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Today's school students are faced with complex and harmful global challenges that they will need to address. The ability to think critically and creatively, to work in interdisciplinary teams and to understand the importance of a healthy planet for all life will be key to success. Education, including school education, has a major role in helping humanity achieve this. We argue that transformations in both the curriculum and teaching are required. We draw upon Young's (2008) 'powerful knowledge' and the rather different approach of an 'aims-based curriculum' found in Reiss and White (2013) to propose curricula and associated pedagogies that can potentially address the global challenges of our times. We offer examples of what learning might look like to achieve these aims, paying particular attention to school science education, as science will need to play an important role if these global challenges are to be successfully met.

The worrying decline in the status of primary school science in schools in England has been linked to low teacher confidence in teaching science and to schools being heavily focused on achievement in English and mathematics. This article reports on a novel professional learning strategy that was provided for 23 primary science leaders over five half-day workshops. Workshops focused on key topics that teachers reported having least confidence in teaching. Through a structured series of learning episodes, each workshop included knowledge and skills acquisition, opportunities to apply new knowledge and skills to primary-focused practicals, the introduction and application of scientific vocabulary, discussion and reflection time. Findings from pre- and post-workshop questionnaires undertaken with all participants and in-depth interviews with eight participants were examined from a phenomenological perspective. Participants reported that the workshops had significant and positive influences on raising their ability to teach science effectively and to build their confidence in leading colleagues. Participants also reported that the status of science in their schools had been improved.

Kombucha is a fermented tea beverage containing live microorganisms, mostly beneficial strains of yeast and acetic acid bacteria (AAB), but empirical evidence is limited supporting the probiotic potential of kombucha. This study reports the in vitro probiotic potential of 36 AAB strains isolated from three Kombucha samples commercially available in New Zealand. Nine representative AAB strains, belonging to three species (Komagataeibacter rhaeticus, Acetobacter musti and Gluconobacter potus), were examined for their primary probiotic characteristics such as tolerance to bile salts, NaCl, and low pH, and temperature. Three non-cellulose forming strains (A. musti LOAAB1, G. potus LOAAB2 and G. potus GBAAB3) were assayed for their cell surface characteristics such as auto-aggregation, co-aggregation with pathogenic bacteria, and hydrophobicity. Antimicrobial, antioxidant activities and enzymatic activities were also investigated for the strains of interest. Results indicated that nine strains were able to grow under low pH in the presence of bile salts, suggesting their potential to survive in the human gut. Six K. rhaeticus strains produced cellulosic pellicles, a potential source of prebiotics for beneficial bacteria. The three AAB strains LOAAB1, LOAAB2 and GBAAB3 showed promising cell surface characteristics, such as auto-aggregation rates (>80 %), co-aggregation with four pathogenic bacteria (13.24–43.47 %), hydrophobicity (42.12 % to 50.20 %), and antioxidant activities (>90 %). All nine strains tested negative for enzymatic activities (haemolytic, proteolytic, phospholipase, and gelatinase), suggesting that they are safe to consume. Together, these data indicate the potential for the three AAB strains to be further investigated as probiotic sources with more in vivo tests for applications in the food and beverages industry.

It is particularly important that children have a clear understanding and appreciation of the importance of our environment and that they consider themselves as part of it. Children must therefore be provided with evidence-informed learning activities to enable them to understand how they are intrinsically part of the local and global environment, and how people's actions, both individually and collectively, can influence the health of an environment and ultimately all living things. This article reports on one school's approach to engaging children in Education for Sustainability by learning about how the people of Bangladesh have worked together to offer an extremely creative and effective solution to the effects of global warming, which has led to devastating sea-level rises and flooding.

There are several 'cool' mechanisms that result in materials luminescing or emitting light. Artificial luminescence has often been created by mimicking nature and there are many examples of applications in society. It is very likely that most of your students will have observed luminescence in one form or another, such as glow sticks, high-visibility jackets, sea creatures that glow in the darkness of the deep sea, fireflies and highlighter pens. This article explores the nature of luminescence and introduces some interesting natural and synthetic examples. It also reports on some innovative applications of luminescence in food science and medicine, and introduces a range of activities to engage and challenge your students. Luminescence, a term first used by Eilhardt Wiedemann in 1888, is a phenomenon that can be integrated into chemistry, physics and biology studies, and it offers a wow factor for students.

Abstract Background The aim of the ACE-Obesity study was to determine the economic credentials of interventions which aim to prevent unhealthy weight gain in children and adolescents. We have reported elsewhere on the modelled effectiveness of 13 obesity prevention interventions in children. In this paper, we report on the cost results and associated methods together with the innovative approach to priority setting that underpins the ACE-Obesity study. Methods The Assessing Cost Effectiveness (ACE) approach combines technical rigour with 'due process' to facilitate evidence-based policy analysis. Technical rigour was achieved through use of standardised evaluation methods, a research team that assembles best available evidence and extensive uncertainty analysis. Cost estimates were based on pathway analysis, with resource usage estimated for the interventions and their 'current practice' comparator, as well as associated cost offsets. Due process was achieved through involvement of stakeholders, consensus decisions informed by briefing papers and 2nd stage filter analysis that captures broader factors that influence policy judgements in addition to cost-effectiveness results. The 2nd stage filters agreed by stakeholders were 'equity', 'strength of the evidence', 'feasibility of implementation', 'acceptability to stakeholders', 'sustainability' and 'potential for side-effects'. Results The intervention costs varied considerably, both in absolute terms (from cost saving [6 interventions] to in excess of AUD50m per annum) and when expressed as a 'cost per child' estimate (from Conclusion The use of consistent methods enables valid comparison of potential intervention costs and cost-offsets for each of the interventions. ACE-Obesity informs policy-makers about cost-effectiveness, health impact, affordability and 2nd stage filters for important options for preventing unhealthy weight gain in children. In related articles cost-effectiveness results and second stage filter considerations for each intervention assessed will be presented and analysed.

The current study investigated the in vitro probiotic potential of yeast isolated from kombucha, a tea beverage fermented with a symbiotic culture of acetic acid bacteria and yeast. A total of 62 yeast strains were previously isolated from four different commercial kombucha samples sold in New Zealand. Fifteen representative isolates belonging to eight different species were evaluated for their growth under different conditions (temperature, low pH, concentrations of bile salts, and NaCl). Cell surface characteristics, functional and enzymatic activities of the selected strains were also studied in triplicate experiments. Results showed that six strains (Dekkera bruxellensis LBY1, Sachizosaccharomyces pombe LBY5, Hanseniaspora valbyensis DOY1, Brettanomyces anomalus DOY8, Pichia kudraivzevii GBY1, and Saccharomyces cerevisiae GBY2) were able to grow under low-acid conditions (at pH 2 and pH 3) and in the presence of bile salts. This suggests their potential to survive passage through the human gut. All 15 strains exhibited negative enzymatic activity reactions (haemolytic, gelatinase, phospholipase, and protease activities), and thus, they can be considered safe to consume. Notably, two of the fifteen strains (Pichia kudraivzevii GBY1 and Saccharomyces cerevisiae GBY2) exhibited desirable cell surface hydrophobicity (64.60–83.87%), auto-aggregation (>98%), co-aggregation, resistance to eight tested antibiotics (ampicillin, chloramphenicol, colistin sulphate, kanamycin, nalidixic acid, nitrofurantoin, streptomycin, and tetracycline), and high levels of antioxidant activities (>90%). Together, our data reveal the probiotic activities of two yeast strains GBY1 and GBY2 and their potential application in functional food production.

Previous articles in "Primary Science" have presented a range of ways to teach electricity in engaging and informative ways (e.g. Buckley and Harvey, 2014; Chapman, 2014; Norman, 2014; CLEAPSS, 2016) and Frank Harris provides an interesting historical account of the development and use of batteries in "School Science Review" (Harris, 2019). This article builds on these earlier articles by showing how the well-known fruit-and-vegetable battery experiment can provide an effective platform from which children can work scientifically. Examples of work from year 4 (ages 8-9) and year 6 (age 10-11) children demonstrate how outcomes are naturally differentiated.

This article introduces a range of ways to engage students in microscopy, from investigating water droplet lenses to using low-cost, highly adaptable instruments that can be extremely effective inside and outside the classroom.

The topic 'Animals including humans' runs through the primary science National Curriculum in England (DfE, 2013). Ideally, topics such as inheritance will lead onto adaptation, natural selection and evolution across key stages 1 to 2 (ages 5-11). This article provides nine engaging activities to support the teaching of adaptation and improve children's skills in observation, discussion and classification (grouping). The activities have not been arranged in any age-related order because they can be adapted and used for children across both key stages 1 and 2. Several additional resources have been listed at the end. The activities described encourage children to observe and make comparisons and support their understanding of classification.

This article reports on how increasing understanding of the morphology of science vocabulary, by introducing and using affixes, improved students' ability to recognise key words in examination questions and link these to prior knowledge. As a result, students attempted far more questions and the quality of answers they provided was significantly improved.

Space is a key area of science that is often taught in year 5 (ages 9-10) in English schools and related to this is gravitational force. Almost without exception children enjoy learning about the solar system and beyond. This article introduces a series of activities for children to explore the formation of impact craters in the solar system. The activities are designed to provide opportunities for children to apply their mathematics and English knowledge and skills. Children focus their investigation using the fairly familiar context of craters on the Moon. The key learning outcomes for the children are: (1) to be able to describe and then explain their observations of the Moon's surface; (2) to plan and carry out an investigation into what affects the size of a crater; (3) to collect, record and display quantitative data; and (4) to apply data to solve a problem.

Amide hydrogen/deuterium exchange mass spectrometry (HDXMS) of proteins has become extremely popular for identifying ligand-binding sites, protein-protein interactions, intrinsic disorder, and allosteric changes upon protein modification. Such phenomena are revealed when amide exchange is measured in the fast limit, that is, within a few minutes of exchange in deuterated buffer. The HDXMS data have a resolution of the length of peptides and are difficult to interpret because many different phenomena lead to changes in hydrogen/deuterium exchange. We present a quantitative analysis of accelerated molecular dynamics simulations that provides impressive agreement with peptide-length HDXMS data. Comparative analysis of thrombin and a single-point mutant reveals that the simulation analysis can distinguish the subtle differences in exchange due to mutation. In addition, the results provide a deeper understanding of the underlying changes in dynamics revealed by the HDXMS that extend far from the site of mutation.

Parāroa Rēwena is a traditional Māori sourdough produced by fermentation using a potato starter culture. The microbial composition of the starter culture is not well characterised, despite the long history of this product. The morphological, physiological, biochemical and genetic tests were conducted to characterise 26 lactic acid bacteria (LAB) and 15 yeast isolates from a Parāroa Rēwena potato starter culture. The results of sugar fermentation tests, API 50 CHL tests, and API ID 32 C tests suggest the presence of four different LAB phenotypes and five different yeast phenotypes. 16S rRNA and 26S rRNA sequencing identified the LAB as Lacticaseibacillus paracasei and the yeast isolates as Saccharomyces cerevisiae, respectively. Multilocus sequence typing (MLST) of the L. paracasei isolates indicated that they had identical genotypes at the MLST loci, to L. paracasei subsp. paracasei IBB 3423 or L. paracasei subsp. paracasei F19. This study provides new insights into the microbial composition of the traditional sourdough Parāroa Rēwena starter culture.

The demand for Kombucha, a sparkling sugared tea beverage fermented by a symbiotic culture of acetic acid bacteria (AAB) and yeast is increasing worldwide. Despite the popularity of the beverage which is mainly due to its perceived health benefits and appealing sensory properties, the microbial composition of the products at the time of consumption is unknown. Such information is important to both manufacturers and consumers. Therefore, this study characterised the dominant AAB and yeast present in six commercial Kombucha samples sold in New Zealand which comprised of three domestic and three imported samples. Acetic acid bacteria and yeast were isolated from the Kombucha samples using glucose yeast extract peptone mannitol (GYPM) and yeast extract glucose chloramphenicol (YGC) media, respectively. Phenotypic and taxonomic identification of AAB and yeast were achieved by morphological and biochemical characterisation, followed by sequence analysis of ribosomal RNA genes (16S rRNA for AAB and 26S rRNA for yeast). Viable AAB and yeast were only found in domestically produced Kombucha samples and not in the imported products. The dominant AAB species were identified as Acetobacter musti and Gluconobacter potus. The yeast isolates belonged to Dekkera bruxelensis, Schizosaccharomyces pombes, Hanseniaspora valbyensis, Brettanomyces anamalus, Pichia kudriavzevii, Starmerella vitis and Saccharomyces cerevisiae. The yeast communities were more complex and variable than the AAB communities in the analysed Kombucha samples.

Abstract. Past warm periods provide an opportunity to evaluate climate models under extreme forcing scenarios, in particular high ( >  800 ppmv) atmospheric CO2 concentrations. Although a post hoc intercomparison of Eocene ( ∼  50  Ma) climate model simulations and geological data has been carried out previously, models of past high-CO2 periods have never been evaluated in a consistent framework. Here, we present an experimental design for climate model simulations of three warm periods within the early Eocene and the latest Paleocene (the EECO, PETM, and pre-PETM). Together with the CMIP6 pre-industrial control and abrupt 4 ×  CO2 simulations, and additional sensitivity studies, these form the first phase of DeepMIP – the Deep-time Model Intercomparison Project, itself a group within the wider Paleoclimate Modelling Intercomparison Project (PMIP). The experimental design specifies and provides guidance on boundary conditions associated with palaeogeography, greenhouse gases, astronomical configuration, solar constant, land surface processes, and aerosols. Initial conditions, simulation length, and output variables are also specified. Finally, we explain how the geological data sets, which will be used to evaluate the simulations, will be developed.

Kombucha is a popular sparkling sugared tea, fermented by a symbiotic culture of acetic acid bacteria (AAB) and yeast. The demand for kombucha continues to increase worldwide, mainly due to its perceived health benefits and appealing sensory properties. This study isolated and characterised the dominant AAB and yeast from a starter culture and kombucha broth after 0, 1, 3, 5, 7, 9, 11, and 14 days of fermentation at ambient temperature (22 °C). Yeast and AAB were isolated from the Kombucha samples using glucose yeast extract mannitol ethanol acetic acid (GYMEA) and yeast extract glucose chloramphenicol (YGC) media, respectively. The phenotypic and taxonomic identification of AAB and yeast were determined by morphological and biochemical characterisation, followed by a sequence analysis of the ribosomal RNA gene (16S rRNA for AAB and ITS for yeast). The changes in the microbial composition were associated with variations in the physico-chemical characteristics of kombucha tea, such as pH, titratable acidity, and total soluble solids (TSS). During fermentation, the acidity increased and the TSS decreased. The yield, moisture content, and water activity of the cellulosic pellicles which had developed at the end of fermentation were attributed to the presence of AAB. The dominant AAB species in the cellulosic pellicles and kombucha broth were identified as Komagataeibacter rhaeticus. The yeast isolates belonged to Debaryomyces prosopidis and Zygosaccharomyces lentus.

The worrying decline in the status of primary school science in schools in England has been linked to low teacher confidence in teaching science and to schools being heavily focused on achievement in English and mathematics. This article reports on a novel professional learning strategy that was provided for 23 primary science leaders over five half-day workshops. Workshops focused on key topics that teachers reported having least confidence in teaching. Through a structured series of learning episodes, each workshop included knowledge and skills acquisition, opportunities to apply new knowledge and skills to primary-focused practicals, the introduction and application of scientific vocabulary, discussion and reflection time. Findings from pre- and post-workshop questionnaires undertaken with all participants and in-depth interviews with eight participants were examined from a phenomenological perspective. Participants reported that the workshops had significant and positive influences on raising their ability to teach science effectively and to build their confidence in leading colleagues. Participants also reported that the status of science in their schools had been improved. [ABSTRACT FROM AUTHOR]

This study characterised a commercial New Zealand gluten free (GF) rice sourdough and its starter culture composition. Acidity of the mother sourdough, dough before proofing and dough after proofing was determined during the production of rice sourdough bread, and colour was measured for the baked bread. Yeast and lactic acid bacteria (LAB) were enumerated in the rice sourdough samples and representative colonies characterised using API kits and sequenced by the Internal Transcribed Spacer and 16 S rRNA region. Sourdough LAB isolates were identified as Lactobacillus (L.) papraplantarum DSM 10667 and L. fermentarum CIP 102980 and the yeast isolates as Saccharomyces (S.) cerevisiae CBS 1171. Dough acidity increased significantly (p

Light is a topic that is often taught in year 3 (ages 7-8) in English schools, where children learn that light is needed for us to see, that it can be reflected from shiny surfaces and that shadows form when light is blocked by an object. They may also have some experience of how the size of shadows changes when the distance between a light source and object is changed. Helpful resources to support teaching children about light have been developed by PLAN and STEM learning. This short article reports on a year 6 (ages 10-11) lesson that focused on investigating shadows. Children enhanced their 'working scientifically' skills by applying mathematical knowledge. A quantitative approach was used so that children could generate, record and plot data and develop an understanding of variable correlation and causation.