Dr Emily Grossman: ‘Anyone can be a scientist!’
Dr Emily Grossman is an expert in molecular biology and the face of many a scientific TV and radio slot (including The Alan Titchmarsh Show and Duck Quacks Don’t Echo). Here, Emily speaks to QA Education editor Victoria Galligan about why she’s involved with Rocking Ur Teens, a social enterprise that runs inspiring conferences that help encourage girls and boys to become confident in their school life and beyond… To say Dr Emily Grossman is an inspiring person is, quite frankly, an understatement. In 2017 Emily was made the second Honorary STEM Ambassador by STEM Learning – the first was astronaut Tim Peake. When I ask her about her childhood influences, she immediately tells me about her dad – a doctor and research scientist. Emily – who discovered a new molecule while working in cancer research – says: “We used to go on some long car journeys and dad would tell me really fun stories about the world, which were inspiring and relevant to my life. They were really scientific facts and theories, like telling me our ancestors were monkeys. So obviously I thought I may have monkey cousins and aunts and uncles somewhere! “Stories about science fascinated me and I loved finding out about the world around us. “Because these stories were framed for me by my dad, and made relevant to my life, I found them so interesting and that’s how we need to engage youngsters today.†Emily attended an all-girls school and her teachers also had a positive influence on her. The female environment eliminated sexism in the classroom and girls were encouraged to communicate, ask questions and find answers – although Emily admits not all of her peers were enamoured by the STEM subjects. “There was no stereotyping in the classroom and maths was taught from the root upwards, which really helped my understanding. But it wasn’t always easy for me and on occasion I was bullied, being labelled the “teacher’s petâ€. Girls still face this stigma in school when they speak up – luckily I had some great friends and teachers who were really supportive and the female environment allowed our ideas to thrive.†Talkative, passionate and friendly during our interview, it’s hard to believe that she has ever suffered a crisis in confidence. However when Emily started university, where she studied physics, natural sciences and later cancer research, that’s exactly what happened. She noted a huge shift in attitudes working alongside her male peers. Emily says: “Many women feel out of place in a scientific learning environment – traditionally it’s seen as a cold, calculating and competitive world. “It can be challenging in this environment, and I found it very hard. I was used to a more supportive learning experience and I became scared of asking questions. I lost my confidence and see this today in many girls – and boys – who I meet when I visit schools now. They are nervous to try things and speak up, and we as educators need to let them know that they shouldn’t be put off by how confident other people seem to be. “I dropped physics after a year and remember before I ended that part of my course, many of the boys were bragging after an exam about how easy it had been. I had found it difficult but gave it my all – and I came out with better results than those boys!†It is these traditionally competitive, often sexist attitudes in the STEM subjects that Emily is working to change, through her work giving talks in schools and as a speaker at events like Rocking Ur Teens. Emily was asked by a friend who she met through a women’s group, Hannilee Fish, to attend the all-female event as Hannilee was speaking there too. Emily says: “Hannilee is an incredible role model and very inspiring. I was grateful for the opportunity to speak at Rocking Ur Teens and was happy to help dispel some myths about what it is to be a scientist, and help and inspire young women. “It was great to communicate with pupils from so many different areas and from such different backgrounds. For schools that don’t get a lot of funding, Rocking Ur Teens is a great opportunity for youngsters to hear from so many speakers and it really works. Seeing women like them, who perhaps were not very confident as teens and are just normal, everyday people, but who have become successful after working hard and being tenacious, really helps.†Having had quite a few career changes – Emily spent around 10 years acting and worked on the stage and screen in productions from Macbeth to Snow White – she is keen to impress upon youngsters the fluidity of STEM subjects and the range of options available. Emily adds, “Not all girls feel confident in STEM subjects and some feel they’re not clever enough, or that they’re too sensitive or creative. Girls who like science are often called ‘geeks’ or ‘weird’ or ‘boring’, but they shouldn’t be put off. Sensitivity and creativity are very beneficial to STEM. We need every sort of person to study STEM – gender, colour, sex, race etc doesn’t matter. If you have a passion for STEM then get involved!†Regarding women working in STEM, Emily would like to see policymakers continue to make roles accessible for women who have to consider their family needs, and to encourage women to bring their “whole self†to work. She believes that if STEM employers are compassionate, supportive and inclusive, then more women will want to start working and stay working in the field – even after starting a family. So what advice does Emily have for teachers who want to better engage girls in STEM? “Keep encouraging them to see the diverse range of careers and impress upon them the different types of people that STEM needs. They may be outgoing, shy, sensitive, analytical, team players or better working in private. Whatever sort of person
Gratnells Engineering inspires school students to consider careers in STEM
The Harlow-based manufacturer is committed to promoting Science, Technology, Engineering and Manufacturing subjects to young people and recently welcomed local school students on-site for a day of activities. Historically known as the leading name in school storage in over 68 countries of the world (and the producer of the iconic Gratnells Tray) Gratnells Engineering has developed into a multi-sector manufacturer capable of providing high-volume laser cutting, powder coating and bespoke metal solutions to a wide range of customers. The company has previously supported campaigns such as the F1 in Schools’ program, the Year of Engineering and most recently, has developed key relationships with educational institutions in the local area such as BMAT STEM Academy. The business has become a Gold Level sponsor to the school this year, which will see them provide support and opportunities for students to further their understanding of manufacturing and play a role in product development. As part of this initiative, the Gratnells factory recently welcomed a group of 20 BMAT STEM students on-site, giving presentations about the company history, providing insight into areas such as quality control and delivering experiences such as tours of the impressive facilities. The students were introduced to the different roles and responsibilities found in a typical manufacturing environment and were set an activity to evaluate a real, current prototype product using evaluation sheets, followed by making prototype designs and layouts for their own ideas. Every student completed a feedback form at the end of the day and these almost unanimously stated the tour of the impressive Gratnells facility was the favourite part of the day. This included a chance to see some exciting Powder Coating, Injection Moulding and Laser Cutting machinery in action, producing many of the classroom tools and equipment they use in school every day. Designed to showcase the variety of manufacturing solutions Gratnells Engineering provides, students also had the opportunity to witness primary metal work, such as drilling, tapping, folding and welding; as well as foam cutting and vac forming taking place. The importance of health and safety in the factory environment was reiterated throughout with the wearing of high vis jackets and following of specified walkways and crossings. Dave Ramsey, Assistant Head Teacher at BMAT STEM, said “The students had a brilliant experience and a number of them have said that they want to work for Gratnells in the future! We really appreciate all the effort the team put into the students’ experience both on the day and the impact working with the company is having on their learning. Students have been inspired and can’t wait to start using some of the ideas in lessons and in their project work.†Chloe Winyard, Gratnells Engineering Marketing Assistant, commented, “The students from BMAT STEM were so engaged and came up with some really brilliant ideas. We are delighted the tour in particular proved popular and we hope to have inspired some of the students to consider a future career in a STEM subject. Grantells Engineering has a long history of offering opportunities to students and just last year saw three apprentices convert into full-time members of staff.†Chloe is herself working towards a CIM qualification – further evidence she says, of her employer’s commitment to education, “By supporting my continued development, Gratnells Engineering are showing they truly believe in personal progression. If we continue to show the importance to keep learning ourselves, we hope we can inspire others to do the same.†Find out more
Russian Grandmaster and maths teacher share learning benefits of chess
Following the pilot of a chess-based educational initiative in Russia, global education technology provider, Promethean, will be bringing Grandmaster, Sergey Karjakin, and a Russian maths teacher to Bett 2019, to deliver a programme of activity which provides insights into the learning benefits of teaching chess in the classroom. After undertaking academic studies that demonstrated learning chess could help to improve student achievement, Moscow Education Department has introduced weekly chess lessons as a mandatory part of the primary curriculum. To support schools in integrating chess teaching into the classroom using technology, Promethean piloted the ‘Grandmaster Challenge,’ which gave all schools in Russia the opportunity to showcase creative ways of teaching chess with Promethean solutions. Commenting on why Promethean launched the chess initiative, Ian Curtis, Head of EMEA and APAC Markets, said: “We’re much more than a technology company. We are heavily invested in education and supporting teachers to develop lifelong learners. In today’s world, technology plays an increasingly prominent role in teaching and learning, just as it does in students’ home lives. In light of this, we wanted to encourage teachers to explore approaches which use modern technologies alongside traditional methods of chess teaching – the objective being to better engage students in learning to play chess.†Having emerged as the winner of Promethean’s Grandmaster Challenge, Bakhova Alfusya Borisovna, maths teacher at Secondary School No 6, Nartkala in the Kabardino-Balkarian Republic, will be delivering daily presentations on Stand B98 which share her innovative approach to chess teaching with technology. Presenting alongside Sergey Karjakin, who holds the record as the world’s youngest ever Grandmaster, Alfusya will provide insights into making chess engaging for even the youngest of students, while Sergey will discuss why he believes the game has an important role to play in developing children’s mathematical, critical thinking, and social skills. For more information, see Promethean at Stand B98 at Bett 2019 – there will be live chess games featuring Grandmaster Sergey Karjakin and the teacher from Russia taking place.
The Mason Trust set to hit even greater heights in 2019!
Since its foundation in 2008 as a charity with the mission of inspiring young people of East Anglia to fulfil their potential, 2018 has been The Mason Trust’s most successful year to date, and the charity is looking forward to 2019 with the intention of bettering that record. It has achieved success in various ways. A total of 64 young people have been helped to achieve their dreams in 2018 by personal funding. These encompass a variety of activities from a volunteering trip to Honduras with Project Trust to scooter hire costs; from a medical placement in the Dominican Republic to piano lessons; from Rotary youth leadership award course fees to performing arts tuition fees, and many more besides. Since being established, the Trust has made 395 grants totalling £602,000 helping in excess of 6,000 young people. G rants from both the Dudgeon Community Fund and the Sheringham Shoal Community Funds have enabled the charity to deliver Renew Your Future energy day workshops to five secondary schools in the Great Yarmouth, North Norfolk and Breckland regions of Norfolk. The workshops are designed to inspire and encourage students to consider studying STEM subjects [Science, Engineering, Technology and Mathematics] in sixth form or at college, thereby opening up a variety of engineering career options being offered in the region by the offshore wind farm developers and operators. The interactive icanbea… careers guidance website [www.icanbea.org.uk] was used within these energy day workshops to demonstrate how students can explore opportunities in the renewable energy sector and the regional supply chain. It was also the focus for 22 workshops and 25 careers fairs and school assemblies at 47 schools across Norfolk and Suffolk during 2018, and its innovative mobile App attracted much attention at both the Norfolk and Suffolk Skills Shows. Mason Trust founder, Yvonne Mason, is proud of the impact of the charity on the region’s young people in 2018, commenting: “My fellow Trustees and I believe implicitly in the benefits that The Mason Trust can offer our young people. We recently celebrated our 10th anniversary with an Anniversary Ball, all proceeds from which will go towards the continuation of work by The Mason Trust during 2019. We couldn’t think of a better way to both have a good time and to raise funds to take the organisation forward. “The Mason Trust’s aim for 2019 is to continue in the same vein, providing even more of our young people with funding for particular projects, global experiences, ambitions and vocations, and by providing an insight into the world of industry and its many facets.”
Dudgeon grant encourages tomorrow’s engineers
A grant from the Dudgeon Offshore Wind Farm’s Community Fund STEM Programme is enabling Sheringham High School to lead an innovative robotics development project for students from six Norfolk schools. Sonja Chirico Indrebø is the Power Plant Manager of the Dudgeon Offshore Wind Farm operated by Equinor. She recently met a number of the students involved in the project when she visited Sheringham High School and commented, “Among these students are tomorrow’s engineers, vital to the future success of many industries. Norfolk is now a hub for the UK offshore wind industry, a sector which will continue to offer career opportunities for engineers for many years to come. There is a recognised shortage of engineers across the UK, so I believe it is very important that Equinor, as a major offshore wind farm operator, takes an active role supporting projects and initiatives which are designed to encourage students to embrace STEM education and give them hands-on experience of technology.” The project is designed to give students opportunities to observe and develop the STEM skills of science, technology, engineering and mathematics beyond the classroom curriculum, and to increase student uptake in GCSE and A-Level STEM subjects. It will also expose students to the 2019 Robotex Expo international robotics competition in Estonia that will feature technology and engineering companies from all over the world. In preparation for the format of this competition, the 2018/19 project requires students to develop sumo wrestling and line-following robots. Using Lego EV3 kits, the students design, build, programme and command autonomous robots (known as ‘bots’), enabling these ‘bots’ to be capable of a range of actions including walking, shooting, slithering, sliding, spinning and slamming. The Lego kits include a sumo wrestling practice ring and a line-following practice mat. Charlotte Gardener is the Science Teacher at Sheringham High School who is co-ordinating the project; the other participating schools being Alderman Peel High School, Cliff Park Ormiston Academy, Fakenham Academy, Nicholas Hammond Academy and Stalham High School. She commented, “Late last year we hosted a practice session at Sheringham High School to allow groups of students and their teachers from each school to meet each other and to engage in a series of casual, but structured and competitive, ‘battles’. It was obvious that there is a huge amount of enthusiasm for this project from teachers and students alike, and some strong computer programming by many of the students has given them an impressive command of their individual robots.” She continued, “The generous grant from the Dudgeon Community Fund will allow this STEM project to benefit around 75 students in the 2018/19 academic year, and potentially a further 150 students in the next two academic years. In April 2019 we will hold rigorous competitions which will decide which students will be representing Norfolk at the Robotex Expo next November. I believe it is an excellent way to encourage students to engage with the STEM disciplines.” www.norfolkfoundation.com/funding-support/grants/groups/dudgeon-community-fund/
KUBO Robotics launches innovative new coding pack
KUBO Robotics has launched a brand-new innovative coding pack for primary school children. Available from January 2019, “Coding+†builds on KUBO’s existing robotics resource and teaches children aged 4-10 more advanced programming elements and stronger computational thinking skills. Coding+ comes with a set of 36 additional TagTiles which deliver high-quality, innovative programming challenges. The TagTile pieces fit together like a puzzle in order to create a sequence of code. The robot is then placed on top of the tiles and follows a set of instructions helping pupils to understand more advanced levels of programming related to routes, functions, subroutines and loops. In addition to KUBO’s previous functions, Coding+ enables educators to cover time, distance, speed and directions, encouraging pupils to undertake more challenging and sophisticated programming tasks. Daniel Lindegarrd, Co-founder and COO at KUBO Robotics said: “At a time when most children will end up working in jobs that don’t even exist yet, now more than ever we should be teaching them computational thinking and coding from an early age in order to equip them the right skills for the future. “At KUBO we are dedicated to helping educators teach invaluable coding skills in a simple and engaging way that appeals to pupils. We are continuously developing our curriculum content and resources to ensure that we are providing solutions that demonstrate coding in a way that is not only accessible but gives learning STEM subjects a real purpose.†KUBO is designed to make it easy for teachers to introduce computer science and coding into their daily teaching activities, promoting cross-curricular collaboration and hands-on play. For more information, visit: www.kubo-robot.com
DigiLab 3D45 Review: Dremel’s 3D printer is school friendly!
With 3D printing making a splash in industry, schools are beginning to invest in the technology to help prepare students for future careers. But with the cost relatively high and the technology still emerging, is it worth handing over much-needed funding? Here, we review the Dremel DigiLab 3D45 model to explore whether 3D printing is a realistic avenue for schools to explore. Armed with a scraper and two sticks of purple glue, our tech-minded colleague Frank McLaughlin set up the DigiLab, which was generously loaned to us by Dremel (part of the Bosch group). Dremel launched their DigiLab 3D45 at the BETT show recently because it has been designed specifically for schools. Frank had a good knowledge of how 3D printing works – although he had never used a 3D printer before – and informed me that a spool of plastic thread (or filament) was responsible for printing the 3D objects. So we loaded the spool into the side of the machine and threaded the filament into the correct parts. Dremel informed us that an environmentally friendly, plant-based plastic, PLA, can be used with the DigiLab. Creating awe and wonder in DT On reading the easy-to-follow, relatively short set of instructions, we set about choosing a design to build. The touch-screen menu allowed us to easily navigate to a frog model, which the printer informed us would take 1hr 30mins. We took the purple glue stick and lubricated the glass platform to avoid the object from being welded onto the plate. Over the next couple of hours, with the lights dimmed and the printer illuminated like some kind of plastic-melting UFO, staff from around the office bobbed in to express their awe and wonder. Thanks to its fully enclosed see-through chamber, we could see every stage of creation as the hair-thin strands of melted plastic build up the shapes, layer by layer. With cries of “It’s like magic!†and “What else can we make?†it’s clear to see the excitement levels in schools will be piqued with a 3D printer. The possibilities are endless and the only limits are the students’ imagination. The end completion time was extended throughout printing, so the first job ran over our working day. Frog ended up remaining headless, however we were able to see the honeycomb effect within the body of the objects printed – which saves on filament and is fantastically strong. There’s also an integrated camera so students and teachers can monitor and control multiple printers remotely. Frank monitored the printing of the first object – while printing the machine should not be left unattended, something to consider when longer jobs are being built in school hours – and then began creating his own designs including a QA Education logo and a Euromedia heart keyring. As well as a few designs included with the printer to get you started, nets are available on the web if students want a quick start. Designing your own net can be done in a variety of software packages such as Autodesk’s Print Studio. Cross-curricular potential After using the printer and discussing the possibility of creating various objects, we realised that a 3D printer can be fully cross-curricular as well as improving DT and computing skills. Studying business? Make an object to sell at enterprise. Art student? Design your own decorative object. Future engineer? Solve a problem by building a solution. Dremel are keen to impress how important it is that pupils have a good knowledge of 3D design and build. John Kavanagh, Dremel’s global president, said, “3D printers have become an essential teaching tool as the world’s economies gear to the needs of the next industrial revolution. The Dremel DigiLab suite provides the tools and range to inspire children and give them the skills they’ll need for the workplace of the future. The DigiLab 3D45 is the first 3D printer designed to perfectly suit the school environment. It combines simplicity of use and reliability with the capacity to produce advanced designs at a price that schools can afford.†Michael Miller, technology and computer science teacher at Otsego Public Schools in the USA and a Dremel 3D Ambassador, said, “The integration of 3D printing into the classroom, from design and technology to history, inspires students. The Dremel Digilab 3D printing product suite is perfect for introducing children to the basics of 3D design and printing, and enabling them to develop their skills from starting school to heading to university. 3D printing is a great way to close the disconnect between the skills we teach in the classroom and the world of work.†QA Education checks out software, preparation and the scope for students with the Dremel DigiLab 3D45 Here, Frank gives his technical review and suggests how the 3D printer can be operated in DT lessons: • Set-up speed: To set the DigiLab takes hardly any time at all. It is built for easy usage, all of it is pretty much self-explanatory. • Ease of use: The printer is almost plug in and print. It’s so easy to use, you just add the filament, hook the filament to the extruder, calibrate the glass platform (which is literally pressing a button) and you are good to go. • Time: The DigiLab takes around five minutes to heat up before it can begin sculpting. The clock is not always dependable with sculptures sometimes taking up to an extra hour longer than expected. Despite the guesstimates the DigiLab’s speed, for what it prints, is impressive. • Display: The DigiLab utilises a clear and user-friendly interactive touch screen to display how long the sculptures will take to create. It also shows the temperature of the glass platform as well as the temperature of the nozzle. • Noise: The machine is quite loud, as can be expected of a 3D printer, so may need to be sited away from pupils’ desks. • Software: Works best with recommended files .g3drem and these can be created with relative ease with the Autodesk Print Studio. Just