Category Archives: Science, technology & engineering

Exploring and facilitating relationships between natural science, technology, engineering and society.

Engineering in Society – new module for engineering citizenship

Undergraduate student engineers at UWE Bristol will get the chance to learn about engineering citizenship from September.

The Science Communication Unit is launching a new module to highlight the importance of professional development, lifelong learning, and the competencies and social responsibilities required to be a professional engineer.

It follows a successful public engagement project led by Laura Fogg-Rogers in in 2014, called Children as Engineers. The new module is being funded by HEFCE to advance innovation in higher education curricula.

The 65 students, who are in the third year of their BEng or MEng degrees, will learn about the engineering recruitment shortfall and the need to widen the appeal of the profession to girls and boys. They will then develop their communication and public engagement skills in order to become STEM Ambassadors for the future.

The module is unique in that it pairs the student engineers with pre-service teachers taking BEd degrees on to be peer mentors to each other. The paired students will work together to deliver an engineering outreach activity in primary schools, as well as respectively mentoring each other in communication skills and STEM knowledge.

The children involved in the project will present their engineering designs back to the student engineers at a conference at UWE in 2018. Previous research shows that it positively changes children’s views about what engineering is and who can be an engineer .

Teacher Asima Qureshi of Meadowbrook Primary school in Bradley Stoke says;

“The Children as Engineers Project was a very successful project in our school. The highlight was the opportunity to showcase their designs at the university and be able to explain the science behind it. It has hopefully inspired children to become future engineers.”

The pilot project was also successful at improving teachers’ STEM subject knowledge confidence and self-efficacy to teach it. This is vitally important, as only 5% of primary school teachers have a higher qualification in STEM, and yet attitudes to science and engineering are formed before age 11.

curiosity connectionsProfessional engineers in the Bristol region are invited to learn from the project and mentor the students as part of the new Curiosity Connections Bristol network . Delegates are welcome to attend the inaugural conference on November 23rd 2017 to share learning with other STEM Ambassadors and professional teachers in the region.

Laura Fogg-Rogers, University of the West of England (UWE) Bristol UK

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FET Award: STEM outreach at Luckwell Primary

This year, I have been lucky enough to receive a FET Award to promote STEM at a local primary school in south Bristol. Our key aims have been to use the expertise of UWE staff and students to deliver events which not only encourage children to pursue STEM careers, but also support teachers with some of the harder to achieve National Curriculum objectives.

Our first activity involved all students in Key Stage 2 – 120 in total. Inspired by the LED cards on Sparkfun, and ably assisted by fellow FARSCOPE students Hatem and Katie, we ran a lesson in which students used copper tape, LEDs and coin cell batteries to create a light-up Christmas tree or fire-side scene. Our aim was not only to show the students that electronics is fun and accessible, but to re-reinforce the KS2 National Curriculum objectives relating to electricity and conductivity.

Although a little hectic, the students really enjoyed the task and the teachers felt that the challenge of interacting with such basic components (as opposed to more “kid friendly” kits), really helped to drive home our lesson objectives.

To re-reinforce the Christmas card activity, we also ran a LED Creativity contest over the Christmas break. Students were given a pack containing some batteries, LEDs and copper tape and tasked with creating something cool.

Entries ranged from cameras with working flash  to scale replicas of the school. The full range of entries and winners can be found here. Overall, we were blown away by the number and quality of the entries.

Our second focus was introducing students to programming. To this end, we have been running a regular code club every Monday, this time supported by volunteers from UWE alongside FARSCOPE student Jasper. In code club, we use a mix of materials to introduce students to the programming language scratch. We currently have 16 students attending each week and recently were lucky enough to receive a number of BBC Micro bits.

Alongside Code club, we also ran a workshop with the Year 5 class, to directly support the national curriculum objectives related to programming. Students were given Tortoise robots (Built by FARSCOPE PhD students, in honour of some of the very first autonomous robots, built in Bristol by Grey Walter). Children had to program and debug an algorithm capable of navigating a maze.

As the outreach award comes to an end, we are planning a final grand event. Each year the students at Luckwell School get to spend a week learning about real-life money matters in “Luckwell Town”. During this week, students do not attend lessons – instead, they can choose to work at a number of jobs to earn Luckwell Pounds. This year, we will be supporting Luckwell Town by helping to run a Games Development studio. Students will use Scratch to design and program simple games for other students to play in the Luckwell Arcade.

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As with our prior events, the success will depend on volunteers from UWE donating their time and expertise to support us.

Luckwell Town will take place every morning of the week commencing June 12th. We are looking for volunteers to support us, so please respond to the Doodle poll if you are interested.

Martin Garrad, PhD student in robotics

Innovating university outreach

Corra Boushel

Through funding from the Higher Education Funding Council for England and internal backing, the Science Communication Unit has been involved in developing an ambitious new UWE Bristol outreach programme for secondary schools in the region. We’ve worked with over 4,000 school pupils in the last 18 months, finding tardigrades, hacking robots and solving murder mysteries with science, technology, engineering and maths.

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The idea behind the project is not only to engage local communities and raise pupil aspirations. Our plan is to refocus outreach within the university so that it no longer competes with student learning or research time, but instead functions to develop undergraduate skills and to showcase UWE Bristol’s cutting edge research.

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The outreach activities are developed by specialists, but then led by undergraduate students and student interns, who develop confidence and skills. UWE Bristol students can use their outreach activities to count towards their UWE Futures Award, and in some degree courses we are looking at ways that outreach projects can provide credit and supplement degree modules. Researchers can use the activities to increase their research impact and share their work with internal and external audiences – getting students excited about research through explaining it to young people. Enabling students to lead outreach – including Science Communication Masters and Postgraduate Certificate students – means that the university delivers more activities, reaching more schools and giving more school pupils the chance to participate.

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The brainchild of UWE Bristol staff Mandy Bancroft and John Lanham, the development stages of the project have been led by Debbie Lewis and Corra Boushel from the Faculty for Health and Applied Science and the Science Communication Unit with support from Laura Fogg Rogers. The project is now being expanded into a university-wide strategy with cross-faculty support to cover all subject areas, not only STEM.

bradley-stoke-science-tweetSpecial thanks on the project go to all of our student ambassadors and previous interns, as well as our current team of Katherine Bourne, Jack Bevan and Tay-Yibah Aziz. Katherine and Tay-Yibah are employed on the project alongside their studies in the Science Communication Unit.

An Ethical Roboticist: the journey so far

What do robots have to do with ethics? And how do you end up with the job of “roboethicist”? Prof. Alan Winfield, Director of the Science Communication Unit at UWE Bristol, explains his recent professional journey.

It was November 2009 that I was invited, together with Noel Sharkey, to present to the EPSRC Societal Impact Panel on robot ethics. That was I think my first serious foray into robot ethics. An outcome of that meeting was being asked to co-organise a joint AHRC/EPSRC workshop on robot ethics – which culminated in the publication of the Principles of Robotics in 2011: on the EPSRC website, and with a writeup in New Scientist.

Shortly after that I was invited to join a UK robot ethics working group which then became part of the British Standards Institute technical committee working toward a Standard on Robot Ethics. That standard was published earlier this month, as BS 8611:2016 Guide to the ethical design and application of robots and robotic systems. Sadly the standard itself is behind a paywall, but the BSI press release gives a nice writeup. I think this is probably the world’s first standard for robot ethics and I’m very happy to have contributed to it.

Somehow during all of this I got described as a roboethicist; a job description I’m very happy with.

In parallel with this work and advocacy on robot ethics, I started to work on ethical robots; the other side of the roboethics coin. But, as I wrote in PC-PRO last year it took a little persuasion from a long term collaborator, Michael Fisher, that ethical robots were even possible. But since then we have experimentally demonstrated a minimally ethical robot; work that was covered in New Scientist, the BBC R4 Today programme and last year a Nature news article. I was especially pleased to be invited to present this work at the World Economic Forum, Davos, in January. Below is the YouTube video of my 5 minute IdeasLab talk, and a writeup.

 

 

To bring the story right up to date, the IEEE initiated an international initiative on Ethical Considerations in the Design of Autonomous Systems, and I am honoured to be co-chairing the General Principles committee, as well as sitting on the How to Imbue Ethics into AI committee. The significance of this is that the IEEE effort will be covering all intelligent technologies including robots and AI. I’ve become very concerned that AI is moving ahead very fast – much faster than robotics – and the need for ethical standards and ultimately regulation is even more urgent than in robotics.

 

It’s very good also to see that the UK government is taking these developments seriously. I was invited to a Government Office of Science round table in January on AI, and just last week submitted text to the parliamentary Science and Technology committee inquiry on Robotics and AI.

You can find out more about Alan’s research and engagement on his own blog.

Engaging with strangers

 What happens when social scientists and natural scientists start to work together? Clare Wilkinson summarises her recent research.

As a social scientist whose research has spanned a range of scientific issues, from genetics, to nanotechnologies, robotics to the environment, I’ve always been intrigued to think about the roles that social scientists play when they are working in cross or interdisciplinary settings. A few years ago, with the support of some funding from the British Academy I had the opportunity to consider some of those roles, as well as their benefits and challenges with a small group of interviewees based here in the UK.

Why then? It was a timely opportunity to talk to social scientists about these topics. The social science community was really starting to consider how it demonstrated impact, serves a real purpose and has a role to play in the types of large-scale interdisciplinary research projects that now seem so common. Examples like The Campaign for Social Science and the LSE Impact blog were spurring social scientists to think critically about disciplinary relationships and influence, and I was interested to explore some of these themes within this small piece of research.

Social scientists found working in the field inspiring, thought provoking and fascinating… they also expressed challenges in collaboration.

21 social scientists participated in the interviews, and they were working at a variety of career stages and in a range of different areas associated to science and technology. It was clear from the data that they found working in the field inspiring, thought provoking and fascinating, and that collaborating with scientists is often essential when you are interested in some of the social ramifications science potentially creates. However, they also expressed challenges in collaboration. Creating shared languages and understandings of the differing disciplinary approaches was often the most obvious, and this is of course not isolated to working with scientists, the language and approaches used in the social sciences can often be as daunting to ‘outsiders’ as that used in any other academic field.

Collaboration works best when it is given the time, trust and respect to be nurtured and cherished.

What really came across in the data though was that collaboration works best when it is given the time, trust and respect to be nurtured and cherished. When assumptions around what a disciplinary perspective might provide could be set aside, by both parties, there were opportunities to create fruitful and more creative collaborations. At a time when talk of ‘the two cultures’ is often revisited (see, for example, the recent British Science Association collection of essays Science: Not just for scientists which has some fascinating reflections on this age old argument) the paper concludes that for the best collaborative opportunities we don’t need ‘shotgun ceremonies’ or ‘brief encounters’ but more sustainable relationships over time.

Clare Wilkinson is an Associate Professor in the SCU at UWE.

You can read the research article on which this post is based in the Bulletin of Science, Technology & Society, 34 (3-4). A copy is also available via the UWE Research Repository. With thanks to the British Academy [SG-54670].

The story behind the cameras: filming robots

In 2013, just as I was finishing my Masters in Science Communication at UWE Bristol, I was asked to help film the euRathlon robotics competition in Germany. euRathlon was inspired by the situation that officials were faced with after the nuclear accident in Fukushima in 2011. The competition challenges robotics engineers to solve the problems of dealing with an emergency scenario, pushing innovation and creativity in the robotics domain. The project is led by Prof. Alan Winfield from UWE alongside seven other partner institutions. The 2015 euRathlon competition in Piombino, Italy combined land, sea and air challenges for the robots to overcome. Our 2015 film team included three of us (Josh Hayes Davidson on graphics, Charlie Nevett on camera and myself – Tim Moxon – as producer and sound engineer), taking with us all the lessons I learned from 2013.

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Filming robots, particularly complex robots designed to respond to emergency scenarios, is a daunting task. Trying to make sure that we didn’t get too technical was always going to be a problem. We had the additional issue that English was not the first language of most of the people being interviewed which really added to the challenge. Taking care and with plenty of re-shoots we managed to get round both of the problems by sticking to the golden rules: take it slow and keep it simple. This made sure that we never lost sight of what we were trying to do. Our focus was always to bring 21st century robotics into the public eye.Picture 2

The first two days of the competition presented the individual land, sea and air trials. On site we first created two “meet the teams” films where we interviewed all 16 teams and got to know them. Luckily they were all super friendly and very cooperative which meant we got all the teams interviewed in two days. After that the real work began. The land trials were easy enough to film and get a good story line of shots as the robots were almost always visible.  However the underwater robots required a bit more imagination. In the end a GoPro on a piece of drift wood got us the shots we needed.


The aerial robots had some issues too as getting long distance shots was not always easy. Fortunately Josh and Charlie were more than up to the task.

Day 3 and 4 focused on combining two domains, so land and sea or air and land etc. Day 3 went well with fantastic interviews with judges and teams helping to really give some depth to the videos. Again underwater proved to be a bit challenging but we managed, with the help of some footage given to us by the teams that they took on-board their robots. Day 4 didn’t go as well as the second half of the competition had to be cancelled due to strong winds. Wind had been an issue throughout the competition and all of our equipment required regular cleaning to keep the dust out, as well as dealing with constant wind when recording sound.

That day however you could barely stand in the open for all the dust and sand being kicked up by the wind and getting good sound for interviews was nearly impossible. We could only hope that the weather improved for the Grand Challenge.

The final days were the Grand Challenge, as much for us filming as for those competing. The timescale was starting to tighten as we only had two days to film, cut and polish the remaining two videos. With increasing pressure to produce high quality products we pulled out all the stops. Fortunately all the teams rose to the occasion and provided us with some spectacular on-board footage as well as some nice underwater diver footage. The Grand Challenge turned out to be a great success with all the teams at least competing even if they didn’t all finish the challenge.

Tim Moxon completed the UWE Bristol Masters in Science Communication in 2013.

For more information about EuRathlon please visit the project website.

What I learnt working with robots, children and animals

Put two robotics researchers in a small room with a bad tempered snake, 30 children and a zoologist. And make sure everyone learns something and enjoys themselves.

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That was the goal of a recent SCU-led project called ‘Robots vs Animals,’ a collaboration with Bristol Zoo Gardens education unit and Bristol Robotics Laboratory, with funding from the Royal Academy of Engineering. I’ll admit that was not how the project was originally defined, but it was the situation I found myself in as project coordinator last March.

The snake was a grumpy Columbian rainbow boa called Indigo, who was supposed to be demonstrating energy efficiency in the animal kingdom. The researchers were specialists on Microbial Fuel Cells, a system that can convert organic matter into electricity. They work on highly innovative designs that get power from urine – but only a small amount at a time, hence the need for energy efficiency. The kids were 12 and 13 year olds from a local school who were learning about biomimicry and seeing the cutting edge applications of science and maths. In this project I think I learnt as much about public engagement as they did about robots.

  1. Make contact.

Zoo 25th Nov2014 30I mean human, skin contact. It’s an old chestnut of engagement, but it proved itself once again. Even when bits of equipment broke – or were broken before we even started – the audiences really appreciated getting to hold and touch things themselves. This applied as much to the wires, switches and circuit boards of the robots as the cuddly and creepy animals. A ‘robot autopsy’ (bits and bobs from the scrap bin at the Lab) went down a storm in a Bristol primary school and a Pint of Science pub quiz. Watching school students handle a Nao robot as carefully as a baby was a project highlight for me and featured strongly in their positive feedback.

  1. Keep contact.

I was physically based in the Bristol Robotics Laboratory for the duration of the project, and it made a huge difference being around the researchers outside of our meetings and in between emails. I could get a much better sense of their projects, interests and personalities by seeing them every week, even if I theoretically could have coordinated the project from the SCU offices on the other side of the campus. Being around also helped to give the project a higher profile inside a busy, hard-working research lab where time for public engagement is limited.

  1. Have contacts.
Jade Duggan

Photo credit: Jade Duggan

The project evolved from its main focus of classes at Bristol Zoo Gardens to include a short film with a local science centre, talks and stalls at public events and even a teacher training seminar. Being able to say ‘yes’ to opportunities as they arose from different quarters is a luxury that not all projects can afford, but I found it was important to stay open to opportunities as the project developed. Attention to how the project outputs are worded in the first place helps, so does listening carefully to the needs of participants and interested parties and having a great project manager (thanks Laura Fogg Rogers!).

 

So how did all of that help with an irascible snake, excitable kids and nervous researchers? Firstly, Zoo staff quickly went to find a snake that would be more amenable to being stroked, to allow for first contact. I attended the session alongside the researchers even though they were leading it. This meant I could give feedback and support, and had the honour of watching as they became more skilled and relaxed. Having seen how they kept their nerve with the uncivil serpent, I knew I could rely on those researchers to handle other difficult situations – like appearing in front of a camera when the opportunity arose. Finally, when we had the chance to showcase their research at another event, we made use of our contacts and took the docile cockroaches with us rather than Indigo the snake.

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Corra Boushel is a project coordinator in the Science Communication Unit. Robots vs Animals was supported by the Royal Academy of Engineering Ingenious Awards. Thanks to the Science Communication Unit and Bristol Robotics Laboratory at the University of the West of England and Bristol Zoo Gardens.

No snakes were harmed during this project.