What’s your favourite science joke? Does it involve chemical symbols or scientific equipment? These are just some ‘Funnies’ that of our comedic visitors have come up with whilst in the Launchpad gallery. Click on any image for larger pictures.
Adam, Family Programmes Developer at the Science Museum, looks at some of the family activities on offer for visitors this summer.
The Summer is finally here! And with it, a brand new series of events for families here at the Science Museum. This summer our theme is 3D and the Family Programmes team has been busy developing two brand new events for families, the Pop Up Museum and 3D Spec-tacular!
A lot of work goes into developing these events. We started with an initial brainstorm before moving on to researching ideas and testing mock ups. We then surveyed people to find out what objects families wanted to make a pop-up of and what they thought would be the coolest object to see using their 3D glasses. Then, working with the Science Museum’s Design team, we took our designs from the drawing board to the finished version.
Our Pop Up Museum invites visitors to build their very own pop-up book versions of iconic museum objects. These include the Ford Model T, Amy Johnson’s aircraft, the Apple II computer and a peacock on display in our Who Am I? gallery. Visitors can pick between them and produce their very own mini museum to take home.
In 3D Spec-tacular visitors can build their own 3D glasses, and then use them on giant 3D pictures of museum objects and even take their glasses home with a 3D postcard.
These events are taking place each day during the summer, with the Museum open an hour later so you can fit more into each visit. Click here for more information about 3D summer at the Science Museum.
Building Bridges, an exciting new Science Museum Learning project began last year. Here, the team share a few highlights from the project so far.
Building Bridges is a three year project aimed at year seven (11-12 year old) students, helping them to make sense of the science that shapes their lives.
Building Bridges is doing this by focusing on three outcomes: helping students develop new ideas about why science is important to them/society at large; giving students the ability to communicate these and other ideas clearly; and an increased enthusiasm for science. So far, the project has been working with 16 schools, engaging up to 35 students at each school.
Each group takes part in three key activities over the year: an outreach visit into their school, a school visit to the Science Museum and a family event held at the Museum. The outreach visits were lots of fun for everyone: students got involved in the gloriously disgusting It Takes Guts show and took part in the “Science Communication” session. This gave them the opportunity to think about the stories behind the objects, and also learn science demos to present back to their friends.
In May, we welcomed students to the museum for a fun filled VIP day where schools were treated to their own exclusive events and a visit to Launchpad. They also met real scientists during a science journalism session, discussing subjects including the painkiller quality of chillies, and resuscitation. Finally, the students explored the Making the Modern World gallery, searching for objects to help a very important guest…
Last weekend, we said goodbye to our first year of students with a fun filled family weekend at the Museum. The students brought their families to the museum and enjoyed an entire gallery of activities especially for them, including meeting with research scientists and the Imperial College Reach out Lab.
Year one of Building Bridges has been amazingly busy and a lot of fun. We can’t wait for year two!
Tracey Morgan, Outreach Team Leader, looks back at London’s West End Live event.
On Saturday the 22nd and Sunday the 23rd of June, the Science Museum joined Ripley’s Believe It or Not!, London Film Museum, Forbidden Planet, the Theatres Trust, Banqueting House and Benjamin Pollock’s Toyshop along with all of the West End Theatres to celebrate the hugely popular London event West End Live at Trafalgar Square.
The Science Museum was glad to be invited back for a 9th year running, giving visitors the chance to dabble in a bit of science in between catching excerpts from West End musicals on the main stage. In our marquee we ran our action packed Science Museum Game Card Challenge.
Visitors were challenged to test their skills in our 3 science zones, taking on a challenge from each zone and collecting stamps to get their hands on a prize at the end. Solving puzzles, investigating the Bernoulli effect, learning the ‘Stupid Egg Trick’ getting gooey in a bucket of cornflour slime and many more activities were on offer.
If you didn’t make it to our marquee this year, or if you did and you’ve caught the science bug, why not download our free Kitchen Science booklet and try out our experiments at home or in the classroom.
Earlier this year, we invited musician will.i.am and the Prince’s Trust to the Science Museum to announce a new partnership. Will.i.am recently gave a £500,000 donation to the Prince’s Trust, and we’re using some of this money to work with XL Clubs in schools across the country.
The Outreach team has been visiting schools across the country, ‘grossing out’ whole year groups with the It Takes Guts show and working with XL Clubs – aimed at 13-19 year olds at risk of underachievement or exclusion – for the Launchbox Challenge.
We’ve already been to schools in the East of England and taken a trip to Wales. Students are treated to a gruesome, in-depth look into the nether regions of the human digestive system with the chance to find the answers to all those digestion questions like where do burps come from?
The Launchbox Challenge workshop set students the challenge of building their own chain reaction machines, giving them the chance to exercise their powers of invention. They must include as many ‘energy transfers’ as they can think of – maybe a chain of dominoes failing down, then knocking a ball down a tube and so on. The team work and creativity we have seen on all our visits so far has been brilliant. Here are a few of our favourite contraptions:
The Science Museum’s outreach team will be taking the Launchbox Challenge across the country and working with XL Clubs to engage young people with STEM (science, technology, engineering and mathematics). We have thoroughly enjoyed our XL Clubs visits so far and the feedback has been great. Look out for our red van coming to a school near you soon!
Dani Williams, Project Co-ordinator for the Climate Science Outreach Project, reflects on the success of the three year project as it draws to a close.
How do you engage teenagers in climate change? This was our challenge when we launched the Climate Science Outreach Project – a three year project run by the museum in partnership with the National Railway Museum in York, Museum of Science and Industry in Manchester, At-Bristol science centre and the Catalyst Science Discovery Centre.
The nationwide project was designed to inspire 13-14 year olds on the subject of climate change by equipping them with the skills to become climate ambassadors in their schools and communities. During each year of the project, schools were set a different challenge – allowing students to explore aspects of climate change on which they felt enthusiastic.
At the end of each year, the Science Museum turned the students’ finished work into a public exhibition or product, giving students an enormous sense of pride in their own achievements.
In year one, students were asked to create their own pieces of Sci-art on a climate change theme. Among the incredible artworks were a giant hand showing the five countries contributing the most towards carbon emissions and a homeless polar pear begging on the streets. The project was turned into a photographic exhibition which toured at each of the partner museums.
In year two, students from 50 schools across the country became science journalists, investigating and reporting on climate change stories affecting their communities. The result was a fascinating range of stories covering everything from community recycling initiatives to the use of sheep poo as a future energy source. The students’ stories were published in ATMOS – a special magazine for the project.
In the third and final year of the programme, students from 60 schools were set the challenge of organising and running a mass-participation event in their school or community to raise awareness of climate change.
Students were asked to submit proposals and bid for funding from the Science Museum. They were encouraged to think creatively and run unusual and exciting events that people might not ordinarily associate with science. The events included an endangered animal football match, recycled fashion shows, flash mobs and a cycle-powered cinema. Photographs from the events were displayed at a celebration party to mark the end of the project.
We are delighted with the results of the project. In addition to raising awareness of climate change, teachers have reported many additional benefits including increased confidence among the students, a greater interest in science and improved literacy.
Kate Davis, a Learning Resources Project Developer, discovers the story behind one of our more unusual objects.
The fifth floor of the Science Museum is a fascinating area, full of gory and often unusual paraphernalia related to the history of medicine. One of the more unusual objects lurking in this gallery is the Drug Castle.
Our knowledge of medicine and how civilisations have treated illness and disease stretches all the way back to the earliest writings on the subject from Ancient Egypt. However, the ways in which people have treated illness has not changed very much over the centuries. It is only during the last 200 years that scientific developments have gathered pace and enabled doctors to make huge breakthroughs in treatments. It is often easy for us, living in the 21st Century, to forget that as little as 100 years ago there was no penicillin, nobody knew the cause of rickets and there was no vaccine for tuberculosis.
Now, we can mass produce a whole range of pills and potions for a variety of different ailments that had previously been untreatable. All of the syringes, pill bottles and tablets used to create the Drug Castle are real and it is a brilliant visualisation of how central the use of drugs has become to the treatment of illness in the developed world. However, this shift in how we treat disease does not come without its controversy.
The Drug Castle itself is a reminder of this as it was created to feature in a poster campaign by the East London Health Project in 1978. This campaign aimed to raise questions about whether pharmaceutical companies were more interested in making money or making their medicines available to all. Health care is extremely costly and is frequently an issue that is considered and debated by governments worldwide as they try to provide the best health care they can for their citizens with the funds that they have available to them.
There are also significant issues with the effectiveness of the drugs that are prescribed by doctors. One of the primary examples of this is with antibiotics, that when first manufactured, were very effective at treating infections, but now are less so because the bacteria has mutated so that antibiotics, such as penicillin, are not as useful. Therefore, in order to keep treating infection scientists will need to develop new drugs that can combat these more virulent illnesses.
Should we keep creating new drugs for antibiotic resistant bugs – or do we need to change the way we take medicines?
Jared Keller, a researcher and former Science Museum Explainer, discusses some of our hidden objects and the science behind them.
Today we’re looking at the Sound Section of Launchpad and one of my favourite exhibits, “Sound Bite”. If you’re a bit rusty on your Sound Bite science, HERE is an old BBC refresher course on the principles of sound travelling through a medium/solid.
The important thing to remember is that sound waves can travel through a solid material like a metal rod the same as they can through the air. Proof of this lies in the fact that you can feel the rod vibrating if you pinch it with your fingers. When you bite down, those vibrations are passed up through your teeth, through your jaw, and up into your ear where they vibrate the same bones in the inner-ear that normally vibrate from sound waves in the air.
In 1877 a very ‘bright’ man named Thomas Alva Edison put this principle to use in what he called a phonograph. Whereas the more familiar gramaphone ‘records’ are flat two-sided discs of vinyl, Edison’s original phonographs used 10 cm cylinders made of soft tin-foil (and later wax).
Whatever you call them, the science is simple: he knew, just like you, that sound travelling through a metal causes it to vibrate. His great insight, was in realising that vibrations in a metal could then be turned back into vibrations in the air – what we normally hear as sounds!
In the drawing above you can see Edison speaking into one of his phonographs. As he spoke into the cone and tube, it captured his voice and funneled it down until it was intense enough to vibrate a small, incredibly sharp piece of metal. As the metal vibrated with the sound of his voice, the soft tin cylinder was rotated underneath the vibrating tip which caused the tip to cut into the tin. If you want to see a real phonograph player and its cylindrical record, simply head to the ‘Secret Life of the Home’ gallery in the basement.
Edison knew that once the vibration of his voice had been carved into the soft tin, passing another tip through those grooves in the now hardened tin would make the needle vibrate in exactly the same way! All he had to do then was take those vibrations and amplify them so they were loud enough to be heard by the human ear. But being the veteran Sound Biters that we are, we know that if Edison had simply attached small metal rods to that vibrating tip we could bite down on them and let the vibrations pass up our teeth, through our jaws, and up to our ears, just like with Sound Bite!
Though maybe Edison was right: listening to a song through the air is much more satisfying than biting down on a metal rod!
Micol Molinari, Project coordinator for the Talk Science project writes about the launch of Enterprising Science, the largest science learning programme of its kind in the UK.
Today is a big day for us. It is the official launch of Enterprising Science, a five year partnership between the Science Museum, King’s College London and BP, bringing together expertise and research in informal science learning.
This new project builds on our Talk Science programme. Since 2007 we have worked with over 2,600 secondary school teachers across the UK to support STEM (science, technology, engineering, and maths) teaching and learning. The main aim of Talk Science was to give young people the confidence to find their own voice and have a say in the way science impacts on and shapes their lives. The core our work was with science teachers, because of their important role and ability to make a difference in young people’s lives.
So what did we do for Talk Science? We delivered a 1 day teacher CPD course, in over 30 cities across the UK. We developed physical & digital resources to support teachers in the classroom; ran student and teacher events, delivered communication skills training for scientists working with young audiences and held seminars for other museum educators on informal science learning.
This year we began working with King’s College London to develop, test and share new tools and techniques to engage more secondary schools students with science. The tools and techniques are all grounded in research from Kings College London’s five year ASPIRES study of children’s science and career aspirations, combined with our experience from five years of the Talk Science project. Our partnership with Kings is really exciting: it makes Enterprising Science the largest science learning programme of its kind in the UK.
As part of Enterprising Science, we will be working closely with small groups of partner teachers, to collaboratively develop and trial new tools and techniques for engaging students with science both inside and outside the classroom. These new resources will be shared through our work with schools across the UK and online.
But it is not just about science in the classroom. In fact, research shows that one of the strongest indicators of whether a young person will choose a career in science is the type of support they get outside of school from their families. We will be working with teachers, young people and their families to help create a supportive learning environment for students. By raising the value that young people place on science, we hope to help students develop a genuine interest in science and understand how it is relevant to their lives.
We are excited to see where this project will take all of us. Here’s to the next 5 years!
Micol & the Enterprising Science team.
Guest post by Apprentices Jorden, Vicki & Toni
Hello everyone! We are the bubbly young apprentices who work in the Learning department (mainly with the Explainers) at the Science Museum. We are here to gain vocational skills and experience in a working environment. This will prepare us for work in the future and provides us with a Level 2 NVQ in Cultural Heritage and Venue Operations qualification, which is widely recognised by employers.
Jorden, 17 “I chose to do an apprenticeship because I didn’t like working in a classroom environment; in college I’d get bored really quickly, even in the subjects I was really interested in. But working at the Science Museum is the complete opposite, I’ve learnt so many skills and I really enjoy helping the visitors; the best part is interacting with the children and encouraging them to have fun while they learn something new. The environment is full of surprises and there are a range of different tasks to keep me busy, so no two days are the same. The Learning team is really friendly and the Explainers in particular have a strong team, they’re really enthusiastic about helping each other out and everyone does their part to make sure the day runs smoothly.
When I complete my apprenticeship, I’d really like to work with the Outreach team going round to schools and bringing some of the excitement from the Museum into the classrooms.”
Vickie, 17 “I decided to do the apprenticeship because I love doing anything to do with the Science Museum. I feel proud to say that I work at the Museum and I love what I do. The environment at the Museum is so friendly and you learn so much without even realising. The Explainer department is so exciting and inviting; you can make friends with everyone and not feel left out. When I complete this apprenticeship I would love to stay on as an Explainer and start to do shows. I love entertaining people and showing them really cool things, such as explosions in one of our Launchpad shows!
I would advise everyone to come to the Science Museum. You wouldn’t believe your eyes if you saw some on the amazing things we have to offer. My highlight so far has been seeing Will Smith in the IMAX cinema!”
Toni, 18 “I chose to go for this apprenticeship because I always came to the Science Museum when I was a little girl. So when I saw the ad on the apprenticeship website, I got excited and quickly applied. I was over the moon when I found out I got the job! When I first started I was scared of the Explainers, however, as time went on I realised they aren’t scary and I began to have conversations with them.
I have recently performed demos to the Explainers at a meeting. One of these demos included using plastic cups and an air-zuka (the air-zuka looks like a plastic tube and handle with a plastic bag on the end). I had to pull back the bag and let go, shooting air out in a spiral vortex which knocked down the cups, in my case it knocked down 3 cups out of the 7. Performing the demos was one of the scariest things I have ever done because I was performing demos to the performers and it took a lot of practice and support to build up the courage to perform them. But once I started performing them to the Explainers, I started to feel calmer and they began to laugh because of the humour I had added. At the end of the demos, all the Explainers gave me compliments and said I did well. I now feel like part of the team and enjoy working with them. I have also learned some Makaton during my time at the Museum, which is a language to help communicate with those with special needs. After my apprenticeship, I want to apply to work as a full-time Explainer.”
Apprentice Fact: If you combined the ages of all 3 apprentices together, it’s less than the age of the oldest Science Museum Explainer.