I was delighted when a link to this video popped into my Outlook inbox a few days ago…
A big thank you to the video-maker, Tony Martin, who did such a wonderful job of capturing the enthusiasm, energy, and exuberance of the three hundred or so Year 8 students crowded into our largest lecture theatre for this year’s Spring Into Science. It’s the third year in a row that we’ve run this event, after it was inspired by my friend and colleague Ed Copeland during a Brian Cox lecture here in Nottingham in late 2016. As described in a University of Nottingham blog post covering the inaugural Spring Into Science,
Professor Copeland joined him on stage and spoke about the need for more young people to get involved in science: “Getting more young people enthusiastic about science is vital both to ensure progression and growth in the subject but also because science plays such an important role in society. We designed the content to be interactive and engaging, with the aim of showing how exciting science can be and to hopefully inspire the audience to consider it as a subject to pursue.”
I look forward eagerly to Spring Into Science every year. It’s a huge amount of fun to give the lecture because of the students’ reactions to the demonstrations and their willingness to engage with the science. But I’ve got the easy job — I just turn up and talk. There’s a heck of a lot more hard work involved for those who put in the effort (both behind the scenes and “up front” during the lecture) to organise everything and to ensure that the many demos not only work but grab the students’ attention year in, year out. There’s nothing quite like that “ohhhh” that echoes across the theatre each year as the Tesla coil is fired up…
As ever, it’s the unsung heroes of universities — the technical and support staff — who make events like Spring Into Science such a success. So a very big thank-you indeed to Ian Taylor, Denise Watt, Matt Young, and Paul Munday for their dedication and commitment in developing, testing, and supporting all of the demos we use (for not only Spring Into Science but the very many other outreach, public engagement, and schools events with which the School of Physics and Astronomy is involved.) I’ve also got to very gratefully acknowledge the hard work of Ed, Chris Staddon (our outreach coordinator), Aggie Gasiorowska (who liaises with all of the schools and has the unenviable task of ensuring that hundreds of thirteen year olds end up in the right places in the lecture theatre), and our colleagues involved in secondary education across Nottingham: Nadia Hussain, Frances Rowland, John Dexter, and Mick Evans, in particular, who make sure the word gets out to Notts schools. And, of course, I have to highlight the immense hard work, dedication, and enthusiasm of all of the Year 8 teachers who attended. (If I’ve forgotten anyone, it is most definitely not a deliberate slight. My memory ain’t what it once was…(and it’s never been that great.))
Hot on the heels of the Spring Into Science lecture there’s a Q&A session, with a panel comprising students and researchers in physics and astronomy at pretty much all career stages: undergrads, postgrads, postdoctoral researchers, lecturers, and professors. (Another big thank you, of course, to all those who contributed to the panel discussion.) It’s always fascinating (and instructive) to listen to the Year 8 audience quiz my colleagues. This year, in addition to the traditional questions about the origin of the Earth/universe (or is it multiverse…?), we had students keen to know about that incredible black hole image, whether the Earth is the only planet with four seasons (a great question), and what our panel thought about the flat Earth “controversy”. Dr. Meghan Gray’s answer to the latter question was a model of restraint, clarity, and compelling scientific argument: “There is no controversy. Here’s why…”
At about the 1:40 mark in the video above, one of the students explains that “We got to explore our imaginations a little more and figure out what we wanted to do when we’re older.” I was very pleased to hear this, as one message I try to get across during the Spring Into Science lecture is the importance of breaking down that irksome “Two Cultures” divide that continues to exist between STEM and the arts and humanities. Too often (particularly at secondary school level), science is viewed as a staid, static body of facts and techniques that need to be learned so as to “get the right answer”. The more we can highlight just how much creativity, imagination, and, indeed, artistry are involved in science, the better.