To mark British Science Week, from the 8th to the 17th of March, let’s shine a light on some of the greatest contemporary British minds in Science, Technology, Engineering and Maths (or STEM, for short).
Sue Black is a Professor of Computer Science at Durham University. An outspoken and active social media campaigner, Sue led a campaign to save Bletchley Park and is one of the most influential women in tech. An advocate for equality, diversity, and inclusion, particularly for women in computing, she founded BSCWomen, an online network for women in tech, and #techmums, a social enterprise which empowers mothers and their families through technology. In the 2016 New Year Honours, Sue received an OBE for services to technology.
Timothy Berners-Lee is a computer scientist and software engineer who is most famous for inventing Hypertext Transfer Protocol, or HTTP, and the World Wide Web. He also created the first internet browser, the HTML language, and the URL system, and in 1991 was named one of the 100 Most Important People of the 20th Century by Time Magazine. In 2004, Timothy was knighted by Queen Elizabeth II for his pioneering work, and he now works as Professor of Computer Science at the University of Oxford. He is also a professor emeritus at the renowned Massachusetts Institute of Technology (Often referred to as MIT).
Maggie Aderin-Pocock is a space scientist, educator, and communicator. Throughout her career, she has worked on some of the most prestigious projects at some of the UK’s top universities and is currently an honorary research associate within the Department of Physics and Astronomy at University College London and Chancellor at the University of Leicester. She is also a presenter of the TV show The Sky at Night and does much outreach work to engage young people in science. Her academic work now focuses on building instruments and equipment to aid the fight against climate change. Maggie received an MBE for services to science education in 2009 – an honour that was upgraded to OBE in this year’s New Year Honours.
Donald Palmer is an Associate Professor of Immunology at the Royal Veterinary College where his current research interests focus on the ageing of the immune system. After completing his PhD at King’s College London, he took post-doctoral fellowship positions at Cancer Research UK and Imperial College where he carried out research on lymphocyte development. Donald is also a co-founder of the Reach Society – an initiative to inspire, encourage and motivate young people, particularly young Black men and boys, to achieve their full potential.
Roma Agrawal is a structural engineer who is most known for her work on The Shard in London. Born in Mumbai, she completed her undergraduate degree in physics at the University of Oxford and gained an MSc in structural engineering from Imperial College London. She has gained several awards for her work, including the Institute of Structural Engineers’ Structural Engineer of the Year’ award in 2011 and, more recently, the Royal Academy of Engineering’s ‘Rooke Award for Public Promotion of Engineering’. She is an active public speaker and advocate for diversity and inclusion within STEM.
Saiful Islam is Professor of Materials Modelling at the University of Oxford. He gained a chemistry degree and PhD from University College London and his research interests focus on gaining a deeper understanding of the processes that exist within energy materials, particularly batteries. As well as numerous academic awards and honours, Saiful holds a Guinness World Record for the highest voltage lemon battery (usually a low powered, simple battery used for the purposes of education).
To learn about more successful British scientists, visit the Inspiring Scientists website.
If you are interested in studying a Science or Maths, Oxford Open Learning offers the opportunity to do so at a variety of levels, listed below. You can also find advice via our Contact Us page here.
Fast Track Human Biology IGCSE
The Earth, as you can imagine, has a complex geological structure. It has a central core encased within the Earth’s mantle, which in turn is surrounded by the Earth’s crust. Across these layers, elements (those you might find in the periodic table) are randomly distributed within different rocks and materials. These elements exist in varying quantities and combinations, forming specific chemical compounds that have unique compositions. These compounds are known as minerals.
Humans inhabit the outer part of the Earth, the crust, composed of common elements we know well, such as silicon, aluminum, iron, calcium, potassium, and magnesium, in some kind of oxidised form. Other elements from the periodic table are much rarer in the crust and exist within particular minerals in very specific areas.
According to the Natural History Museum, the rarest elements in the Earth’s crust are the platinum group metals (existing up to 3000 km below the surface) and include palladium (Pd), platinum (Pt), rhodium (Rh), osmium (Os), and iridium (Ir). They exist in concentrations of around 0.0002 parts per million by weight! Their most common use is as an autocatalyst, and platinum is also used in jewellery. These metals are so important in the industrial world that they are valued at more than twice the price of gold.
Other rare elements of note include Neptunium, which is a precursor in plutonium production and used in (MeV) devices that detect high-energy neutrons. Curium, Americium, and Californium are so rare that scientists aren’t even sure if trace amounts exist naturally. They come into existence as byproducts of nuclear plants and are used for power sources in pacemakers, particle X-ray spectrometers, smoke detectors, nuclear reactors, neutron moisture gauges, and cancer treatment.
Astatine probably tops the charts as the rarest element, with only 1 gram thought to be present on Earth at any given time, and only 0.05 micrograms have even been created. This will most likely be used in nuclear medicine and targeted alpha-particle therapy. Others like Berkelium, Francium, Protactinium, and Organesson exist in similarly minuscule amounts but are not thought to have any practical use.
If you are interested in studying Geography or Science as a subject, Oxford Open Learning offer the chance to do so at a several levels, listed below. You can also find our Contact Us page here.
Since the discovery of penicillin by Alexander Fleming in 1928, antibiotics have revolutionised the field of medicine, saving countless lives and providing effective treatments for bacterial infections. However, the rise of antibiotic resistance has become a pressing global concern, posing a significant challenge in the battle against microbes.
Penicillin, the first antibiotic, was a breakthrough in the fight against bacterial infections. It was effective against a wide range of pathogens and played a pivotal role in reducing mortality rates from infectious diseases. The discovery of penicillin paved the way for the development of numerous other antibiotics, each targeting different types of bacteria and providing a diverse arsenal against infections.
For several decades, antibiotics were hailed as medical miracles, and their availability led to a sense of complacency. However, the misuse and overuse of antibiotics have contributed to the emergence of antibiotic-resistant bacteria. When antibiotics are used improperly or unnecessarily, bacteria can develop mechanisms to survive and grow despite the presence of these drugs. This has led to the rise of superbugs, such as methicillin-resistant Staphylococcus aureus (MRSA) and carbapenem-resistant Enterobacteriaceae (CRE), which are difficult to treat and pose a significant threat to public health.
The battle against antibiotic resistance involves a multi-pronged approach. Firstly, there is a need for responsible use of antibiotics. Healthcare professionals must prescribe antibiotics judiciously, ensuring that they are used only when necessary and that the appropriate dosage and duration are followed. Patients, too, play a crucial role by adhering to prescribed antibiotic regimens and not pressuring their doctors for unnecessary prescriptions.
In addition to responsible use, efforts are underway to develop new antibiotics and alternative treatments. However, the pipeline for new antibiotics has been dry in recent years, largely due to economic factors and the challenges associated with developing effective drugs. This highlights the need for increased investment in research and development of new antimicrobial agents.
Another important aspect of the battle against microbes is infection prevention and control. By implementing stringent hygiene practices in healthcare settings, such as hand hygiene, proper sterilisation, and effective waste management, the spread of antibiotic-resistant bacteria can be minimised. Public awareness campaigns play a crucial role in educating individuals about the importance of hygiene and responsible antibiotic use.
Furthermore, surveillance and monitoring of antibiotic resistance patterns are essential for understanding the scope and impact of the problem. This information enables healthcare providers and policymakers to make informed decisions regarding treatment protocols and infection control strategies. Collaboration between healthcare professionals, researchers, policymakers, and the public is vital in combating antibiotic resistance.
The battle against microbes and antibiotic resistance is an ongoing and complex challenge. It requires a multifaceted approach that addresses responsible antibiotic use, research and development of new treatments, infection prevention and control, and surveillance. By taking collective action, we can preserve the effectiveness of antibiotics and ensure that future generations have access to effective treatments for bacterial infections. The fight against microbes is a reminder of the ever-evolving nature of infectious diseases, as if recent times have not taught us, and of the need for continuous innovation and vigilance in the field of medicine.
Perfectionism is not, in and of itself, a negative trait. Perfectionists are often conscientious high achievers; our greatest weakness is also our greatest strength. But those trying to be constantly perfect can find that every task feels like an unconquerable burden and every essay a path to failure, however unlikely our friends and family might find our doom-laden predictions. Here are three thoughts to use to beat the unrealistic idealism that may currently be beating you.
What is perfect, anyway? Maybe you could decide. Perhaps perfection could simply mean sitting down at your messy desk, ignoring the clothes on the floor, and spending 10 minutes planning the first half of your essay. In this deeply imperfect and challenging world, if you were to be reasonable with yourself, your definition of perfect should, and could, be different. Redefine perfection: make it doable and make it your own.
A to-do list is a depressing sight, if, at every item, we are telling ourselves that we ‘have to’ or ‘must’ do this or that. But turn ‘have to’ into ‘get to’ and suddenly life seems more joyful. Perhaps it is an irritating piece of advice, an unwelcome call to simply have more gratitude, but studying is essentially an overwhelmingly positive thing. You are learning and growing, and you have access to great materials and educated teachers; you are lucky. And so, even if it feels at first like you are lying to yourself, tell yourself, next time you inspect your to-do list: “I get to plan my essay today”.
We will do it, but we are waiting for the perfect time when we are in the mood. Because we know we can do it well, and not just well but REALLY well. And so that is the aim. This isn’t laziness, for the fear is real: we cannot bear to submit anything less than our best; we cannot tolerate failure; and we want to be proud of what we have achieved. We have visualised (or we think we have) the perfect essay or assignment. But the truth is that you have a deadline. Perhaps you could achieve perfection if you had eternity to complete it. But you don’t. Most tasks have a timeline, whether it is 6 years to complete a part-time PhD, or one night to finish an essay. And the test is not what you can achieve, but what you can achieve in the time you have to complete it. The definition of perfect might simply be this: finished.
Throughout history, women have made significant contributions to the field of science, yet their accomplishments often remain overlooked or overshadowed. The stories of these brilliant minds have been marginalised, leading to the erasure of their names and the valuable work they accomplished. It is essential to shed light on the forgotten women of science, as their struggles, breakthroughs, and perseverance continue to inspire generations of aspiring scientists and challenge societal norms.
Ada Lovelace, the daughter of the poet Lord Byron, is often regarded as the world’s first computer programmer. In the mid-19th century, Lovelace collaborated with Charles Babbage on his Analytical Engine. Her ground-breaking insights and analytical skills led her to write the first algorithm, envisioning the potential of the machine to do more than just calculations. Lovelace’s contributions laid the foundation for modern computer programming, and her foresight earned her recognition as a pioneer in the field.
Rosalind Franklin’s work was crucial to understanding the structure of DNA, yet her name is often overshadowed by her male colleagues. Franklin’s X-ray crystallography images played a pivotal role in unravelling the double helix structure of DNA. Her data, obtained through meticulous research, was used by James Watson and Francis Crick without her permission or acknowledgment. Franklin’s invaluable contributions to genetics and molecular biology deserve recognition as they provided the key insights into the building blocks of life.
Lise Meitner (pictured) was an Austrian physicist, who made ground-breaking discoveries in nuclear physics. Together with Otto Hahn, she discovered nuclear fission, a process that releases an immense amount of energy and forms the basis of nuclear power. Despite her instrumental role, Meitner did not receive the Nobel Prize that Hahn was awarded for their work. Meitner’s contributions to nuclear physics are celebrated today, as she paved the way for significant advancements in energy production and scientific understanding.
Chien-Shiung Wu, a Chinese-American physicist, made remarkable contributions to nuclear physics and experimental research. Wu disproved the law of conservation of parity, a fundamental principle in physics, through her precision experiments. Her work shattered established notions and opened new avenues for scientific exploration. Despite her ground-breaking discoveries, Wu’s contributions were often underappreciated, highlighting the gender biases prevalent in the scientific community.
Mary Anning, an English paleontologist, made remarkable discoveries in the field of paleontology during the early 19th century. Anning unearthed numerous fossils, including the first complete skeleton of an Ichthyosaur. Despite her significant contributions, Anning faced social and gender barriers, which limited her recognition and access to scientific societies. Her pioneering work laid the foundation for the study of prehistoric life and helped shape our understanding of Earth’s history.
These forgotten women of science played pivotal roles in shaping our world through their remarkable discoveries and ground-breaking contributions. Their struggles against gender biases and societal limitations serve as reminders of the barriers women in science have faced throughout history. By acknowledging and celebrating these trailblazers, we honour their achievements and inspire future generations of scientists to challenge stereotypes, break barriers, and make meaningful contributions to the advancement of knowledge. It is crucial to rewrite the narrative of scientific history, ensuring that the remarkable stories of these women are no longer forgotten but cherished and celebrated for the inspiration they provide.
Whatever subject you are studying or qualification you are studying for, contact with your teacher or tutor – even when remote – is an invaluable part of that process. They are usually the subject experts, have a full understanding of the assessment process and have, more often than not, supported many other students who felt exactly the same as you do now about their learning. Whether you are confident in your subject knowledge and looking for ways to stretch yourself in order to achieve the very best results or are still a little uncertain and unsure how you might secure the grade you need, your tutors can provide you with the support you require. Here are a few simple strategies every student should try in order to boost the benefits of the contact they have.
Put simply, meet their expectations! If they provide a task, complete it. If they set a deadline, meet it. If you have a meeting, be there. Programmes of study and assessment schedules are in place to meet the needs of everyone; ensuring that there is adequate time for covering all of the content, assessing progress and providing feedback. A tutor works with many students and if you don’t adhere to the plan then you are unlikely to get the time you deserve. If there is a problem with the schedule set out for you, talk to your tutor in advance so that they can make any amendment they possibly can in order to make sure that everyone’s needs are met. If a tutor sees you are committed to your learning and doing what is required they are likely to go above and beyond in the ways in which they support you.
As already mentioned, the tutor is the subject expert. They have the knowledge of the subject but also the ways it is assessed and how to ensure you can demonstrate it when required to do so. Listen to their advice. Take notes where required. Follow their suggestions. However, if there is something you are unsure about, don’t be afraid to ask! Questioning is key to developing a deeper understanding and mastery of a subject but is also a great tool in ensuring there have been no miscommunications or misunderstandings. Your tutor will respect your ability to really engage with the content you are covering together and look for ways to address your questions in more detail.
Receiving feedback is one of the most important parts of the learning journey. However, many of us find getting feedback something that is really, really hard! Instead of thinking about what is said by your tutor as being ‘good’ or ‘bad’, try to consider what you can learn from it instead. If you are given praise for a certain aspect of your work, think about what you did that made this so effective. If there are comments relating to something that hasn’t worked out so well then think about what you might do differently next time. Reflection is key to making progress. Also, apply the same thought process when it comes to your attitude to learning. If a tutor comments on this, avoid taking it personally and think of how you might use what they have said to become a more effective learner.
Don’t forget that any contact that you have with your tutor is designed to benefit YOU. If you are in need of something specific from that contact then, again, do not be afraid to ask! In reality, this involves planning and preparing for any contact you have before you have it. Make a note of any questions you have when studying independently. If you need to revisit any material with them, ask in advance. If you have found a subject area particularly easy or hard, let them know. Remember, your tutor will be looking to support you in a way that is personalised to meet your needs too, so the more effectively you’re able to communicate these, the better they will be able to do this.
The ground-breaking work of British scientist Rosalind Elsie Franklin, born in July 1920 was vital to our understanding of molecular structures of DNA (deoxyribonucleic acid), and RNA, (ribonucleic acid). The same can be said for that of viruses, graphite and coal. Yet despite the physical chemist’s breakthrough with ‘Photo 51’, the very photograph that revolutionised the science of genetics, Franklin’s work was greatly under-appreciated during her lifetime.
Aged 18, London-born Rosalind enrolled in Newnham Women’s College at Cambridge University, where she studied Physics and Chemistry. In 1946, she moved to Paris where she honed her skills in X-ray crystallography, turning her passion into a career. Rosalind returned to the UK after four years, where London became home once again.
In 1951 Franklin joined the Biophysical Laboratory at Kings College London as a research fellow, where she applied X-ray diffraction methods to the study of DNA. It was here that she made a breakthrough discovery about the density of DNA and found that the molecule existed in a helical conformation.
During her time at King’s one of her fellow scientists was Maurice Wilkins. There was apparently discord between Wilkins and Franklin. This despite the fact they were working together to find the structure of DNA. This culminated in them working separately. Wilkins went to “the Cavendish” laboratory in Cambridge where Francis Crick, his friend, was working with James Watson on building a model of the DNA molecule.
Watson and Crick saw some of Rosalind’s unpublished data, including “Photo 51,” which was shown to Watson by Wilkins. The photo is an X-ray diffraction image and made Franklin the woman behind the first-ever photograph of DNA.
The picture of a DNA molecule was Watson’s inspiration (the pattern was clearly a helix) for he and Crick to create their famous model of DNA, which they published on March 7, 1953. For this, they went on to receive a Nobel Prize in 1962. Franklin’s contribution went unacknowledged. Only after her death did Crick say that her contribution had been critical.
In 1953 Franklin relocated to Birkbeck College, where she studied the structure of RNA and the tobacco mosaic virus. She went on to publish 17 papers on viruses, her group laying the foundations for structural virology.
Since then, Franklin’s work has continued to inspire advances in biology, medicine, paleontology, and many other parts of life. We should certainly be grateful for her lifetime of dedication to pioneering research work, and to the discoveries she made.
One of the biggest challenges of exam season is scheduling revision according to your exams timetable. Especially since it is entirely possible that you will have multiple subject exams in one day.
Start by having your exam timetable in front of you. This will be the base of your revision timetable. The timetable will allow you to visualise the space you have in between exams.
Now that you can see this, schedule your revision in those spaces and divide your time accordingly between subjects for upcoming exams. I have purposely not advised you to divide your time equally. This is because for you, some subjects might need more time than others.
The art of prioritising is the key to success when revising in between exams, or even trying to manage the revision of multiple subjects at the same time.
Here is the definition of ‘revision’ from the Collins Dictionary – “read things again and make notes”.
Note, it does not state that it involves learning new things.
So, when you are revising, focus on reinforcing topics that you already know. You may touch on new bits of information which you learn, which is fine. But you shouldn’t be aiming to learn entirely new topics.
This is where prioritising comes into play. You should be prioritising the hardest topic, or the one you feel the least confident on. It is tempting to avoid this because it doesn’t feel good to struggle. But to get the most out of your revision, this is the way to make something you find hard a little bit easier.
This goes hand-in-hand with prioritising. Look at your timetable and make a realistic judgement of how much you will be able to cover during the space in between.
If you overload your plan, and do not take relaxation into account, your revision won’t be effective. It will also affect your state of mind and lead to stress which in turn, will affect the quality of your revision and exam performance.
Hopefully, these tips will help you think strategically and make the task less overwhelming. Good luck!
There are many acronyms, such as PPE (Point, Evidence and Explanation), that can help you craft the perfect essay. And whilst it is not always suitable to take a strict formulaic approach, they are certainly useful to help ensure you meet all of your assessment objectives.
However, acronyms are useless if you do not understand the exam question in the first place!
Here is a quick guide to some of the common types of essay questions.
A strategy I suggest all of my students is to underline the key words in a question.
This not only helps you understand the question, but also ensures you stay focused on answering it. It is especially useful when you have two questions disguised as one.
Here is an example:
Starting with this speech, explain how far you think Shakespeare presents Lady Macbeth as a powerful woman.
What are the key words here? I would identify them as:
This helps you break down the question. You need to:
Essays typically have a few key words that they stick to. Let’s look at them and what they mean.
Compare
Many find this the hardest. It requires you to discuss the similarities and differences between the two sources that the essay question refers to.
A good strategy is to formulate paragraphs that start talking about one source, followed by the other. Your concluding sentences can be used to tie them together. Or, you can start with words like ‘both’ to explain a similarity’, followed by ‘having said that’ to describe a difference.
When planning a ‘compare’ essay, it is helpful to create a similarity and difference table.
Discuss
These questions can feel quite open ended. To ensure that you don’t digress away from the main focus of the question, use my strategy to underline keywords.
‘Discuss’ questions require you to explore and analyse with a focus.
Usually they want you to explore different theories, interpretations and opinions such as, “I think that…because…”; “…however, some may interpret this as…”.
Explain
This is usually followed by words like ‘how’ or ‘the ways in which’. So, although they are quite open-ended like ‘discuss’ questions, you will find that the wording of the question will guide you.
‘Explain’ questions require an in-depth exploration of a topic or theme. Although you may demonstrate your understanding and analytical skills by including other topics or themes, the focus of your essay should be threaded throughout it.
How
These questions are not much different to the other types of questions. This is because the other types still require you to describe the ‘how’ – for instance, writer’s methods, language choices etc. They also require you to provide evidence from the text and apply your understanding to answer the question.
All in all, whatever the type of essay question, you will need to apply the same skills. They all involve an exploration of a topic or theme and need you to analyse different interpretations. The only difference between them is the wording and structure you choose for your essay.
There is a lot of discussion around teaching and learning strategies for different generations. This is because in the workplace, for the first time in history, we have the potential of up to four generations working side-by-side. But how about when it comes to the classroom?
Nowadays we are empowered with undertaking training and education at any age. So understanding the traits of these generational cohorts is essential for any educator.
Different websites vary in their definitions of generation names. For the purposes of this article, this is what we will go with:
Generation Z – born between 1997-2012
Millennials – born between 1981-1996
Generation X – both between 1965-1980
Baby Boomers – born between 1946-1964
Our youngest cohort, who are currently in education, do not yet have a name! The generational name tags given may also appear to be purporting unfair stereotyping, but we are not assuming that people have age-specific differences. Instead, we are considering the life and social experiences that inevitably influence different generations in different ways.
Baby Boomers
This cohort have grown up in the ‘chalk and talk’ era. Although many of them are tech-savvy and respond to different teaching methods, they respond well to traditional styles. They are typically motivated by a sense of achievement and like their contributions to be acknowledged.
Generation X
This generation grew up around new opportunities and learnt the rewards of hard work. They tend to respond well to interactive lessons where they have an opportunity to participate in their learning. Although they are adept to learning new technologies and using it for learning purposes, they are not of a generation who are reliant on it. They therefore see it as a means to an end.
Millennials
Millennials have grown up in an environment filled with rapid technological developments. They are therefore accustomed to adapting to new ways of working and learning. This generation tend to also prefer independence and value the opportunity to apply what they have learnt.
Generation Z
This generation has grown up around technology and are experienced in using it in most aspects of their lives. Their experience of technology has influenced their preference for immediate feedback. They are also interested in nurturing their careers and are attracted to training that impacts more than their current job.
This leaves us with our youngest cohort. Not only are they constantly around technology, but they are growing up in an educational culture that embraces the use of technology in learning. They are also accustomed to participating in their learning and like Generation Z, respond well to collaborative approaches.
If you are a classroom teacher, you will have experienced the direct relationship between an interesting and dynamic lesson, and student engagement and behaviour. It is not unusual for pupils to lose interest if they are not finding the work engaging. And they only find work engaging if it is thought-provoking and interactive. However, if you teach privately or in a different type of establishment, you could be teaching any generation.
Having an awareness of generational learning preferences and motivators should underpin your approach. Fortunately, there are many overlaps. For instance, most people respond well to immediate feedback and interactive tasks. Most also respond well to having an input into their learning. But, while some generations may prefer to utilise technology, others prefer more traditional methods.