Tag Archives: learning

Information Age: Testing, testing, 1 2 3

Jack Gelsthorpe and Lauren Souter are both Audience Researchers working on the new Information Age gallery. Here they discuss some of the work they do in prototyping digital media for the exhibition.

In September 2014 an exciting new gallery, Information Age, which celebrates the history of information and communication technologies, is due to open at the Science Museum.

The gallery will include some truly fascinating objects such as the 2LO transmitter, part of the Enfield telephone Exchange and the impressive Rugby Tuning Coil. As well as these large scale objects, the exhibition will house smaller objects such as a Baudot Keyboard, a Crystal Radio Set, and a Morse Tapper.

Information Age will also contain a host of digital technology and interactive displays where visitors will be able to explore the stories behind the objects and the themes of the exhibition in more detail.

This is where we come in.

As Audience Researchers, it is our job to make sure that visitors can use and engage with the digital displays in this gallery whilst also ensuring that they don’t draw attention away from the objects and the stories they tell.

We do this by testing prototypes of the interactive exhibits, games, web resources and apps with visitors both in the museum and through focus groups. There are three stages in the prototyping process. We begin by showing people a ‘mock up’ of a resource so that we can get feedback on our initial ideas. This can be very basic, for example we have been testing for Information Age with storyboards on paper, handmade models (which have sometimes fallen apart during the testing process!) and computers.

A prototype of an interactive model that represents the Baudot Keyboard

A prototype of an interactive model that represents the Baudot Keyboard

We invite visitors to try these prototypes while we observe and make notes and then we interview them afterwards. This helps us to understand what people think about our ideas, whether people find the resources usable and whether the stories we want to tell are being conveyed effectively. We then discuss our findings with the Exhibition team who are then able to further develop their ideas. The resources are tested a second and third time using the same process to ensure that the final experience is interesting, fun and engaging.

As well as testing these resources in a special prototyping room we also test some of the experiences in the museum galleries to see how visitors react to them in a more realistic setting.

Recently we have been prototyping electro-mechanical interactive models of some of the smaller objects that will be on display in Information Age. These exhibits intend to give visitors an insight into what it would have been like to use these objects whilst explaining the scientific processes behind how they work.

A prototype of an interactive model that represents the Double Needle Telegraph.

A prototype of an interactive model that represents the Double Needle Telegraph.

We will be testing different digital experiences until September, so you may see us in the prototyping room or the galleries. If you see us feel free to say hello and ask us any questions.

Experience these interactive models for yourself in the new Information Age gallery, opening Autumn 2014.

Wonderful Things: Peruvian Rubber Ball

Shaun Aitcheson from our Learning Support Team writes about one of his favourite Science Museum objects.

What do you think this is?

What is this?

Credit: Science Museum/SSPL

Whilst this may look like a rock or a big ball of old chewing gum, it’s actually a rubber ball. It was found in the grave of a Peruvian child, and is thought to date from 1590-1610. Rubber balls were invented by the Ancient Mesoamericans who used them in what was probably the first ever ball sport, a game similar to racquetball called the Mesoamerican Ballgame. This game was invented around 1600 BC, but could be even older. In some places, instead of a rubber ball, they would use a human head!

Image Credit: Marjorie Barrick Museum http://barrickmuseum.unlv.edu/families/img/Maya14-small.jpg

Today we think of rubber balls as toys, but this one was most likely used as a funeral offering as a symbolic gesture towards the afterlife or perhaps even evidence of a human sacrifice to the gods.

Although this ball is only around 400 years old, it highlights just how long rubber has been used by humans. Incredibly, humans have been creating rubber for over 3500 years.

The first use of rubber was by the Olmec people (Rubber People) of South America. They would boil natural latex, a milky sap-like substance, which they ‘tapped’ from the rubber tree Hevea Brasiliensis, and mixed with the juice of a ‘morning glory’ vine. This created a very stretchy and extremely waterproof material. The Olmec’s used it to create items such as rubber balls, galoshes and waterproof cloaks.

Rubber wasn’t used greatly in the West until 1770 when an Englishman called Joseph Priestly, noticed that the material was very good at rubbing away pencil marks, hence the name ‘rubber’. Charles Mackintosh began using rubber to create his famous waterproof jackets in 1824. However, they were far from perfect as they melted in hot weather and smelled very bad!

Charles Goodyear and Thomas Hancock are responsible for producing the rubber we know today. In the 1840s they heated it in combination with sulphur to produce vulcanised rubber, strengthening it greatly. Thanks to the invention of the bicycle and motor car, rubber consumption soared as it was the perfect material for tyres, with its very durable and shock absorbent qualities.

The rubber ball can be found in Challenge of Materials, on the first floor of the Science Museum.

Opening the doors for Early Birds

Kate Mulcahy in the Learning team blogs on our Early Bird sessions in the Museum.

Museums are my favourite place to visit. I love to see interesting objects from history and to learn new facts, and I love the buzz of other people enjoying the Museum too. But for some of our visitors this isn’t so easy, and it was for this reason the Science Museum launched Early Birds.

A few times a year we open the museum from 08.30 in the morning for Early Birds, a free event for children who have an Autistic Spectrum Condition (ASC) and their families. This gives families a chance to look around our galleries and take part in fun activities before the Museum opens at 10am. We even keep some galleries closed a little longer, just for our Early Birds visitors.

Visitors at Early Birds

Visitors at Early Birds

For people with an autistic spectrum condition, it can be difficult to be in a busy environment or even waiting in a queue. They can be particularly sensitive to light or sound which can make being near some of our interactive exhibits unpleasant. All of these factors can make it difficult for children who are on the autistic spectrum to visit the museum during our usual opening hours.

For Early Birds, we wanted to create an environment where families would feel safe, happy and could still enjoy visiting the museum. This might mean turning off the sound on some of our louder exhibits or simply creating a nice sensory space where families can go and chill out if they want a break. We also created a Visual Story for families to help prepare for what they might see in the museum.

We have already run a few Early Birds sessions (one family has written about their experience here) and the team are busy organising our next session on 30th November and more dates in 2014. If you would like to take part in Early Birds, there are more details here.

Your guide to becoming a Bubble-ologist

The Science Museum’s outreach team share some of their tips on creating the best bubbles.

Here in the outreach team it’s our job to travel the country (and sometimes the world) bringing exciting science shows and workshops into classrooms, school halls, fields and town centres.

We are often asked about what our favourite shows are, and everyone in the team has their own particular choice. But, our most popular show by far is most certainly The Bubble Show, last year we performed 149 of them!ronan bubble

So with that in mind we thought we’d share a few of our bubble secrets. Why not try them out this half term?

To make your bubble mix you will need:

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Mostly warm water with a splash of washing-up liquid and some glycerol

We add glycerol (sometimes sold as glycerine) to our mix because it slows down the evaporation of the water. This means the bubbles can last longer and the bubble mix is great for making really big bubbles too. Remember, most of the mix is water, with only a small amount of washing-up liquid and glycerol – experiment with different proportions and see how your bubbles change.

You can buy glycerol from a high- street chemist but if you can’t get hold of any, sugar does the job as well. Just dissolve it in some warm water and add a little to your bubble mix. Sugar will make your bubbles sticky though!

Once you have your lovely bucket of bubble mix you can start to make bubbles using all sorts of things, here are a few ideas..

Why not make your own bubble trumpet?

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Or how about a giant bubble wand using a coat hanger? D090473 D090482

Have a look around the house and see what else you could use to make bubbles. Old tennis racquets are great for making lots of little bubbles all at once, even straws or plastic cups with the bottom cut off are great for blowing bubbles.

Check out this printable guide for making even more bubble-blowing devices, or come and catch a free Bubble Show at the Science Museum!

Did you know…

Bubbles are very colourful, but just before they pop they can appear to turn black. Bubbles will always try to form a sphere shape, this shape requires the least amount of energy as it reduces the surface area.

The world record for the largest free floating bubble was set by Jarom Watts in 2009, his bubble was 13.67m3.

Mission to Mars

Tanya, our Learning Resources Project Developer, blogs on potential missions to Mars and discussing them in the classroom. For more on our Talk Science teachers’ courses, click here.

We are in an interesting period of space travel; news from the past year has been filled with findings from the Curiosity rover and stories of possible manned missions to Mars. For me the release of Mars Explorer Barbie confirmed ‘Mars Mania’ is upon us. There are big questions surrounding the ethics and feasibility of sending humans to Mars, however proposals keep emerging which hope to do so, many of which are private enterprises.

One interesting example is the Inspiration Mars Foundation, which in 2018 plans to perform a Mars flyby, over a period of 501 days, with a married couple as its crew. Another, Mars One, seems to have really captured the public’s imagination.

It may sound like science fiction, but Mars One hopes to establish a colony on Mars by 2023. The plan is to use existing technologies, such as solar power and water recycling, to create a permanent habitat for the astronauts. Over the next ten years they will send rovers, satellites, living units, life support systems and supply units to Mars ready for the arrival of the first settlers in 2023.

Three generations of Mars rovers

Three generations of Mars rovers, including Curiousity far right. Image Credit: NASA/JPL-Caltech

Applications for the first round of astronauts closed recently; over 200,000 people, from more than 140 countries applied. Six teams of four will be selected for training, with further opportunities opening every year. The crew will learn medical procedures, how to grow food on Mars, and how to maintain the habitat and rovers. In 2024 a second crew will depart Earth, with four new settlers arriving every two years until 2033, when 20 people should be living on Mars.

This incredibly challenging mission is estimated to cost $6 billion. Interestingly part of the funding will come from a reality TV show which will follow the teams from their recruitment through to their first few years living on Mars. In addition to high costs the team will face Mars’ fiercely hostile environment; high levels of radiation, low gravity, little atmosphere, high impact from the solar winds, and water sources frozen underground. If successful the astronauts will make history, but it won’t be easy and they will never breathe fresh air again.

Picture of mars, taken by the Spirit rover.  Image credit: NASA/JPL/Cornell

Picture of mars, taken by the Spirit rover. Image credit: NASA/JPL/Cornell

The mission throws up many interesting questions from both a personal and technological perspective. Maybe try hosting your own debate on the subject, or if you’re a teacher, you could try raising the issues with your students using one of our discussion formats.

Should we send humans to Mars?
How would you feel if a loved one volunteered for a one-way mission to mars?
Do you think that current technologies could sustain life on Mars?

If you want to build your skills for using discussion in the classroom further, we are running the Talk Science teachers’ course in London on 29th November. For details of how to sign up click here.

Chinese Science Theatre Group visits the Museum

Outreach officer Laura talks about the Science Museum’s new education links with China

The Science Museum recently hosted a very special visit from the Science Theatre Group from the Dongguan Science and Technology Museum (DGSTM) in China.

Much like our Explainers here at the museum, the theatre group perform free science shows for visitors at the DGSTM – the main difference being their performers are mostly between the ages of 6 and 12 years!

Kitted out with beautiful costumes and having meticulously learned their scripts in English, the young performers presented a variety of shows to Science Museum visitors. We learned about the fascinating life of the humble ant in the Amazing Ants show, as well as some lessons about marine conservation in Dr Shark and the Café de Coral. Finally two of the adult performers from the DGSTM dispelled some myths about magic in their interactive show The Magic of Science.

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Creatures of the deep

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Learning about the delicate balance of the marine eco-system

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The Magic of Science with ‘magicians’ Newton and Curie

The visit from the lively theatre group came out of a growing partnership between the DGSTM and the Science Museum following a visit to Dongguan from our outreach team in November last year.

Members of the outreach team worked closely with the DGSTM and the British Council and were able to reach over 7000 people over two weeks in China and Hong Kong. The team performed the ever popular Feel the Force show along with the Mission to Mars workshop.

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Investigating magnetism during ‘Feel the Force’

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Outreach officer Shane launching rockets with children at the Dongguan Science and Technology Museum

The Science Museum is working to coordinate regular visits to China so it was a great opportunity to reciprocate the DGSTM’s hospitality in hosting their performances here in London.

The shows went down a treat with museum visitors as well as members of local Chinese community groups who attended the performances. Some members of the audience even had the chance to pose for photos with the performers!

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Wonderful Things: Amana Radarange Touchmatic microwave oven

Rosanna Denyer, from our Learning Support Team, writes about an often overlooked object from the museum collection. 

The food we eat has changed over time, and with the development of new technologies so has the way we cook and prepare our meals. Microwave ovens, like this Amana Radarange Touchmatic from 1978, have contributed to changes in both our diet and lifestyle.

Amana Radarange Touchmatic microwave oven

Amana Radarange Touchmatic microwave oven, 1978

The microwave oven was invented in 1945 by an engineer called Percy Spencer. He was researching military uses for radar technology and an accidental side effect of this was the invention of the microwave oven. After standing in front of a magnetron, Spencer noticed that the chocolate bar in his pocket had melted. To test this further he then held a bag of corn kernels near the magnetron and watched as they exploded into popcorn.

Spencer found that microwaves, such as those emitted from his radar equipment, caused the water molecules in food to vibrate and heat up, which caused the food to cook. Recognising the potential of this, Spencer used the magnetron to create the first microwave ovens, which arrived in Britain in 1959.

After many years of using traditional ovens, the microwave oven was a startling change. Previously cooking had been a slow process, but now whole meals could be prepared in just a few minutes.

Some argue that the invention of the microwave brought about ‘the rise of the ready meal’. The first ‘TV Dinner’ was produced in 1954 and 10 million were sold in the first year alone. Since then, the popularity of ‘convenience food’ has grown and grown and the chilled ready meal market in the UK is now worth over £2.6 billion each year. Busy lifestyles, long working hours and an increased number of women in work are all seen as factors contributing to the popularity of microwaveable food.

But what does this mean for our health? Studies in 2012 suggested that less than 1% of supermarket ready meals complied with the World Health Organisation’s nutritional guidelines and some studies have shown that microwaving food can significantly reduce the nutrients contained within.

Despite this, the popularity of the microwave oven does not seem to be decreasing, and until a faster and more convenient way of cooking is invented, the microwave is likely to remain an essential piece of equipment in many kitchens. 

What labour-saving device would you invent? 

The Amana Radarange Touchmatic microwave oven can be found in The Secret Life of the Home gallery in the Basement of the museum.

Science: Not Just for Laboratories

Outreach Officer Laura talks about the Science Museum’s trip to the Lounge on the Farm festival.

Its festival season and the Science Museum’s outreach team are on hand to bring explosions and experiments to the muddy music festival crowds. That’s right, there is a place for science alongside the bizarre and off the wall experiences of a music festival.

Last month the outreach team returned for the 2nd year running to the Lounge on the Farm festival, nestled in the Kentish countryside on Merton Farm. Amongst a variety of acts including comedians, storytellers and the enigmatically named ‘Lord of Lobsters’ we performed some of our best-loved experiments for festival-going families.

Check out some of our favourite action shots!

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Making ice cream with Liquid Nitrogen

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Barbie gets ready to take off..

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Coke and Mentos fountain!

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Setting up the stupid egg trick

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Success! 3 eggs in 3 cups!

We love to bring a little something special to our audiences and there’s nothing like a splosh of liquid nitrogen for getting a gasp of delight or an exploding hydrogen balloon to keep people on the edge of their seats. But many of our experiments can be re-created at home or in the classroom, science is all around us, it is the way our world works and having fun with science is not reserved for lab-coat clad professors!

There’s no doubt that our first experiences of science are in the classroom and science teachers work hard to deliver lessons that are packed with science facts. But how do you keep those lessons fresh and engaging? Here at the Science Museum, bringing science to everyone is as much about making science fun as it is about spreading the word on how it has shaped our lives. So teachers, why not check out this video from our Punk Science duo for some tips on spicing up your science lessons.

3D Summer Family Events at the Science Museum

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. 

Part of the Pop Up Museum activity as part of 3D summer at the Science Museum

Part of the Pop Up Museum activity as part of 3D summer at the Science Museum

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.

Peacock from the Pop up Museum activity for 3D Summer at the Science Museum.

Peacock from the Pop up Museum activity for 3D Summer at the Science Museum.

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.

Young visitors to 3D Spectacular at the Science Museum

Young visitors to 3D Spectacular at the Science Museum

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 project comes of age

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. 

Students take part in a special Museum trail

Students take part in a special Museum trail

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.

Lucy presents 'It Takes Guts'

Lucy presents ‘It Takes Guts’

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…

The Queen awaits her subjects

The Queen awaits her subjects

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!