Skip to main content

That's the way to do outreach! Some good news about UEA

Let's face it, the University of East Anglia has not had great press of late. The first thing anyone thinks of is the supposed scandal over the climate change emails (supposed as it was rather a fuss over nothing - see earlier post). But I had an experience there at the weekend that puts the UEA high on my list of good places.

I had an invitation to speak at their Saturday Morning science lectures. Aimed at young people (roughly 8+) and their parents, this seemed a great concept... but how would it work in practice? I was deeply impressed.

Firstly, the audience really stuck with it. They didn't just have to suffer me, but also had one of the University's lecturers talking on the history of medicine. That meant they were there from a 10am start to 12.30 (there was a half hour break) - pretty hard work for an eight-year-old. Then there was the audience themselves. To be honest, I wasn't sure how many would turn up, but my guestimate was around 300, of whom over half were children. This was no cosy chat.

Finally, as is often the case with a young audience, I was impressed by the enthusiasm to ask questions. I was speaking on 'how the universe works' and had mentioned black holes. When my very first question, from a girl who looked about 10, was 'What is a white hole?' I knew it was going to be a stimulating q&a session.

This is such impressive outreach. Every university ought to be doing this. With the best will in the world, Norwich is a relatively sleepy place - if they can get an audience of 300, pretty well any university town should be able to. I really believe that more of this kind of thing could help prepare the ground for scientists of the future. Get to it, other universities - follow the excellent lead of the UEA.

Comments

Popular posts from this blog

Why I hate opera

If I'm honest, the title of this post is an exaggeration to make a point. I don't really hate opera. There are a couple of operas - notably Monteverdi's Incoranazione di Poppea and Purcell's Dido & Aeneas - that I quite like. But what I do find truly sickening is the reverence with which opera is treated, as if it were some particularly great art form. Nowhere was this more obvious than in ITV's recent gut-wrenchingly awful series Pop Star to Opera Star , where the likes of Alan Tichmarsh treated the real opera singers as if they were fragile pieces on Antiques Roadshow, and the music as if it were a gift of the gods. In my opinion - and I know not everyone agrees - opera is: Mediocre music Melodramatic plots Amateurishly hammy acting A forced and unpleasant singing style Ridiculously over-supported by public funds I won't even bother to go into any detail on the plots and the acting - this is just self-evident. But the other aspects need some ex

Is 5x3 the same as 3x5?

The Internet has gone mildly bonkers over a child in America who was marked down in a test because when asked to work out 5x3 by repeated addition he/she used 5+5+5 instead of 3+3+3+3+3. Those who support the teacher say that 5x3 means 'five lots of 3' where the complainants say that 'times' is commutative (reversible) so the distinction is meaningless as 5x3 and 3x5 are indistinguishable. It's certainly true that not all mathematical operations are commutative. I think we are all comfortable that 5-3 is not the same as 3-5.  However. This not true of multiplication (of numbers). And so if there is to be any distinction, it has to be in the use of English to interpret the 'x' sign. Unfortunately, even here there is no logical way of coming up with a definitive answer. I suspect most primary school teachers would expands 'times' as 'lots of' as mentioned above. So we get 5 x 3 as '5 lots of 3'. Unfortunately that only wor

Which idiot came up with percentage-based gradient signs

Rant warning: the contents of this post could sound like something produced by UKIP. I wish to make it clear that I do not in any way support or endorse that political party. In fact it gives me the creeps. Once upon a time, the signs for a steep hill on British roads displayed the gradient in a simple, easy-to-understand form. If the hill went up, say, one yard for every three yards forward it said '1 in 3'. Then some bureaucrat came along and decided that it would be a good idea to state the slope as a percentage. So now the sign for (say) a 1 in 10 slope says 10% (I think). That 'I think' is because the percentage-based slope is so unnatural. There are two ways we conventionally measure slopes. Either on X/Y coordiates (as in 1 in 4) or using degrees - say at a 15° angle. We don't measure them in percentages. It's easy to visualize a 1 in 3 slope, or a 30 degree angle. Much less obvious what a 33.333 recurring percent slope is. And what's a 100% slope