INTERACT Presentation Birmingham University 14 th September 2017 Rae Hoole and John Teasdale
Project Title MEITNER DAY - ‐ - ‐ - ‐ creatively exploring science
MEITNER DAY - ‐ - ‐ - ‐ Extending educational opportunities A day- ‐ - ‐ - ‐ long participatory programme designed to fit into the five lessons of a school day: • Workshops and experiments in the morning • The Lise Meitner Story play in the afternoon • Concluding with a plenary session
MEITNER DAY - ‐ - ‐ - ‐ Who is itfor? A vertical study group of students aged 1 3 - ‐ - ‐ - ‐ 1 8 showing an interest in or particular promise in Maths and Physics (maximum 30 students selected from years 9 - ‐ - ‐ - ‐ 1 3 )
Aims • to inspire more young girls to want to pursue Physics and to see it as an attractive option at ‘A level’ and at University • to tell the story of Lise Meitner (1878 – 1968) through a play set in a science lab • to bring an understanding of the Maths and Physics used to explain nuclear fission to participating students • to creatively partner a local state- ‐ - ‐ - ‐funded secondary school to share in the production process (working with students and teachers)
Our Partner School Queen Elizabeth’s Academy, Crediton • provided space to rehearse - ‐ - ‐ - ‐ a sciencelab • access to teachers and pupils to trial workshop materials
2 Pilot days happened in October 2016 • at Queen Elizabeth’s Academy on 6 th October • on Ada Lovelace Day at Sidmouth College on 11 th October as part of Sidmouth Science Festival
Science and story intertwined
Invitations and presentations followed • an invitation to appear at the Festival of Physics in November 2016 - ‐ - ‐ - ‐ a n Institute of Physics and Exeter University joint initiative • Rae Hoole presented at Exeter University’s EU funded CREATIONS Action research project with six pairs of art/science teachers from across the UK, on 1 st March 2017
with a positive response “I just wanted to say a massive thank you for yesterday. Your contribution to the day was both inspiring and provocative and I know it gave the researchers a lot to think about. I could certainly sense parts of what you had done coming through in their planned actions for their research”. Dr Kerry Chappell Senior Lecturer , MA Education Creative Arts Pathway Leader and Dance Lecturer
Who was Lise Meitner?
Timeline of Lise Meitner’s life Born in Vienna 1878 Becomes Dr Lisa Meitner 1906 (first woman to gain a doctorate in Physics from Vienna University) Arrives in Berlin 1907 Outbreak of First World War 1914 Works with Otto Hahn 1907 – 1938 (professor at Berlin University) Marie Curie dies 1924 (Marie Curie was a contemporary of Meitner) Hitler comes to power 1930 Flees Germany 1938 Discovers the theoretical explanation of splitting the uranium atom Christmas 1938 Outbreak of Second World War 1939 (whilst in exile in Sweden) Hahn awarded the Nobel prize 1945 Moved to England 1960 Died 1968 (buried in Hampshire, England)
Meitner discovered ‘nuclear fission’ – the dramatic splitting of the atom
She used and applied her knowledge of Einstein’s famous equation E = mc 2
Lise Meitner was a hard working, skillful and intuitive scientist
She was a great role model with a story which extends educational opportunities • through it’s richness • it’s relevance • her passion for Maths and Physics Her discovery, set against a compelling historical backdrop, changed the world…
a familiar school lab
transforms into a theatre set
Games assist learning Set 2 from ‘HAPPY PHYSICIST FAMILIES’
Worksheets introduce and consolidate the Maths and Physics
Standard Form equations are practised
A reminder of the Table of Physical Constants
a ‘Legacy Booklet’ A derivation of E=mc2 The legacy booklet
Probing questions are put in the plenary What were the dilemmas that Lise Meitner faced in Berlin in the 1930’s. What do you think of the choices she made?
“A scientist cannot hold back his discoveries for fear of what the world will do with them.” Robert Oppenheimer Discuss
Lise Meitner faced many difDiculties in getting a University education because she was female. What are the similarities and differences that female students face today in getting a university education?
Student feedback • It’s been very interesting learning about someone I didn’t know about previously and what a big influence she’s had • With different ages of students in there... it was more well rounded and interesting • It’s inspiring to know that anyone can discover something like she did • I was surprised I didn’t know about her considering how significant she has been to science
EVALUATION Drawing from quantitative data collected via surveys and questionnaires and qualitative data from semi- ‐ - ‐ - ‐structured and o n e - ‐ - ‐ - ‐ t o - ‐ - ‐ - ‐ o n e interviews, written and verbal feedback from teachers, actors and students we have begun to evaluate to what extent the projects’ overriding mission to inspire more young girls to study physics to a higher level is being achieved.
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