Many teachers don’t notice, or don’t understand, the chemistry going on in and around their homes and hence don’t point it out to their students. Thus they miss out on an important motivating experience. This article gives a few random examples, most of them well within the understanding of students at key stages 3 and 4 (age 11–16). From fatbergs to hard water, from church gargoyles to lightning conductors, from bricks to rubbish bins, from hair treatments to autumn leaves, from kerbstones to street lights – and a source of methanal you didn’t know about.

Learn how to set up a hydrogen fuel cell by extending an activity most schools already do – the electrolysis of ‘water’.

The author of two chapters in the new history of the Association for Science Education (ASE) gives some insights into the process of writing the book, summarises some of the key messages, explores some of the areas that did not make it into the final text, shares some of the surprises uncovered by the research and reflects on how ASE has changed over the years.

La réduction du risque inondation pour les personnes et les biens ne dépend pas que des mesures institutionnelles, mais aussi des réponses des personnes concernées. L’action du public est essentielle si on veut tirer des avantages de l’investissement public pour les systèmes de gestion de crues. Pour être efficace, cela demande un dialogue entre ceux concernés par le risque et l’autorité de gestion du risque. Une telle participation du public est au cœur de la Convention Aarhus et ce principe est exprimé dans l’approche de l’Agence de l’Environnement pour la prise de conscience des inondations. Depuis 1996, un programme structuré a été mis en œuvre afin d’augmenter la conscience du public pour le risque inondation, le rôle de l’Agence en Angleterre et au Pays de Galles, le rôle des autres pour aider à gérer le risque et le rôle vital de ceux-ci pour le risque. Le texte décrit le contexte de la campagne, sa mise en œuvre et les leçons tirées.

Based on the author's experience of running courses for teachers and technicians, this article discusses strategies for managing health and safety within science departments. The importance of risk assessment for both pupil activities and those carried out by technicians is emphasised, as is the need for guidance on the conduct of practical work by both teachers and pupils. The value of departmental health and safety policies and the importance of monitoring the implementation of such policies is discussed. The role of training is stressed as is the need for security.

Schools have been good at teaching safely, less so at teaching safety. Many post-16 chemistry courses start with revision and consolidation of ideas about mole calculations. These can be made less academic, whilst also raising student awareness, by choosing examples related to health and safety, and especially if these affect the student her/himself carrying out chemistry practical work. This would be a good progression from the requirements of the key stage 4 National Curriculum in England and Wales.