--in terms of the teacher's subject knowledge--and attention to the way in which knowledge needs to be structured and brought to life for young people will enable a history teacher to orchestrate a rich symphony of historical learning that is both enjoyable and empowering.

Online citizen science projects such as GalaxyZoo.sup.1, Eyewire.sup.2 and Phylo.sup.3 have proven very successful for data collection, annotation and processing, but for the most part have harnessed human pattern-recognition skills rather than human creativity. An exception is the game EteRNA.sup.4, in which game players learn to build new RNA structures by exploring the discrete two-dimensional space of Watson-Crick base pairing possibilities. Building new proteins, however, is a more challenging task to present in a game, as both the representation and evaluation of a protein structure are intrinsically three-dimensional. We posed the challenge of de novo protein design in the online protein-folding game Foldit.sup.5. Players were presented with a fully extended peptide chain and challenged to craft a folded protein structure and an amino acid sequence encoding that structure. After many iterations of player design, analysis of the top-scoring solutions and subsequent game improvement, Foldit players can now--starting from an extended polypeptide chain--generate a diversity of protein structures and sequences that encode them in silico. One hundred forty-six Foldit player designs with sequences unrelated to naturally occurring proteins were encoded in synthetic genes; 56 were found to be expressed and soluble in Escherichia coli, and to adopt stable monomeric folded structures in solution. The diversity of these structures is unprecedented in de novo protein design, representing 20 different folds--including a new fold not observed in natural proteins. High-resolution structures were determined for four of the designs, and are nearly identical to the player models. This work makes explicit the considerable implicit knowledge that contributes to success in de novo protein design, and shows that citizen scientists can discover creative new solutions to outstanding scientific challenges such as the protein design problem. Proteins designed de novo by players of the online protein-folding game Foldit can be expressed in Escherichia coli and adopt the designed structure in solution., Author(s): Brian Koepnick [sup.1] [sup.2] , Jeff Flatten [sup.3] , Tamir Husain [sup.3] , Alex Ford [sup.1] [sup.2] , Daniel-Adriano Silva [sup.1] [sup.2] , Matthew J. Bick [sup.1] [sup.2] , [...]