Ghost Hunter Academy's educational content
Full details of curriculum coverage are given in the teacher's notes for each activity.
Activity 1 is aimed at levels 4, 5, 6, and 7 at KS3.
Students need to perform a series of Pythagoras' calculations in order to establish the total distance travelled across a garden.
Students then need to perform trigonometry and more Pythagoras' calculations in order to answer questions on the angle (from the horizontal) and distance required to fire the grappling hook. Students must also compare angles and calculate their differences.
Finally, students must perform trigonometry and more Pythagoras' calculations in order to answer questions on the angle (from the vertical) and distance of multiple possible grappling hook targets. Students must also compare angles and calculate their differences.
Activity 2 is aimed at levels 4, 5, 6, and 7 at KS3.
Students need to calculate the answers to a series of sums that consist of both positive and negative numbers. They must then deduce the lowest and highest answers.
Students then need to work out the fractions of ghosts wearing different kinds of hats and reduce the fractions to their lowest terms. Students must also calculate a new fraction should a random number of additional ghosts be added to the scene with a random fraction of those ghosts wearing different hats. This fraction must also be reduced to its lowest term.
Finally, students must calculate the area and volume of four different containers which are each given random widths, heights and lengths. The container with the largest volume must then be selected as the preferred ghost trap.
Activity 3 is aimed at levels 4, 5, 6, and 7 at KS3.
Students are first given a square grid with two roughly vertical lines drawn at random angles. Students must calculate the length of one of those lines by using Pythagoras' Theorem with imaginary adjacent and opposite sides. They must then work out the angle from the horizontal of that line using trigonometry and then work out the angle of the intersection with the second line by realising that triangles and straight lines consist of 180 degrees, by appreciating that opposite angles are identical and that a circle consists of 360 degrees.
