Junior Science Lab
Here is my favourite science question: ‘What do you think will happen?’ Not because I expect the right answer, but because a prediction gives us something honest to test.
Meet your teacher Arun Patel
Class details
I might roll two objects down a ramp, light a small circuit, or show you a result that seems to break the rule in your textbook. Before I explain it, I want your model. Draw it, say it, defend it—then let the evidence push back.
Only after we can see the problem do I bring in words such as force, particle, energy, or variable. Scientific vocabulary is useful equipment, but I don’t want students carrying equipment they have never learned to use.
We also practise the unglamorous skills that make good science trustworthy: labelling a table, separating observation from inference, spotting an unfair comparison, and admitting when the evidence is not strong enough. I’m cheerfully fussy about these things.
If school science has started to feel like several hundred facts arriving at once, come and rebuild the connections with me. I want you to leave each week able to explain one idea clearly, in your own words, and genuinely curious about the next one.
