O'Really?

June 23, 2017

Nine ideas for teaching Computing at School from the 2017 CAS conference

CAS

Delegates at the Computing at School conference 2017 #CASConf17 answering diagnostic questions, picture by Miles Berry.

The Computing At School (CAS) conference is an annual event for educators, mostly primary and secondary school teachers from the public and private sector in the UK. Now in its ninth year, it attracts over 300 delegates from across the UK and beyond to the University of Birmingham, see the brochure for details. One of the purposes of the conference is to give teachers new ideas to use in their classrooms to teach Computer Science and Computational Thinking. I went along for my first time (*blushes*) seeking ideas to use in an after school Code Club (ages 7-10) I’ve been running for a few years and also for approaches that undergraduate students in Computer Science (age 20+) at the University of Manchester could use in their final year Computer Science Education projects that I supervise. So here are nine ideas (in random brain dump order) I’ll be putting to immediate use in clubs, classrooms, labs and lecture theatres:

  1. Linda Liukas demonstrated some intriguing ideas from her children’s books and HelloRuby.com that are based on Montessori education. I shall be trying some of these out (particularly the storytelling stuff) at code club to keep girls involved
  2. Sue Sentance and Neil Brown from King’s College London gave an overview of some current research in pedagogy.  They discussed research questions that can be tackled in the classroom like (for example) do learners make more progress using visual programming languages (like Scratch and Blockly) or traditional text-based languages (like Python and Java etc)? Many of these research questions would make good projects for undergraduate students to investigate in secondary schools.
  3. Michel Wermelinger from the Open University demonstrated using iPython notebooks for teaching data literacy at the Urban Data School. Although I’m familiar with iPython, it had never occurred to me to actually use iPython in school for teaching. It is a no-brainer, when you think about it, even for primary, because you have your code, inputs and outputs all in one window, and can step through code execution instead of (or as well as) using more conventional tools like Trinket or IDLE.
  4. Miles Berry from the University of Roehampton demonstrated Diagnostic Questions in Project Quantum. These are a collection of high quality quizzes to use interactively for example as hinge questions, where teaching is adapted depending on answers given, like this multiple choice question:
    Consider the following Python code:
    
    a = 20
    b = 10
    a = b
    
    What are the values of a and b?
    
    A: a = 10, b = 10
    B: a = 20, b = 20
    C: a = 30, b = 10
    D: a = 10, b = 20
    

    You’ll have to try these five questions to check your answer. The useful thing here is that DiagnosticQuestions.com (the platform on which this is built) allows you to see lots of responses, for example each answer (A, B, C or D) above was selected by 25% of participants. You can also view explanations which illuminate common misconceptions as well as providing a bank of free questions for use in the classroom.

  5. Mark Guzdial from GeorgiaTech discussed using learning sciences to improve computing teaching. He demonstrated predictive questions (e.g. ask students What do you think will happen when we run this code? before actually executing it) alongside what he called subgoal labelling. These are simple ideas (with proven benefits) that can be put to use immediately. I’ll also be trying the Live Coding (with Sonic Pi) and Media Computation he demonstrated asap.
  6. Laurence Rogers demonstrated Insight: Mr. Bit  this looks like a good app for using BBC microbits in the classroom, connected to a range of sensors, provided you’ve got access to iPads.
  7. A copy of Hello World magazine was in the conference bag. The summer 2017 issue has an unusual article from Ian Benson from Kingston University and Jenny Cane describing their use of the Haskell programming language to teach 5-7 year olds to reason symbolically and learn algebra before arithmetic with help from Cuisenaire rods. The Scratch Maths project at University College London are doing similar things, building mathematical knowledge using Scratch, rather than Haskell. These are experimental ideas you could try out on unsuspecting (junior) family members.
  8. Lee Goss from Barefoot Computing, described the free CPD for primary school teachers on offer from BT. I’ve signed up and hope to plug some of the shortcomings in the Code Club Curriculum.
  9. Richard Jarvis demonstrated appJar, a handy Python library for teaching Graphical User Interfaces (GUIs). That’s Jar as in Jarvis and Jam, not JAR as in Java ARchive BTW. I’ve not tried GUIs at code club yet, but appJar looks like a good way to do it.

There were lots more people and projects at the conference not mentioned here including tonnes of workshops. If you’re interested in any of the above, the CAS conference will be back in 2018. Despite the challenging problems faced by Computer Science at GCSE level, it was reassuring and inspiring to meet some members of the vibrant, diverse and friendly community pushing the boundaries of computing in schools across the United Kingdom. Thanks again to everyone at CAS for putting on another great event, I will definitely consider attending next year and maybe you should too.

July 1, 2016

Dear Europeans, do you know who your MEP is and what they do?

eu-flagAlong with 16 million other people on the 23rd June 2016 I voted to remain in the European Union (EU). I believe the benefits of EU membership exceed the costs. Free trade and free movement have been beneficial to me personally, many of those around me, as well as the wider UK economy [1]. I even married an EU migrant too, so I love Europe in more ways that one. Life outside the EU is very difficult to imagine, professionally, financially, culturally and personally.

So when I woke up to Brexit EuroDoom last Friday, to find I was in a minority outnumbered by 17 million leavers who disagreed, I felt sick. After a gloomy week of miserable soul searching, I realised I didn’t have the foggiest notion who my Member of European Parliament (MEP) was or how they got elected. Although not a student of (or expert in) politics or economics, I don’t believe I am apathetic or unaware. I follow the news, vote in general elections and write letters to my MP. I try to understand what is going on in politics and bend my head around the dismal science of economics. But until this week, I had little or no idea how the European Parliament (EP), let alone the European Commission (EC) or lots of other acronyms starting with E, actually work in practice.

Now if you are also a participant in the failing (?) European project, do YOU know who your MEP is? Any idea what they actually do? The chances are you don’t because Euroignorance is widespread [2]. Fortunately, Professor Google can help us. In Manchester, the MEPs for the North West Region of the UK comprising Cumbria, Lancashire, Merseyside, Greater Manchester and Cheshire are:

Unfortunately, I’d only heard of two of those MEPs beforehand, and neither of them because of their activity during the EU referendum. Nuttall I’d heard of because the comedian Stewart Lee performed a brilliant satirical piece mocking Nuttall’s views on immigration [3]. Woolfe I’d heard of because his campaign leaflet came through my letterbox during the 2015 general election. How did they get elected as MEPs because I can’t remember seeing their names on a ballot paper?

MEPs are elected using the D’Hondt method [4], a form of proportional representation (PR) used in the European elections in 2014 and elsewhere. As of 2016, the three largest UK parties in the European Parliament are: UKIP (24 MEPs), Labour (20 MEPs) and The Conservatives (19 MEPs). Isn’t it remarkable that so many of these MEPS were neither seen or heard during the almost entirely fact-free® debate [1] preceding the UK EU referendum?

So what is the nature of an MEPs power? Back in 1998, a politician by the name of Tony Benn proposed five democratic questions to understand the powerful:

“If one meets a powerful person–Rupert Murdoch, perhaps, or Joe Stalin or Hitler–one can ask five questions:

  1. what power do you have?
  2. where did you get it?
  3. in whose interests do you exercise it?
  4. to whom are you accountable?
  5. how can we get rid of you?”

According to Benn, anyone who cannot answer the last of those questions does not live in a democratic system. [5] Personally, I’d like to get rid of UKIP from the European parliament. How can I do this? While I can’t vote for individuals, I can vote for political parties. However, turnout in european elections is often embarrassingly low, in the UK a pathetic 35.6% showed up in 2014. Which means two thirds of UK voters were unaware or didn’t care who their MEP was, including me. My bad. You could call this democratic deficit, not one where people can’t vote but one where people are unaware or don’t bother.

Right now, it is really hard to see how any good can come of what is unfolding in Great Britain and Europe. Brexit leaves the sector I work in, and many others, facing huge uncertainty [6,7,8]. Let’s hope one thing will happen, a reformed EU where those in power are more engaged and accountable to the people they claim to represent. Personally, I am not in a position to judge if the European Union has a democratic deficit or not [9,10]. Neither can I judge if the European Union is as anti-democratic as some eurosceptics have suggested [11, 12,13]. But I do know something has gone badly wrong with the EU if many europeans have no idea of who their parliamentary representatives are and how they can exercise their democratic rights to get rid of them using the ballot box.

If you are staying in the European Union you have a duty to find out who your MEP is and ask them the five democratic questions above. You better do it quickly before risking a Frexit, Czechout, Swexit, Departugal, Grexit, Bygium, Italeave or bidding Austria La Vista.

References

  1. Zanny Minton Beddoes (2016) The Brexit Briefs: The 17 things you need to know before Britain’s #EUref—in one handy guide, The Economist
  2. Oana Lungescu (2001) EU Poll reveals huge ignorance, BBC News
  3. Stewart Lee (2014) Stewart Lee’s Comedy Vehicle, Series 2: England
  4. Jeremy Vine (2009) D’Hondt Explainer, BBC News
  5. Anon (1998)  House of Commons Debates, Hansard, parliament.uk
  6. Anon (2016) Brexit vote sparks huge uncertainty for UK universities, Times Higher Education
  7. Alison Abbott, Daniel Cressey, Richard Van Noorden (2016) UK scientists in limbo after Brexit shock: Researchers organize to lobby for science as country prepares for life outside the EU Nature, Vol. 534, No. 7609., pp. 597-598, DOI:10.1038/534597a
  8. Anon (2016) Brexit vote highlights lack of leaving plan: Scientists — just like everybody else — have little idea what will happen now that the United Kingdom has voted to exit the European Union. Nature, Vol. 534, No. 7609., pp. 589-589, DOI:10.1038/534589a
  9. Andrew Moravcsik (2008) The Myth of Europe’s “Democratic Deficit” Intereconomics, Volume 43, Issue 6, pp 316–340 DOI:10.1007/s10272-008-0266-7
  10. Michael Dougan (2016) The UK’s position following vote to leave the EU, University of Liverpool, School of Law and Social Justice
  11. Tony Benn (2013) Tony Benn speaks at the Oxford Union on Euroscepticism, The Oxford Union.
  12. Martin Durkin (2016) Brexit: The Movie (warning: contains Nigel Farage and dubious opinions europhiles will find offensive, factual content is highly questionable in places)
  13. Tony Benn (1975) Letter from Tony Benn to his constituents about the UK European referendum of 1975, The Spectator, Coffee House

* Disclaimer, like I’ve already said, my grasp of politics and economics is pretty basic. I have made every reasonable effort to get the facts right but correct any mistakes I might have made below. These are personal views, which do not necessarily reflect those of my employer.

December 22, 2014

Makey Christmas and a Hacky New Year!

Christmas lectures by Ben Nuttall

Christmas lectures 2014 by @Ben_Nuttall

Our homes are full of technology that we typically take for granted and understand little. Your average smartphone or tablet, for example, is a “black box”, that deliberately discourages modification by tinkering and hacking. This Christmas, Danielle George takes three technologies we routinely take for granted – the light bulb, the telephone and the motor – and shows you how to hack your home as part of the Royal Institution Christmas Lectures broadcast on BBC Four.

Lecture 1/3 The Light Bulb Moment: First broadcast Monday 29th December

Inspired by Geordie inventor Joseph Swan, Danielle attempts to play a computer game on the windows of a skyscraper using hundreds of light bulbs. Along the way, Danielle will show the next generation how to hack, adapt and transform the technologies found in the home to have fun and make a difference to the world.

This year’s Royal Institution Christmas Lectures have been inspired by the great inventors and the thousands of people playing with technology at their kitchen tables or tinkering in their garden sheds. When Joseph Swan demonstrated the first working light bulb in 1878 he could never have dreamed that in 2014 we’d be surrounded by super-bright LED screens and lights that could be controlled using mobile phones.

In this lecture, Danielle explains how these technologies work and show how they can be adapted to help you realise your own light bulb moments. She shows how to send wireless messages using a barbecue, control a firework display with your laptop and use a torch to browse the internet. (via richannel.org/the-light-bulb-moment)

Lecture 2/3 Making Contact: First broadcast Tuesday 30th December

Inspired by Alexander Graham Bell, Danielle attempts to beam a special guest into the theatre via hologram using the technology found in a mobile phone. Along the way, Danielle shows the next generation how to hack, adapt and transform the electronics found in the home to have fun and make a difference to the world.

This year’s Royal Institution Christmas Lectures have been inspired by the great inventors and the thousands of people playing with technology at their kitchen tables or tinkering in their garden sheds. When Scottish inventor Alexander Graham Bell demonstrated the first telephone in 1876, he could never have dreamed that in 2014 we’d all be carrying wire-free phones in our pockets and be able to video chat in crystal clear HD across the world.

In this lecture, Danielle explains how these technologies work and shows how they can be adapted to help keep you connected to the people around you. She shows how to control paintball guns with a webcam and turn your smartphone into a microscope, whilst also investigating a device that allows you to feel invisible objects in mid-air. (via richannel.org/making-contact)

Lecture 3/3 A New Revolution: First broadcast Wednesday 31st December

Inspired by the Royal Institution’s very own Michael Faraday, Danielle attempts to use simple motors to construct the world’s greatest robot orchestra. Along the way, Danielle shows the next generation how to hack, adapt and transform the electronics found in the home to have fun and make a difference to the world.

This year’s Royal Institution Christmas Lectures have been inspired by the great inventors and the thousands of people playing with technology at their kitchen tables or tinkering in their garden sheds. When Michael Faraday demonstrated the first electric motor in 1822, he could never have dreamed that in 2014 we’d be surrounded by mechanical devices capable of performing nearly every human task.

In this lecture, Danielle explains how these robotic and motor-driven appliances work and shows how they can adapted to help you kick-start a technological revolution. She shows how to turn a washing machine into a wind turbine, how Lego can solve a Rubik’s Cube and how the next Mars rover will traverse an alien world. (via richannel.org/a-new-revolution)

If you miss the television broadcasts, the lectures will also be available on BBC iPlayer for 30 days then at richannel.org/christmas-lectures.

This will (probably) be the last post of the year at O’Really, so if you’ve visited, thanks for reading during 2014. Wherever you are, whatever you’re up to, have a Very Makey Christmas and a Hacky New Year in 2015.

December 13, 2013

I’m Sorry I Haven’t A Podcast, now on BBC Radio 4

ISIHAC

I’m Sorry I Haven’t A Clue, also unavailable on Samsung Android devices.

I’m Sorry I Haven’t A Clue (ISIHAC) is a superbly funny comedy show broadcast by the BBC since 1972 and currently airing it’s sixtieth (yes 60th!) series. Unlike many other BBC programmes, ISIHAC is mysteriously unavailable as a podcast, which makes it difficult to listen to offline. Why is this? Professor Google doesn’t give a definitive answer and the BBC aren’t saying much about it either. So in the spirit of public broadcasting, this post poses the question, where’s the podcast? Currently there are a two theories floating around on the interwebs:

  • The podcast was destroyed by the lovely Samantha when she exceeded her bandwidth after … [insert smutty innuendo here]
  • There is no podcast because Random Entertainment Ltd, the company behind ISIHAC, make a tidy profit from ISIHAC merchandise (mostly CDs, audiobooks, Uxbridge English Dictionary etc). This makes enough money for Graeme Garden and Jon Naismith to have a lifetime supply of Swanee whistles and Kazoos funded by tax-payers money. Consequently, the BBC don’t have the rights to podcast it or something, probably…

If all you want is an ISIHAC MP3 of the broadcast that can be listened to offline at your leisure, then the lack of a podcast is frustrating. Of course, there various workarounds and hacks to roll your own using using get_iplayer, a digital recorderXBMC or similar but this will be a lot of unnecessary hassle for most listeners. None of this seems to be in the spirit of public  broadcasting and there’s a bigger (unanswered?) question about how the BBC decides what to podcast (and what not to).

So Jon Naismith, Graeme Garden and anyone at the BBC, if you’re reading this, please can ISIHAC be made available as an MP3 via a podcast? Much obliged.

[Update July 2015: the BBC iPlayer Radio app now supports downloads – the next best thing in the absence of podcasts. Hooray!]

July 1, 2013

New music? No thanks, we’re stuck in the fifties / sixties / seventies / eighties / nineties / noughties

John Peel comtemplating Drum & Bass by bhikku

John Peel comtemplating Drum & Bass via bhikku on Flickr.

If you’ve filled your boots with the wall-to-wall glastonbury festival coverage, you might find it curious that many people have little or no interest in new music, choosing instead to listen to the artists they liked in their formative years and loyally sticking with them for life. John Peel put it another way:

People do find it curious that a chap of my age* likes the things that I like but I do honestly feel that it’s one of those situations where everyone’s out of step except our John, because in any other area of human activity – theatre, literature or something like that, you’re not supposed to live eternally in the past, you know, you’re supposed to take an interest in what’s happening now and what’s going happening next and this really all that I do, it seems to be a perfectly normal and natural thing to do.

*John Peel was a spritely 50 years of age at the time of the interview where he said that in 1990 [1]. Isn’t it curious that, as Peel said, new music is largely considered to be the exclusive domain of “younger people”, while new theatre, new technology, new art, new science and new anything-else is not? Wonder why that is?

References

  1. Desert Island Discs Archive, Find a castaway (1940 – date)

December 21, 2012

Happy Christmas Lectures (Merry “Chemist-mas” everyone)

Peter Wothers

Peter Wothers lights the blue touchpaper.

If you hate Chemistry [1] it’s probably because your Chemistry teachers weren’t up to scratch. Peter WothersThe Modern Alchemist, is someone who might rekindle your interest in Chemistry through his delivery of the 2012 Christmas Lectures. Wothers will unpick the chemistry of the world around us, looking at Air, Water and Earth, three of the original Greek ‘elements’ that tantalised alchemists for centuries. He’ll also be exploding and burning things too.

The lectures will be broadcast on BBC Four at 8pm on 26, 27 and 28 December and available online afterwards via iPlayer and RiChannel.org (for those outside the UK). Here’s some more blurb from the R.I.:

Lecture 1: Air: The Elixir of Life

Take a deep breath. Inside your lungs is a mixture of highly reactive and incredibly stable gases. Oxygen is the most reactive constituent. When we eat it’s these O₂ molecules that seize electrons from our food to give our bodies the energy to live. Add a third oxygen atom and we make ozone, a gas so reactive that it’s toxic if we breathe it in, but high up in the stratosphere this gas protects us from the sun’s radiation. Add a carbon atom and we produce carbon dioxide, a greenhouse gas responsible for warming the planet. We will unravel the puzzle of how and why these compounds of oxygen hold the key to the viability of life on the planet.

Nitrogen, the most common element in air, is an unreactive gas, but a key atom in every cell in every living thing on Earth.  How can we imitate nature to bring this suffocating gas alive?  Even less reactive are the Noble or inert gases. They’re so stable they are the only elements that exist naturally as individual atoms – but what is it about them that make them so inert? And how can we excite these gases enough to join the chemical party? We’ve come a long way from the days when alchemists thought air was a single element.

Lecture 2: Water: The Fountain of Youth

Water is essential to life since every reaction in our bodies takes place in it.  But what makes this fluid so special?  What happens when you add a lighted splint to a mixture of hydrogen and oxygen? Kaboom! But why? What makes this particular rearrangement of atoms to form water so explosive? Can we tap this energy release to provide environmentally friendly solution to our energy problems?   Plants have the ability to reverse this reaction by using the energy from sunlight to release oxygen from water.  We are starting to learn how to do the same.  In this lecture we unpack how energy lies at the heart of chemistry.

We’ll also look at the salts contained in water. Once again we will see the startling difference between a compound and its constituent elements. Take sodium chloride – aka table salt. Sodium is a soft silvery metal that explodes with water; chlorine a deadly poisonous, choking green gas.  Both elements are lethal to us, but after they have met, a dramatic change takes place.  The sodium and chloride ions that form are essential components in our bodies. They help generate the electrical impulses that make our brains and nerves work. We begin to see how chemistry plays a vital role in our lives.

Lecture 3: Earth: The Philosopher’s Stone

The rocks that form planet Earth have always fascinated alchemists. Deep in the bowels of the Earth they thought the metals literally grew in the rocks and that one metal over time matured into another.  They dreamed of replicating these natural processes turning ‘base metals’ into gold. Today the extraction of minerals and metals from rocks has made fortunes, but not quite in the way the alchemists imagined. We now know many rocks are the result of oxygen combining with different elements – each with individual properties. Breaking the strong bonds between oxygen and these elements has always been a challenge. Humankind learned how to release copper in the Bronze Age, and iron in the Iron Age, through smelting. Now we can extract even more exotic materials.

By understanding the properties of materials, such as the silicon present in computers, or the rare earth magnets generating our electricity in wind turbines, we are entering a new era of chemistry in which we can engineer electrons in new configurations for future technologies. We can now put together the unique cluster of protons, neutrons and electrons that form each of the 80 elements in exciting new ways. If the ancient alchemists were alive today they’d be dazzled by the wonders created by the Modern Alchemist.

The lectures this year have been promoted with a fun Christmas Advent calendar at advent.richannel.org, which included a few star turns from the likes of Jerry Hall and many others, describing their favourite elements:

Whatever your favourite element, have yourself a Happy Chemistmas. If you’ve read stuff here at O’Really? in 2012, thanks for visiting and hope to see you again in 2013.

References

  1. Lippincott, W. (1979). Why Students Hate Chemistry Journal of Chemical Education, 56 (1) DOI: 10.1021/ed056p1

August 3, 2012

July 13, 2012

Animation 2012: Computer Science for Schools

Animation 2012 at the University of Manchester

Computer Science as a subject in mainstream UK secondary education is in a pretty sorry state [1,2,3] but it’s not all doom and gloom. While many long suffering school children are being force-fed a nauseating diet of Excel, PowerPoint and Access others are enjoying a nutritious platter of Raspberry Pi, Hack to the Future and Animated fun.

Here’s a brief report on one of these tasty appetisers: Animation 2012, a UK schools animation competition now in its fifth year.

The day kicked off with prizes being awarded for the animation competition. To get a flavour of the creativity and skill involved, you can see winning examples online.

Following the prize giving there was a carousel of activities which included:

Animation 2012 was great fun for all involved, congratulations to all this years winners, hope to see you again next year. There were 526 Schools involved from across the UK, with 914 entries. 58 students were involved in the 35 winning entries from 31 different schools. Thanks to Toby Howard, all the organisers, supporters (Google, Electronic Arts and NESTA) and associates (Computing at School, CS4FN and BAFTA young game designers) for putting on an impressive show.

References

  1. Steve Furber et al (2012). Computing in Schools: Shut down or restart? Royal Society Report
  2. James Robinson (2011). Eric Schmidt, chairman of Google, condemns British education system: criticising division between science and arts, The Guardian
  3. Keith Stuart (2011). Michael Gove admits schools should teach computer science: education secretary recognises the failings of ICT courses, The Guardian

May 24, 2012

Physics or Stamp Collecting? Let’s hear it for the Stamp Collectors

An old stamp collection by DigitalTribes on Flickr

Are you a Physicist or a Stamp Collector? Creative commons licensed image via DigitalTribes on Flickr.

The Life Scientific is a series of interviews by Jim Al-Khalili of high profile scientists. It’s a bit like Desert Island Discs without the music and with more interesting guests. If you missed them on the radio, you can download the lot as a podcast. Here’s a good example of an interview with John Sulston on the Physics vs. Stamp Collecting debate [1].

Jim Al-Khalili:

“There’s this wonderful, I’m sure you’ve heard it, Lord Rutherford’s tongue in cheek quote that all science is either physics or stamp collecting. Very rude, very insulting of course and it was applying to the way 19th Century naturalists would classify the world around them. What you were doing was a similar sort of thing but down at the level of individual cells.”

John Sulston:

“Yes I mean I am a stamp collector by that definition and I freely admit that, that’s why…”

Jim Al-Khalili:

“I don’t want to be insulting.”

John Sulston:

“No, no, no it’s not insulting in the least, I am a stamp collector but stamp collecting with a purpose, I don’t want to collect all stamps, I like collecting stamps that people are going to use. So I collect patterns perhaps is what I do. And I make maps that other people can use for their own work and that’s true of the cell, and it’s true of the genome, and I think that’s my role, I don’t think I’m a very intellectual person but I certainly can through a sort of obsession and loving of sort of completeness make a map that other people find valuable. Whereas other people previously had only done little tiny bits of it, which weren’t joined up, so I had to do the joining up, that’s very appealing to me. But it works – it wouldn’t work at all if you were off on your own – that’s why the stamp collector thing is used in a pejorative sense because it means somebody all by themselves just obsessively collecting stamps but if you bring a map out and it becomes the basis for a lot of other people’s work, like my maps have, then it’s entirely different.”

So let’s hear it for the stamp collectors, aka the “other scientists”. They no longer have to live in the shadow of Ernest Rutherford‘s jokey insult about their physics envy.

References

  1. Birks, J.B. (1962) Rutherford at Manchester OCLC:490736835
  2. Ihde, A. (1964). Rutherford at Manchester (Birks, J. B., ed.) Journal of Chemical Education, 41 (11) DOI: 10.1021/ed041pA896
  3. Birks, J., & Segrè, E. (1963). Rutherford at Manchester Physics Today, 16 (12) DOI: 10.1063/1.3050668
  4. Goldhammer, P. (1963). Rutherford at Manchester. J. B. Birks, Ed. Heywood, London, 1962; Benjamon, New York, 1963. x + 364 pp. Illus. $ 12.50 Science, 142 (3594), 943-944 DOI: 10.1126/science.142.3594.943-a

May 10, 2012

The Lovelock Laboratory: A fantasy workplace in the West Country

έροτας : love, as described by an implicit heart curve (x²  + y²  − 1)³ − x² y³ = 0

An equation of love (x² + y² − 1)³ − x² y³ = 0

Former Mancunian James Lovelock runs the kind of a laboratory most scientists can only fantasise about working in as they grind through the humdrum bureaucracy of peer-review and never-ending grant applications. Lovelock is fortunate enough to run a completely independent, self-funded lab located in the beautiful West Country. There’s a fascinating interview with him on The Life Scientific with Jim Al-Khalili where he says lots of interesting things about elocution lessons, nuclear power, climate change and his grand theory of planet earth, Gaia [1,2,3]. When asked, he also made this interesting comment about being an indepedendent scientist [4]:

“It’s the most wonderful thing to do [being independent]. I keep on saying that scientists are just like artists if they are creative. If you were an artist, would you want to spend your life in an institute for fine art, quibbling with other academics about the different styles of painting? You’d rather be in your garage doing your masterpiece and selling a lot of art to some tourists to pay the way. That’s been my life as a scientist. ”

The audio file of the broadcast is available for download or just click on the play icon below:

So to become a truly independent scientist, you either need to win the lottery, nobel prize or possibly invent the modern equivalent of electron capture detection to bankroll running a lab from the bottom of your garden.

Well if nothing else, it’s an entertaining fantasy to while away dull moments in the real world…

References

  1. James Lovelock (2009). The Vanishing Face of Gaia: A Final Warning ISBN:1846141850, Penguin
  2. Andrew Watson (2009). Final warning from a sceptical prophet: James Lovelock fears that humanity faces widespread death and mass migration as Earth’s systems become further unbalanced by climate change Nature, 458 (7241), 970-971 DOI: 10.1038/458970a
  3. John Gribbin and Mary Gribbin (2009) He Knew He Was Right: The Irrepressible Life of James Lovelock and Gaia, ISBN:1846140161, Allen Lane
  4. Matthew Reisz (2012) Free-range thinkers: Independent scholars can confound, complement and challenge the work of their campus counterparts. Times Higher Education
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