Biting the hands that feed me?

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My “friend” Jonathan Sanderson recently described me as a sponger. He conceded that I did something “useful” on the two days a week I work as a school Physics teacher but said that “the rest of the time, you sponge off society”. Jonathan has a point - I mostly rely on some kind of public funding or charity for the rest of the work I do as a “science communicator”.

I’m one of the lucky ones. Over the past few years, I’ve been given well over a hundred thousand pounds to carry out various projects of mine. I will be forever grateful to the organisations, from NESTA to The Wellcome Trust, who have invested their money in making my dreams come true. But these organisations haven’t given me money because they are in the habit of indulging wannabe “creatives”; they have funded my work because, I guess, they believed that I was offering to do something worthwhile in the way of communicating science to the public. And I’d like to think that my work has indeed been, in some small way, useful or interesting to the world.

Before I continue, I want to reiterate that I know I have been incredibly lucky and that I am grateful to everyone who has supported my work so far and to those people who continue to support my work (I’m currently working on projects funded by STFC and The National STEM Centre).

But the system doesn’t work. Getting funding for science communication projects can be a frustrating, soul-destroying process. And this is coming from someone who is relatively successful in attracting funding. So, at the risk of appearing to bite the hands that feed me, I want to share what I, and others, think are some of the problems.

Most public engagement grants require you to fill in an application form of some sort. These can be incredibly time-consuming to complete and there’s no guarantee you’ll get funded, so, you have to decide whether the value of the grant and your chances of being successful justify the time. Hayley Birch, a freelance science communicator, told me:  ”I’ve learned it’s really important to spend time looking at the criteria and pestering people at the funding organisation to check that you meet all of them (and also that they seem to be even vaguely interested in what you’re doing) before you start writing anything up.  Sometimes you get rejected because of something they failed to mention or make clear, and then you really are wasting time that could have been spent getting paid.”

Some of the grants out there have a disproportionate amount of paperwork associated with them - surely it cannot be in anyone’s interest to require lengthy application forms and evaluation reports for small grants? I imagine the costs of processing all the forms, and convening the inevitable committees for decision making, approach being as large as the sums of money being given away - a ridiculous state of affairs.

It’s unlikely I’ll be applying for many “small” grants in the future - the things I want to do in the future require large sums of money if they are to be done properly. And I don’t want to do them if I can’t do them properly (please get in touch if you’re a philanthropist reading this). Luckily, there are some places where I could go to try and get this sort of money, and again, there are various forms to fill in. Like funding for scientific research, these applications are usually “peer reviewed” - but this may not be the most sensible way of awarding such grants.

Jonathan, who I mentioned above, is a former TV producer and has been a co-applicant on a couple of grants I’ve recently applied for. He expresses the following concerns: “In many ways, I’m unhappy about the supposed peer review approach favoured by the likes of the research councils and Wellcome. The lack of a right to reply to reviewers (with Wellcome, at least) is a crippling omission. I wasn’t a big fan of the commissioning approach in broadcast, either, but I do think the editorial interactions with the decision-maker helped define and refine projects. At the very least, the creative risk was shared between the funder and the applicant, which I think was productive”.

I believe that “science communication” is a vital cultural activity. But it’s a relatively new one and one that needs nurturing and leadership. But who are the leaders in science communication? Who are the equivalent of those people who lead the worlds of art and fashion? I believe some of those roles should be filled by people at those organisations giving away large sums of money for public engagement.

I know this will embarrass him, but I look to Jonathan as a leader in the kind of work I’m trying to do. So, I’m going to quote from him again: “What I’d like to see is the principal funders recognising their leadership role more, and working with practitioners to develop and deliver the sort of projects they believe will work. It’s all very well strategising with government departments and big universities, but a few ‘how to fill in the application form’ workshops don’t constitute engagement with the practitioner community. I exaggerate the scale of the problem, but I hope you see my point.”

I agree with Jonathan - I’d like to work closer with funders to make ambitious projects happen. However, I don’t want things to become too much like the world of television, where relationships between commissioners and producers seem to be more important than anything else. Many of the funders I have dealt with seem enamoured with broadcast television, jumping at the opportunity to fund anything which promises a broadcast TV element. Many TV production companies are applying for public engagement grants to top up their budgets for a TV project and they’re often given this funding, despite their projects not being particularly innovative or interesting. Despite being a beneficiary of this “TV effect” myself, I can’t help but feel that such money could be better spent supporting more innovative forms of public engagement.

I’m writing this in the hope that the “decison makers” at the major organisations who fund science communication might read it. We science communicators are a weird bunch - often straddling the worlds of art and science in our work and bringing the two together in exciting new ways. Perhaps it’s time we did the same with the way we fund our work.

UPDATE: Since originally posting this, two of the organisations mentioned above have sent encouraging emails. I hope this might be the start of discussions which benefit us all.

Are mobile phones safe?

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Here’s Dr Michael de Podesta of the National Physical Laboratory on the science of mobile phones. A video of a lecture, which is unsuitable for showing in class in its entirety, but invaluable for non-specialists teaching Physics at KS4 and for us specialists who could do with refreshing our own knowledge. You could also borrow some of his ideas for presenting in your own lessons. This video would also be an excellent resource for students looking at mobile phone safety for their GCSE Science case study.

Are mobile phones safe?

Dr. Michael de Podesta

From: Mobile phone safety


2010-01-28 12:00:00.0 Communications Channel

>> go to webcast>> recommend to friend

Selling Snake Oil

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This is a fantastic clip from an American version of “Dragon’s Den” which I think would make an excellent starting point for a discussion on “how science works”. It’s so good it could have been made for this very purpose:

Some obvious questions to get the discussion going:

Are the Dragons right or are they just being rude by refusing to allow the guy to show them more of his “research”? (He claims to have lots more he can show them)

What, if anything, is wrong with the salesman’s research?

The salesman claims he has video testimony of people who have been cured by his medicine - would that be enough to convince you of its efficacy? If not, why not?

Why do you think the “Dragons” reacted so violently against this man?

How and Why Science Works

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“How Science Works” is now a major part of the national curriculum in England and Wales. Its introduction was controversial and its implementation has, as I wrote recently, gone awry. Despite my concerns about the problems of teaching and assessing HSW as suggested by certain GCSE course, I believe it is a crucial part of the science curriculum and deserves to be taught well. I think this film might help you do just that:

Simulate to Stimulate

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Sorry for the awful title to this post - but I have been inspired by “John Travoltage”, the most fun Physics interactive I have ever encountered. I should warn you - you may lose hours of your life to this joyful game.

On a more serious note, this website has a whole bunch of “Fun, interactive, research-based simulations of physical phenomena from the PhET project at the University of Colorado”. And the best thing? They’re all FREE.

John Travoltage 2.png

Reactivity of Metals

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Watching sodium being put into water is one of the few things that everyone seems to remember from school science lessons. I would encourage all science teachers do do as much as they can “for real” when it comes to teaching the “reactivity of metals”. If for some reason, there are some experiments you can’t do in school, there are some videos from the Royal Society of Chemistry that you might find useful. There are also a wealth of such videos on youtube, if you are prepared to spend the time looking for them (although, as in the example below, the voiceovers are likely to be so amusing to your students that you might be better off switching off the sound and explaining the science yourself)

"Pretty and Useful"

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This link came through on one of the physics teaching mailing lists I’m subscribed to (thank you, Helen Reynolds - your description of it is perfect). It’s a chromoscope that provides “a nice way to display images at different wavelengths by allowing you to fade between them”. Take a look and I’m sure you’ll find a way to incorporate it into a lesson on the EM spectrum or even when teaching “Space” to Year 7.

Chromoscope 3.png

Virtual Experiments

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Here’s a great free resource that allows students to practice data collection and other aspects of experimental science without the hassle of actually doing the experiment. Before you start screaming about how it’s important to do these things for real, this is what the makers of this resource say: “Virtual Experiments are not intended to replace the real hands-on laboratory - science students need to develop the skills of setting up, alignment and adjustment with real equipment - but they can offer huge added value as warm-ups to the real thing, or when equipment is scarce, dangerous or expensive. They also offer simultaneous whole-class access 24/7, they can be repeated as often as you like, and you can’t break them”.

“Conservation of Momentum” is one of those laws we ask our students to believe in. Sure, we try to demonstrate it using air tracks and stuff, but the numbers never really add up. This video shows space tourist Richard Garriott trying to demonstrate conservation of momentum aboard the ISS - it’s not entirely convincing, because there are no measurements / data, but it looks much more impressive than an air track and he adds a little explanation of how the law applies to the practicalities of life aboard the space station.

If anyone reading this has a spare few million quid, I would LOVE to go up to the ISS and make a few demo films…

Sizing Things Up (part 2)

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Measurement is at the heart of science - a point that we could probably do with reiterating to our students on a regular basis. This video, by the appropriately named Marshall Brain, founder of howstuffworks.com, contains some great ideas for easy-to-do activities which should be ideal for Year 7 (or even KS2 students). I don’t recommend showing the video to your students - this is one of those videos that’s worth watching to get ideas to do “for real” in the classroom.