What language can we use to create inclusive environments in
science communication? How might letting go of expert knowledge benefit underserved
audiences? Delegates attending the Sci Comm South West 2019 conference at UWE
Bristol were asked to crowdsource solutions to these issues at the ‘Letting go
of what is not serving us’ session. Both questions generated animated group
discussions resulting in several potential solutions.
What is in a word?
Kate Baker and Silvia Bortoli, University of Exeter
Science communicators have learned the hard way that
labelling groups of people is difficult and, more often than not, inaccurate. Language
can be very powerful in setting the scene and defining the foundations of
relationships, particularly when carrying out research.
During this first part of the session, participants were
asked to consider the word ‘non-academic’.
A seemingly innocuous word which is actually quite value-laden. It hides the
expertise that exists outside universities and research centres and highlights
what people ‘are not’ rather than the skills and knowledge that they may have.
It has the potential to alienate.
So what advice did our science communicators have?
There was an overall recognition that the term ‘academic’ is
problematic, with a suggestion that should be replaced with ‘researcher’ as
this is more active and more accurately describes what they do. Some suggested
alternatives for ‘non-academic’ were:
Community – this could represent a large or
small group of people, including those online
Contributor – this is a more active term,
showing that they are not passive recipients
Collaborator – although this is seen as being
neutral and actively involved it may suggest a level of participation which is
Stakeholder – this is seen as active, but may be
more suitable for a community group or charity
Partner – this may be more suitable for an
organisation rather than an individual.
It was generally agreed that it is important not to call a
group by what they cannot do or what they are not, but rather identify what
they can do or what they are. The overall advice suggested asking the group
what they would like to be called as early on in the process as possible and
sticking with it.
Stengler, SUNY Oneonta, New York
As science communicators we are acutely aware of the
importance of knowing your audience. When developing public engagement or
outreach programmes, science communicators may be asked to liaise between
scientists and organisations who work closely with the audience. These
organisations can include charities, schools and community groups. In these
cases it is important to recognise that specialist organisations know their
audiences extremely well and are often best placed to tailor a public
engagement activity. Scientists and researchers are often reluctant to allow
individuals and organisations, with little or no prior knowledge of the science,
to plan or deliver the public engagement activity.
In light of this issue the second part of the session asked:
How can we help scientists let go of
their science and allow experts in the audience to run an outreach or public
So what are the top tips from Sci Comm South West delegates?
Identify any concerns the scientists may have early
on in the project
Clearly define the role of the scientists in the
Make sure priorities are understood between the scientist
and audience expert groups
Co-develop the project, with the experts in
science planning with the experts in audience
Make sure everyone understands why they are
collaborating and where the various expertise lies
Provide training to enable transition to take
place smoothly between the experts in science and the experts in audience
Develop longer term relationships between the
scientist and audience experts.
Alongside these recommendations, all delegate groups
recognised the importance of trust between scientists and audience experts, and
that the best way to achieve this was though collaboration and building
2712 children from across the South West answered this question with their designs to solve real-world problems.
The Leaders Awards is organised by Primary Engineer, helping children to meet real-life engineers. Led by the SCU’s Laura Fogg Rogers, UWE Bristol is an official sponsor, in partnership with Defence Equipment and Support (the procurement arm of the Ministry of Defence).
The shortlisted entries were showcased at a public exhibition in June 2018, bringing together 19 winners and their parents in a celebration with engineers from across the South West.
Children from Reception through to Year 10 were recognised for their efforts. Designs ranged from rotating bunk beds to bird-identifier binoculars. Students from UWE Bristol’s EngWest Studio will make one of the winning entries as part of their studies.
The future of engineering is here!
Ready to engineer your future?
Following International Women in Engineering Day on 23rd June, 135 female students in Years 9-11 from across the South West had the chance to participate in hands-on activities, demonstrating the ways in which engineering careers impact many aspects of society.
Each zone focused on a different contribution to society, with the ultimate challenge of designing and building a city of the future. The girls got involved in bridge building, urban design, smart technologies, and sustainable solutions. All these courses are taught in the Faculty of Environment and Technology at UWE Bristol.
The event aimed to challenge traditional perceptions that engineering is mainly for men, in order to tackle a lack of diversity in the profession. Laura Fogg Rogers, who helped to organise it, has also recently initiated the Women Like Me project at UWE Bristol, which aims to further encourage and support girls and women to enter and remain in engineering professions.
Living in cities impacts on our health and the health of the planet. If you were able to develop your city to prioritise health, what would you change first?
The SCU team have just launched Shape Our City, a creative, online consultation that allows you to step into the shoes of a city decision maker, weigh up the evidence and have your say on the health of our city. Working within a realistically limited budget, you will have to make trade-offs between types of investment and the scale at which you invest. Do you think it’s more urgent to improve the quality of buildings, to make roads safer, to increase the number of cycle paths or amount of green space, or to improve access to healthy food?
Shape Our City is part of a project encouraging citizens to take a more active role in urban decision-making concerning their health – and the health of future city residents. Luke Jerram’s Inhale diesel soot particle sculpture, 3 million times larger than the real size of a diesel soot particle and designed to start conversations about the invisible health risks of air pollution, is another part of the project, and, in Bristol, Shape Our City will be gathering citizen preferences until November 2018.
What you choose to prioritise will be used to inform city developers and future research on designing cities for people and planetary health: so make sure you invest wisely!
Sophie Laggan, Project Coordinator of Our City, Our Health in SCU says: “We have gathered the latest evidence on the links between the built environment and our health and also quantified the health costs and savings from how cities are developed. Our consultation reveals these savings so, for the first time, we can make visible the positive benefits to be gained from prioritising our health in urban decision-making – and find out what is most important to you. It’s all quite exciting!”
May and June saw staff and students from the Science Communication Unit prepare for the Bristol and Bath Festival of Nature, run by the Bristol Natural History Consortium, of which UWE Bristol is a consortium member. For many years now, research and teaching from the Department of Applied Sciences and the Science Communication Unit have been an important part of UWE’s contribution to the Festival, alongside contributions from a variety of research projects from across the university. This year, the Department of Applied Sciences showcased research by Stephanie Sargeant and team (eDNA and eel conservation), Ruth Morse and team (genetics research on chemotherapy), and by Saliha Saad and team (oral microbiology research on oral malodour), with activities that were developed by MSc Science Communication students. An EU funded project on air pollution, ClairCity, also showcased work that had been produced by a Postgraduate Certificate student as part of the Science in Public Spacesmodule.
The activities on eDNA and genetics were developed by students of the MSc in Science communication Jake Campton and Sophie Smith and supported by postgraduate students as part of the public engagement element of their portfolio. The activity on oral malodour was supported by CRIB through the BoxEd project, led by Debbie Lewis. MSc in Science Communication student Jennie French ran the final vote of a photography competition on Nature in and around Bristol and Bath, entirely organised from her own initiative. Science Communication Unit staff from the Faculty of Health and Applied Sciences ran a stall for the Our City Our Health project, which included a board game which engaged people in weighing up the costs to health of our built environment, and a 3-metre sculpture of a diesel soot particle, created by local artist Luke Jerram entitled Inhale, that featured prominently outside UWE’s tent and attracted significant attention from visitors and press. Science Communication Unit staff from the Faculty of Engineering and Technology showcased the ClairCity project, which communicated about citizen-led air pollution reduction, and also allowed people to view real diesel soot particles through microscopes – thee million times smaller than the Our City Our Health sculpture outside.
Our presence at the Festival reached well beyond the space of the UWE tent. Many Science Communication MSc students of the current cohort were helping as volunteers for the Festival as a whole, or representing their workplace in the corresponding tents. Films made by many of the MSc students were being shown several times a day on the Big Screen presiding over Millennium Square, and Dr Hannah Little was helping at the stall of the British Science Association.
Good weather, a festive atmosphere and the enthusiasm and hard work of all involved made the event a success, with more than 15000 visitors, most of which (it felt like all of them, really) engaged with the activities of UWE Bristol’s tent. It will not be long before preparations for the 2019 edition of the Festival begin, providing a new opportunity for HAS to celebrate its commitment to research, teaching and public engagement at this fantastic event.
The Christmas Lectures are an internationally known landmark of the Science Communication landscape, and we refer to it in our teaching as one of the earliest examples of scientists engaging with the public with institutional backing. Physicist Michael Faraday initiated this series that has run at the Royal Institution of Great Britain (Ri) since 1825, without interruption except World War II. Well known science communicators like David Attenborough and Carl Sagan are among more recent speakers.
It therefore came as a great opportunity to tender for the Ri’s call for an evaluation project, and an honour to be selected to deliver it. A team formed by Margarida Sardo, Laura Fogg-Rogers, Hannah Little and Erik Stengler, supported by the expertise in the wider SCU, has undertaken a close collaboration with the Royal Institution to explore strengths and opportunities for improvement of what has now become a much wider project than the actual lectures delivered at the Ri headquarters around Christmas each year and broadcast for over 50 years, mainly by the BBC. The Christmas Lectures has grown into a project that also includes continued provision of materials and activities for schools, public events such as talks at the Big Bang Fair and a traveling show that reaches out beyond the UK, all of which is also brought into the dimension of social media via different platforms, including YouTube, where the recordings of the Christmas Lectures are actually made available to be enjoyed at any time.
The evaluation by the SCU team will cover all these dimensions of the project and also explore what would attract people who do not yet engage with the Christmas Lectures in one way or another. It will be a great experience to be able to be part of and contribute to the continued success of the Christmas Lectures in these years leading to their 200th anniversary.
If you have any views and suggestions about the Christmas Lectures, do not hesitate to contact us so we can include them in this exciting evaluation!
Only 11% of engineers in the UK are women. Is this enough?
No, it’s really not – we have an engineering skills shortage as it is, and the low proportion of women in the workforce means that a whole pool of talent is going untapped. Girls need to be able to see engineering as for them, connect with it as career and have access to positive female role models. And in turn, women need to feel supported to make a difference in the workplace once they get there, so that they not only go into, but stay in engineering roles.
So what can we do about that, and how can we bring people together? Here at the Science Communication Unit at UWE Bristol, we’re launching ‘Women Like Me’; a project which aims to open doors to girls and build resilience for women in engineering. I will be running the project with Laura Fogg Rogers over the next year; we both have lots of experience of delivering outreach and engagement projects and are passionate about making Science, Technology, Engineering and Maths accessible to everyone, at all stages.
Supporting women and girls in engineering
Women Like Me is a peer mentoring and outreach project aimed at boosting female representation in engineering. So what does that actually mean?
The project will pair senior women engineers with junior women engineers to give them mentoring support as they start out in their engineering careers. In turn, junior women will undertake engineering education outreach in schools and at public events in the Bristol and Bath area. Engineering is a creative, socially conscious, and collaborative discipline, and this project aims to support girls and women to make a difference in society.
Who can take part?
Mid-career and early career female engineers working in the Bristol and Bath area can get involved in the project. Senior women engineers are those who are more than five years post-graduation from their first degree. Junior women engineers are those with less than five years of experience since entering the engineering profession, and can include apprentices, trainees, postgraduate students and postdoctoral researchers.
Undergraduates aren’t eligible to take part; whilst they are fantastic role models, UWE already provides public engagement training for undergraduate engineering students through the Engineering and Society module.
What will it involve?
We will offer networking opportunities to all participants at the start (October 2018) and end (April 2019) of the project. Senior engineers will receive training in mentoring and meet with their junior engineer mentee at least twice during the project.
Junior engineers will receive mentoring support from senior engineers and training in public engagement. They will then undertake at least three engineering outreach activities in local schools and at local public events. Activities and coordination of events is provided and supported by UWE; participation is voluntary and we’ll cover travel expenses.
Women Like Me is based in the Science Communication Unit at the University of the West of England, Bristol (UWE), supported by the WISE Bristol Hub and STEM Ambassador Hub West England and funded by a Royal Academy of Engineering Ingenious grant. The project is organised by Dr Laura Hobbs and was initiated by Laura Fogg-Rogers. By matching senior and junior female engineers and supporting junior engineers to connect with the children and young people as the engineers of tomorrow, the project will lead to impact both in the workplace today, and for the future of the engineering profession.
UWE Bristol Exhibition and Conference Centre,
Bristol, BS34 8QZ
Take part in science and engineering demonstrations, and see the inspiring designs from the Leaders Awards – the children’s engineering design competition for the South West.
On Saturday 30th June, UWE’s engineers will showcase their latest research and technology in the Exhibition and Conference Centre at UWE. The event is free to all and will be a public open day for families and schools.
The event and Leaders Awards sponsorship have been organised by Laura Fogg-Rogers, a Senior Research Fellow in UWE Bristol’s Science Communication Unit, as part of her work on the Children as Engineers project. Activities include having a go with drones, taking on the role of a city planner in a cardboard version of Bristol, and experiencing the latest virtual reality data controllers.
Laura Fogg-Rogers, who has coordinated the event said, “Engineers are highly creative people who can help to solve many of society’s problems. It’s a really collaborative profession, where you have to work together in teams to see your visions and designs come to fruition. The range of roles and careers is really diverse, and that’s what we’d like to emphasise to all young people, particularly girls. You can make your own mark in engineering!”
The public event forms part of UWE’s Week of Engineering which has been organised by the SCU, which celebrates the national Year of Engineering alongside International Women in Engineering Day. It will follow a series of activities including the Big Bang Fair at UWE and the Engineering our Future schools event, which will see 240 girls attend UWE to experience being engineers.
Alongside the public activities will be an exhibition displaying the shortlisted and winning designs for the South West Leaders Awards. UWE has teamed up with DE&S (part of the Ministry of Defence) this year to sponsor the South West England Region of the Primary Engineer & Secondary Engineer Leaders Award; a national engineering competition for schools.
School pupils answered the question “If you were an engineer what would you do?” by identifying a problem in society that engineering could solve and devising a solution. UWE students from EngWest Studio will turn one of the winning designs into reality later this year.
The TEAN (Teacher Education Advancement Network) Commendation Award for Effective Practice in Teacher Education was presented at an awards event held in Birmingham in May. Senior Research Fellow Laura Fogg-Rogers and Senior Lecturer Juliet Edmonds collected the award on behalf of UWE. The project team also brings together Dr Fay Lewis from the Department of Education and Childhood and Wendy Fowles-Sweet from the Department of Engineering Design and Mathematics.
The Children as Engineers project developed an undergraduate degree module called ‘Engineering and Society’ which pairs engineering students with teachers to bring hands-on science programmes into primary schools. It aims to address science, technology, engineering and mathematics (STEM) skills gaps in primary schools – for teachers and children.
The project sits against a backdrop of an urgent need for enough trained engineers to meet the country’s future needs. Estimates suggest the UK will need 100,000 new engineers in the next 20-30 years to solve problems affecting society, grow the economy, and design products for manufacture. In particular, more girls and women are encouraged to take up engineering as a career.
Pilot research indicates that student teachers specialising in science at primary school improved their subject knowledge and confidence to teach STEM in the future. Meanwhile, the engineering students taking the ‘Engineering and Society’ module benefit by developing their communication and presentation skills and creating a broad-based understanding of the relevance of their subject.
Pupils benefit from hands-on sessions delivered by the students, where they engage in activities such as building mini-vacuum cleaners, testing floating platforms and exploring flight. Children aged between eight and 11 learn about the skills, challenges and excitement of engineering.
Laura said: ”We were delighted that our team’s hard work over several years has been recognised at a national level by teacher educators. We plan to continue expanding this project to bring real benefits to teachers, engineers, and pupils, to inspire creative STEM teaching and practice for the future.”
The project is believed to be the first in the country to pair university students in these two disciplines to enhance the learning of both groups as well as delivering real benefits to school teachers and pupils.
This time last year during our MSc Science Communication at UWE Bristol, we were buried under a mountain of coursework deadlines, research proposals and that creeping question of ‘what next’? We never thought that so soon after that joyous dissertation hand-in day we would be off on a sci-comm adventure to Hong Kong, to make a documentary and inspire 10,000 local school children to study science!
We teamed up with Anturus Education – a Welsh organisation that uses expedition, media and adventure to inspire kids to learn about the natural world. Our mission was to use film and public speaking to demonstrate that Hong Kong is far more than just an urban hotspot – it is in fact, a thriving wildlife hotspot with many nature-filled surprises!
Science communication is all about getting the public involved in scientific concepts and research findings — engaging them to take notice of the things that matter and spark curiosity.
Whilst we were there, we quickly became aware of the value of being creative in how we communicate science. Here are our thoughts on how filmmaking and different styles of presenting can reap meaningful rewards among your target audience.
Science Communication through filmmaking – Tay Aziz
As well as delivering 30 school shows across Hong Kong, the Anturus team also filmed and produced a fifteen-minute documentary and a few shorter one-minute clips for YouTube. These videos were disseminated to schools and the public through the Anturus website and provided useful resources that teachers could access after the team had left, helping the team achieve a legacy once the project was complete.
As a science communicator, film and video is an incredibly useful tool – it can provide a sense of escapism, a new way to visualise information with animations, or an immersive experience in interactive 3D. Film can provide a platform for scientists to share their work and promote themselves as experts in a field, and it also has the potential to reach vast audiences and can impact an audience’s emotions as well as their knowledge on a topic. I first became interested in using film to communicate science whilst taking part in the Science on Air and on Screen module, as part of the MSc in Science Communication; since then I’ve created documentaries on plastic pollution, drought research and most recently, filmed presenter-pieces in Hong Kong.
Storytelling is an integral part of film and science communication films are no different. How we perceive the world is heavily influenced by forms of entertainment media, such as sci-fi novels, fictional films and documentaries. These depictions of science encompass more than just facts, but they include other elements of science such as its methods and allow non-scientists to ‘see’ where science happens, who does it, and how it works. When choosing a problem or focus for a film, it makes sense to consider the issues and themes and anchor those ideas in contextual evidence to create emotional appeal and build interesting discourse. World-class natural history documentaries, such as Blue Planet II, have gathered popularity as they follow key principles to engage interest in their audience.
‘If something is unusual it will be interesting. Where it comes to be dangerous is when you introduce an element of it being strange without relating it to the central idea of the topic you are talking about without a solid theoretical structure present.’
Sir David Attenborough
Choosing a subject which an audience can relate to (living creatures), they showcase surprising beauty and hidden stories in the real world, and they have substance to reinforce that initial generic interest.
Top Tips from Tay for getting into Science Communication filmmaking:
Don’t underestimate the value of your academic qualifications. Science production companies are always looking for people who are highly qualified in an academic area and are good writers.
You don’t need to go to film school. A qualification like the MSc can teach you most of the basics, and there are millions of excellent (and free) tutorials on YouTube. Try searching ‘documentary filmmaking’.
Practice makes perfect. Make your own stuff, even if it’s a small project about something down the road from where you live.
All the gear…no idea. Don’t spend tonnes of money on expensive equipment that you don’t need. Learn with what you have first – Sophie created a 22-part vlog series using just her iPhone!
Keep it simple. Make sure you don’t cram huge amounts of information into a film – there should be a main idea or two, with a sequence of ideas to hold the viewer’s attention and lead them to the end.
Science Communication through Presenting – Sophie Pavelle
Science can be communicated in many different ways, but I have enjoyed communicating my adventures in the natural world using contemporary media and online platforms. Since my rather quirky trek around Cornwall for my MSc project, I’ve been surprised with how much I have enjoyed presenting as a route into science communication – especially as I’m not the most confident of people! By talking through a topic out loud – I find that I not only offer information to others, but I have learnt so much through the process of film production and presentation. The research that goes into a script, the hours spent modifying it before delivery, help you to think about an environment, a process, a species of wildlife, much more creatively. Your ultimate goal is to leave the audience with more knowledge of a subject or an enlightened view on an issue than before – and so by dissecting information and identifying the key points to present, in a way that is interesting and understandable, well, you end up learning a huge amount!
Pieces to camera
Our presenting experience during Hong Kong was two-fold: pieces to camera and live presentation across 30 schools – both completely different methods of communication and new experiences for me! The documentary sought to uncover the wilder parts of the city and reveal the complex relationship the locals have with its wildlife. My job was to research what wildlife was in store for us during our visit. Learning about the natural history of Chinese white dolphins, black kites, Rhesus and Long-tailed macaques, was a refreshing change from the garden birds and local kittiwake colony back home! Being part of a small, inter-dependent production crew was also a valuable opportunity; making a welcome change from being a one-woman filming team as I am for my online content. Learning from our trip leader Huw James about shot composition, different presenting angles and even things such as stance, breathing techniques, voice cadences and body language; offered invaluable on-location hints and tips as to how to boost your chances of gaining and maintaining the attention of your audience. If there’s one thing I remember from the MSc Science Communication, it’s that knowing your audience is EVERYTHING.
Live Science Shows
Following the first few days of filming in some impressive national parks such as Sai KunGreatand secondary schools. Here was our chance to now personally interact with our audience, to initiate that all-important dialogue that is integral to effective science communication. Our tour formed part of the Hong Kong Science Festival, coinciding with Science Week back in the UK. Organised by the Croucher Foundation which aims to promote science communication and teaching over Hong Kong, we had quite the schedule! 10 days. 30 different schools. 30 shows. Travelling in-between. I arrived having never done a live science show before – it was safe to say my last stage performance may well have been Villager Number 5 in the school nativity!! Many of the schools required translation into Cantonese – adding an extra hurdle to the learning curve.
Being a team of three co-presenters worked well; while two presenters steered the show, the other became the stage hand. It also meant that I could spend the first few shows nursing a lost voice and learning from Huw and Tay, both of whom are far more experienced with delivering science content on stage. The shows were largely based around ‘Our Wild World’, covering everything from deep-sea adaptations of the blobfish, how to be more ‘plastic-smart’, to exploring how volcanoes and glaciers interact. The Hong Kong students were a dream to present to – polite, attentive and practically bursting with enthusiasm to volunteer for on-stage activities and ask questions; it was an opportunity I relished as someone so fresh from education myself, to interact with such eager students and try and inspire them to further their curiosity in science and the natural world.
It was wonderful to see the children’s reactions to seeing photos and film of awesome nature – my favourite being their reaction to seeing clips from our documentary of the azure waters of the Geopark and its dramatic coastline, as many of them were not aware of its proximity to their home. We soon realised the apparent disconnect Hong Kong has with its natural land, particularly during one bizarre moment with a teacher, who was asking us for recommendations on which national park to visit!
Top Tips from Sophie for getting going with Presenting
Just go for it. Nothing is harder but more important than just getting over those first few hurdles of getting your content out there. Experiment with different styles – but just practise, practise, practise. Take every opportunity you can to speak publicly, grow in confidence and learn your style.
Do your research. As a science communicator its so important to do your research and be sure you’re conveying the correct facts to your audience. Keep your facts accurate – but keep them snappy and interesting.
Be creative. This industry is competitive. Try to think of stories or angles to present that are different and innovative – give your audience something remember and your cameraman/woman something fun to film.
Network. The MSc Science Communication has been amazing for meeting likeminded individuals who are passionate about the same ultimate goal. If you want to try out presenting, see if you can find someone who wants to practise their filming and plan some fun filming trips together.
Overall, as newbies into the science communication world, Hong Kong offered a vibrant, challenging and fascinating experience to develop technique and learn an invaluable amount about the various elements that form a documentary and a science show.
Tay Aziz is a passionate science communicator, physiologist and filmmaker. She is currently working as a researcher for the BBC’s Natural History Unit and is the curator of STEMinist, an online community to empower women and girls in Science, Technology, Engineering and Maths.
Sophie is an adventurous zoologist with a passion for using expedition to learn about the natural world. Sophie regularly explores the UK and overseas, sharing fun stories about wildlife and conservation through social media, writing, public speaking and workshops.
Sophie’s next project will involve working alongside The Wildlife Trust’s, making some online content for their 30 Days Wild Campaign in June. She’ll also be running digital content workshops for the City Nature Challenge in Bristol and speaking at the Festival of Nature.
The Science Communication Unit supported three successful bids to the British Council to participate in their Science in Schools initiative. Alongside sending Robotics PhD students and BoxED interns to France to run two weeks of activities, former BoxED interns Jack Bevan and Katherine Bourne were invited to deliver a week’s worth of engineering workshops in Martinique, a French department in the Caribbean.
In January 2018, Jack Bevan and I were invited to deliver a week’s worth of engaging STEM workshops (in English) to primary school children in Martinique as part of the Science in Schools initiative.
Having worked together at the University of the West of England (UWE, Bristol) for the past two years on a similar outreach project, we both accepted instantly and ideas began to form in our minds. First thing’s first: which project to choose?
Globally we are becoming more and more dependent on renewable and sustainable energy. Wind turbines are an icon for clean energy, and also, it turns out, pretty fun to build out of recycled materials.
Our aim was to invite the children to consider the impact that we as humans have on our planet, and also to begin ‘thinking like an engineer’. That is: focus on your objective and try, try, and try again.
Having designed central hubs and provided DC motors to measure any potential voltage generated, it was now up to the children of eight different schools in Martinique to design and produce their very own turbine. The competition began.
A Welcome Surprise
On arrival, we were warmly welcomed by Catherine Ciserane (Academic Delegate for European and International Relations and Cooperation) as well as the exotic sights and sounds of the beautiful Caribbean island of Martinique. Once I had confidently conquered driving on the right (wrong) side of the road, and settled into our hotel, it was time to visit the first of our many schools; Ecole Constant Eudaric.
It has to be said that we were absolutely delighted with the warmth of our welcome from all of the schools that we visited that week. Students were rushing to us immediately with greetings in English, and offers to help carry our heavy equipment. Teaching staff were equally enthusiastic and hospitable, ensuring we had plenty of delicious fruit and sugarcane juice, as well as pastries and chocolates (a staple component of every teacher’s diet).
Once teaching began, we were impressed with the students’ levels of English, and the confidence with which they spoke. Some pupils at Case-Pilôte school had even prepared a welcoming song for us in English, as well as a message of thanks to send us on our way.
Getting Stuck In
At the beginning of each of our workshops, we set the scene for the children. Imagine a world where there was no electricity, and it was your job to make your own energy using only whatever materials you had available to you (in our case: cardboard, egg boxes, and plastic cups).
Once the scene had been set, students rushed to begin building their designs, taking inspiration from other wind turbines around the world. Each and every workshop is different and we are constantly amazed and impressed with the originality of the designs that the children produce.
Using a multi-meter, we are then able to test the amount of electricity (volts) generated by the various turbines. Although some students were disappointed to find their turbine didn’t turn, they had ample opportunity to refine their prototypes and return for another test, often racing to front of the queue!
After some time, our mini engineers were able to generate upwards of 40V electricity. Enough to power an LED light, and even charge a mobile phone (how else could you check your social media during a power cut?).
As well as working with school children, we also had the opportunity to provide a ‘Master Class’ for a collection of professional science communicators and educators across Martinique. We were able to share with them the challenges in STEM that we have faced and the ways in which we can overcome these problems together.
We found that the adults got very into our turbine workshop – it was literally battle of the engineers – but were unsuccessful in beating one child’s high score of 47V!
We received very positive feedback from everyone we encountered, and have faith that our passion and enthusiasm for such a critical and pivotal subject has been instilled into all of the schools we visited.
We are very thankful for this opportunity and would like to encourage any others to embrace the adventure and show their support for the Science in Schools initiative.
Katherine Bourne is a biologist specialising in science communication. She has worked at the University of the West of England for three years, designing and evaluating engaging science workshops for students across the South West of England. She is hoping to complete her secondary school science teacher training in 2019.
Jack Bevan is a mechanical engineer with a passion for widening participation in all STEM subjects. Based at the University of the West of England for two years, he is committed to delivering fun science workshops in both the school and community setting.