Technology and Science in Education Magazine: May 2016










Technology & Science in Education







Technology & Science in Education is a magazine covering all aspects of ICT, science, engineering education and design technology in education. It is published eight times a year and is posted, free of charge to headteachers, heads of science and design technology departments in secondary and tertiary education, independent and state; decision makers in universities colleges of further/higher education, teaching centres, supplies offices, LEA advisers and architects. Its controlled circulation also includes selected specialists in textiles, food technology, ICT, business education and an expanding list of educational activists in science and technology throughout education.

Enigma UK, a team of students from Robert May’s School in Odiham, Hampshire, took the chequered flag to win the F1 in Schools Technology Challenge UK Finals held at Silverstone circuit last week

Bosch Rexroth has launched its new range of modular mechatronics training system mMS 4.0 rigs, aimed at supporting the next generation of engineers.

The views expressed in Technology & Science in Education are not necessarily those of B&S Publications and, therefore, we can accept no liability for statements made in advertising or contributed editorial items, nor can we accept liability for any action or lack of action by readers in response to the information of Technology & Science in Education. All images showing children received by Technology & Science in Education are assumed to have the consent of their parents and/or school/college. All images submitted are assumed to be the copyright of the sender unless stated.

Technology & Science in Education | Kingsley House | Church Lane | Shurdington | Cheltenham | GL51 4TQ

TEL: 01242 772104 | FAX: 01242 863552 | Email: [email protected]
www.technology-in-education.co.uk May 2016 Issue 222





Worcester students crowned Jaguar Land Rover 4×4 in schools uk champions


Organisers of a major international Laboratory Show and Conference are backing the campaign to encourage greater take-up of science, technology, engineering and maths (STEM) subjects in schools and colleges



Technology & Science in Education


Ageing simulation suits letting wearers walk in the shoes of someone 50 years older, are showing future care workers and designers how it feels to be old


Organised through a network of 120 BLOODHOUND hubs, the teams will be racing in series of regional heats, leading up to the national finals at Santa Pod Raceway at the end of June.

Printed in Great Britain by Pensord

Tram Road, Pontllanfraith, Blackwood NP12 2YA



Technology & Science in Education

Long-eared bats are assisted in flight by their ears and body, according to a study by researchers at Lund University in Sweden.

The recent findings improve researchers’ understanding of the bats’ flying technique and could be significant for the future development of drones, among other things.

Contrary to what researchers have previously thought, Christoffer Johansson Westheim and his colleagues at Lund University can now show that long-eared bats are helped in flight by their large ears.

“We show how the air behind the body of a long-eared bat accelerates downwards, which means that the body and ears provide lift. This distinguishes the long-eared bats from other species that have been studied and indicates that the large ears do not merely create strong resistance, but also assist the animal in staying aloft”, says Christoffer Johansson Westheim.

The findings entail a greater understanding of the flight technique of bats. They also highlight the evolutionary conflict between flying as efficiently as possible and eco-locating, i.e. discovering objects by sending out soundwaves and perceiving the resulting echoes.

Another discovery made during the experiments and never previously described in research is how the bats generate forward motion when flying slowly. The forward motion is generated when the wings are held high and away from the body at the end of each beat.

“This specific way of generating power could lead to new aerodynamic control mechanisms for drones in the future, inspired by flying animals”, says Christoffer Johansson Westheim.

The experiments were conducted in a wind tunnel in which trained bats flew through thin smoke to reach a stick with food on it. Meanwhile the researchers aimed a laser beam at the smoke behind the bats and took pictures of the illuminated smoke particles. The researchers measured how the smoke moved to calculate the forces generated by each beat of the bats’ wings.




Technology & Science in Education

Team Ascent, a team of 16 year-old students from the Royal Grammar School, Worcester, have scooped the prestigious Land Rover 4×4 in Schools Technology Challenge UK Champions trophy today.

The team has won an Arkwright scholarship from Land Rover, a £1,000 scholarship for Harper Adams University and a place at the Land Rover 4×4 in Schools World Final 2016 in July.

The Land Rover 4×4 in School Technology Challenge UK Final brought together the cream of young engineering talent, who had won through from a series of regional finals across the UK earlier this year. In a hard-fought competition, Team Ascent narrowly beat runners-up, 2FAST from Richard Hale School, Hertford, and third-placed team, Sector, from Clyst Vale Community College in Exeter. All the finalists were rewarded with the industry recognised accreditation Industrial Cadets Silver Award.

Newly crowned champions, Team Ascent, had entered the competition for the first time, with team members, Jack Beet, George Mann, Faiz Ibrar, Edward Lawson, Harry Smith and Alec Berry. Team Manager and Electronics Engineer, Alec Berry, said of winning, “We’ve been working on our vehicle since last October, but we’d never done it before, so we really didn’t expect to win on our first attempt. We think we impressed the judges with our engineering, as our car had a unique double-wishbone suspension system.

“The biggest challenge for us was keeping to a time plan and making sure we had made everything in time. We learned so much, especially with CAD/CAM software and electronics. The Challenge has been a really good experience and we definitely all want to be engineers, some of us in automotive engineering and others in aerospace.”

Looking ahead to the World Finals Alec added, “We need to do a bit of work on the car for the World Final, as it’s quite heavy and it’s on the limits for the dimensions, so we’ll try and cut it down, as it was quite tight for the track test, and that should help us. We’re looking forward to taking it to the next level at the World Final.”

Team Ascent not only won the UK Champions title, they were also presented with the Best Rookie Team Award and the Best Engineered Vehicle Award.

Designing, testing and building their bespoke scale-model remote control, four wheel drive, all-terrain vehicle, the students undertook a series of judging sessions, including presenting their work to a panel of judges and have their vehicle put under intense scrutiny by vehicle design specialists.

The biggest challenge for all the teams was undoubtedly the Land Rover test track, with a variety of obstacles including a rope bridge, water dip and rock crawl on a course that went through, up and over a Range Rover vehicle. As part of it’s long-term global partnership, Land Rover and pioneering commercial spaceline Virgin Galactic challenged the teams to tow a scale version of SpaceShipTwo around a scale model of Spaceport America, Virgin Galactic’s operational headquarters in New Mexico, USA, using their remote controlled vehicles.

Joining Team Ascent at the Land Rover 4×4 in Schools World Final which will be held at the Ricoh Arena in Coventry in July will be 2FAST, representing England and The Doc’s, a team from Woodfarm High School, East Renfreshire, who took the Scotland Champions title. They will be competing against the successful Land Rover 4×4 in Schools teams from 15 other countries all vying for the World Champions crown.

Les Ratcliffe, Head of Community Relations at Jaguar Land Rover said, “The Land Rover 4×4 in Schools Challenge demonstrates the importance and excitement of STEM subjects and we hope it will encourage more youngsters to pursue engineering careers. During the competition, students gain a depth of understanding in vehicle design, development, research and manufacturing which enhance classroom learning and world of work awareness. Congratulations to all the teams who made it to the UK finals for achieving such a high standard and to Team Ascent, who will be representing the UK in the hotly contested world final in July.”

Mark Wemyss-Holden, National Project Manager, Land Rover 4×4 in Schools, said of this year’s event, “Wow! We’ve seen exceptional talent competing today, with such ingenuity, depth of engineering knowledge and application, as well as innovative design and tremendous hard work. It’s great to see the Land Rover 4×4 in Schools programme bringing STEM learning alive through practical application and really engaging the students in a range of learning disciplines.”

The Land Rover 4×4 in Schools Challenge takes place with the assistance of a host of sponsors and supporters. Amongst these are lead sponsor Jaguar Land Rover along with The IET, WNT RS, Luke 1977, Harper Adams College, Arkwright Scholarship Trust, I.Rob (UK) Ltd and Denford Ltd.





Technology & Science in Education

RMP, the specialist provider of risk management and insurance solutions to the public and education sectors, has today announced a new exclusive offering for further education (FE) colleges, designed in partnership with specialist insurer Ecclesiastical.

The new solution, which will be distributed through RMP’s broker network, provides budgetary certainty as a rate guarantee agreement is offered for three years. It also features low claims rebates, individually tailored suites of insurance cover and a combined risk management survey and buildings valuation service, at no additional cost. As a result RMP and Ecclesiastical are confident that the flexible offering will enable FE colleges to reduce their total cost of risk.

The new partnership combines RMP’s expert risk evaluation, management and reduction with Ecclesiastical’s specialist insurance knowledge and extensive range of insurance covers. This coupled with the insurer’s financial strength and specialist claims handling ability ensures FE colleges benefit from a ‘best of both’ solution.

The solution offers many other benefits including:

  Budgeting certainty – a rate guarantee agreement is offered for three years as standard on property insurance with the option to add this for liability too.

Cost and time-saving – by combining the Ecclesiastical risk management survey and buildings valuation service we can ensure that cover matches needs and reduces the risk of FE colleges being underinsured.

  Low claims rebate – offered as standard on property, this rewards good risk management that results in fewer claims whilst the guaranteed rates protect the premium rate for three years.

  Single point of contact – to oversee your account for the whole lifetime of the policy ensuring we really get to know and understand your needs.

Experienced, specialist claims handlers – the partnership ensures that, should the worst happen, Ecclesiastical’s award winning claims team will be on hand to support you every step of the way.




Technology & Science in Education


Enigma UK, a team of students from Robert May’s School in Odiham, Hampshire, took the chequered flag and won at the F1 in Schools Technology Challenge UK Finals held at Silverstone circuit last week to be crowned F1 in Schools UK Champions 2016.

Their victory also won the team a place at the F1 in Schools World Finals 2016, being held in Austin, Texas, later this year just prior to the F1 Grand Prix.

Led by Team Manager, Katelyn Chelberg, 15, Enigma’s five team members with Ella Stevenson, Enterprise Manager, 15; Nathan Bryce, Design Engineer, 15; Sarah Matthews, Scrutineering Engineer, 15 and Cora Morrow, Testing Engineer, 16, put in a strong performance across all the judging categories to take the top step on the podium in this Formula 1® linked educational initiative which takes place in 42 countries across the world,. They also won the Team Sponsorship and Marketing Award and were nominated in the Innovative Thinking Award category.

Katelyn said of the team’s achievement, “We worked really hard and really wanted this. We’ve put in so much work and meeting up for at least two hours every day for the last five months, so it’s really paid off. We’ve put in a lot of time on developing our car, but we know there is still room for improvement. We’ve done a huge amount of testing with our car, LERS, force balancing testing, CFD and also collaborations with other companies. We’ve learned so much through this competition, particularly how to communicate with team mates, how to work with other companies and understand how they work, so many life skills that you learn.”

The team will now prepare for the World Finals and Katelyn says, “We’re very excited about going to Texas, but it hasn’t really sunk in yet. It will all be worth it, having put so much effort into it. Having the chance to apply for the Williams Engineering Academy is a great opportunity as well, this competition certainly seems to open doors to the F1 industry.”

The team were presented with the impressive National Champions trophy by Gareth James from The Institution of Engineering and Technology. In addition to securing a trip to Texas for the World Finals, the team will visit the 2016 FORMULA 1 BRITISH GRAND PRIX courtesy of Silverstone and two members of the team also win £5000 per year bursaries for the duration of a Mechanical Engineering degree course at UCL Engineering.

The UK Champions were joined on the podium by second placed team, Sixth Degree, from The King’s School, who will represent England at the World Finals, and third placed team, Turbocharged from Wilmington Grammar School for Boys, who have the opportunity to form an international collaboration team to compete at the USA event. Northern Ireland Champions, Endeavour Racing from Carrickfergus Grammar School, will also be jetting off to the states, along with the Scotland Champions, Kinetikos Racing from Inveralmond Community High School and Wales Champions, Tachyon, from Denbigh High School.

Earlier in the week the F1 in Schools UK Rookie Finals was fought by 11 teams, with Team United from Kenton School in Newcastle Upon Tyne, taking victory and winning through to the World Finals. In addition to representing their country at the World Finals, all the F1 in Schools UK Champions and runners up receive tickets to the 2016 FORMULA 1 BRITISH GRAND PRIX practice and qualifying at Silverstone.

Andrew Denford, Chairman and Founder of F1 in Schools said of this year’s event, “It was certainly the biggest and best UK Finals that we’ve held since it’s humble beginnings over 15 years ago, with Silverstone circuit and the impressive Wing building being a great home for the competition, an inspirational environment for the competitors to take on the F1 in Schools challenge. The teams lived up to the location, with outstanding work on display, as well as tremendous effort put in over many months, with the students using so many advanced engineering techniques in the research and development of their cars, as well as the creativity used to deliver strong team identities and marketing programmes, just as in the Formula 1 industry.”

F1 in Schools aims to help change perceptions of Science, Technology, Engineering and Mathematics (STEM) by creating a fun and exciting learning environment for young people to develop an informed view about careers in engineering, Formula One, Science, marketing and technology.

The competition challenges students to create their own Formula One team which is commissioned to design, construct and race the fastest miniature Formula One Car of the Future; a 21cm long scale model built from a modelling block and powered by a compressed air cylinder. Each team of between three and six students creates a ‘pit’ display and showcases their work in developing their race car. At the National Finals each team brings along a pit display, their cars and portfolio, as well as having prepared a verbal presentation for the judges. The cars race on a 20 metre track, with the cars covering the distance in around one second.

The F1 in Schools National Finals take place with the assistance of a host of sponsors and supporters. F1 in Schools thanks Formula One Management, Autodesk, Institution of Engineering and Technology, Denford Limited, UCL Engineering, Jaguar, WNT, Silverstone Circuit, City University London, University College London, FIA Women in Motorsport, Luke 1977, Dare to Be Different, , Engineering UK and Tomorrow’s Engineers.




Technology & Science in Education

Ageing simulation suits letting wearers walk in the shoes of someone 50 years older, are showing future care workers and designers how it feels to be old.

Wearable technology mimicking stroke and ageing is giving London students a powerful immersive experience of old age – cataracts, shakes and stumbles included.

Brunel University London uses a set of four gerontologic test suits, called GERT suits, a stroke suit and tremor simulators to recreate a spectrum of age-related conditions including Parkinson’s.

“Wearing the suit is overwhelming,” said Inclusive Design Research Group Leader Dr Farnaz Nickpour. “The physical effects and exhaustion, you can deal with, but how cut off you feel from the outside world is astounding.”

“I was so busy processing basic tasks that I struggled to manage a conversation.”

Designed to help healthcare professionals empathise with patients, the suits recreate pain, fatigue and movement and sensory impairment. Overshoes dull sensation in the feet, risking falls, while weights and joint straps mimic knee, wrist and elbow stiffness. A neck brace restricts head movement, glasses produce different sight problems such as tunnel vision, macular degeneration and cataracts and headphones simulate deafness.

Students wear the suits to do everyday things such as buy a coffee or play cards.

“These difficulties are something that you can’t fully convey through classroom teaching” said rehab psychology expert Will Young. “The suits give students first-hand experience of what frailty feels like.”

The sense of social isolation is shocking, Will said. “They felt a real inability to socialise and talk to each other. Some walk past their friends without saying hello because they can’t hear them or it is too much effort to respond. One student got quite upset when she realised her elderly neighbour was not, as she assumed, just being rude.”



Technology & Science in Education

University launches #ThisGirlCodes to inspire and encourage more female uptake

Bath Spa University has launched #ThisGirlCodes, a campaign to get more young women to enter the tech industry.

Academics, students and women working in the industry say that there are a series of myths that need to be challenged around the industry, and that more action is needed so that this traditionally male-dominated sphere can benefit from more diverse recruitment as the digital economy continues to grow.

#ThisGirlCodes will use social media to highlight inspirational stories of women who are already successfully working or studying in areas such as coding and software development, who will act as ambassadors for the programme.

Lee Scott, subject leader of Creative Computing at Bath Spa University, said: “We’re encouraging everyone in the computing industry to share the great work women are doing in this field by using #ThisGirlCodes so that they can inspire the next generation of coders, animators and game makers.

“To us, it seems a no-brainer that more young women should be looking at careers in the computing industry. We’re looking to close a gender gap, to challenge mind-sets in education, in the workplace and industry, as well as how women see themselves in the creative computing space.”

The Creative Computing course at Bath Spa University was launched in 2015. Unique in its offering, it is a three-year full-time BSc course that can be taken as a single honours degree with specialist pathway options in gaming, animation or software development, or it can be combined with a number of complementary subjects.

Emma Klasse, a Creative Computing student on the animation pathway at Bath Spa University, said: “The perception of computing and coding is that it’s complicated and maths-heavy, but that’s not the case at all – coding is more like learning a language than maths.

“My strengths were primarily in the arts, and I looked at this course as a way of learning skills that are relevant to today’s job market – it looked modern and progressive and has lived up to my expectations.”

Dr Dana Ruggiero, senior lecturer in learning technology at Bath Spa University, said: “There’s a lack of diversity in gaming in particular, but there are some amazing female role models in game design – Anna Kipnis, Sheri Graner Ray, Amy Jo Kim, Brenda Romero – we just need more in the UK!

“We lose girls from Year 8 and Year 9 in schools, due to different socialisation of girls and boys and ingrained ideas about which skills suit particular careers. Along with engineering and chemistry, computing is seen as systematic, but narrative and communication are as important as mathematics.”

Watly launches Indiegogo campaign with the chance to take part in a Discovery Channel documentary.

Watly, an award winning cleantech company, today is launching an Indiegogo crowd-funding campaign that will allow supporters to become part of its innovative solution to the world’s water, energy and connectivity problems. The top prized perk offers the opportunity to become part of the project, joining with the Watly team to implement its technology in Africa as part of a Discovery Channel documentary.

Watly has created a machine that uses solar energy to sanitise up to 5,000 litres of water per day, making the company the world’s first thermodynamic computer that provides internet connectivity alongside clean water and electricity to the world’s most vulnerable communities.

Watly has already secured European Union Horizon 2020 funding in recognition of the transformative potential of the technology. With the launch of its Indiegogo campaign, they are opening up the Watly community and giving everyone a chance to be involved in bringing this life-changing technology to those who need it the most.

Getting involved in the Watly campaign offers the chance to contribute towards the completion of Watly 3.0 machines, each of which is capable of producing vital resources for 3,000 people, every day, for at least 15 years.

Other supporters will receive tours of the Watly factory in Italy, where they can see the patented technologies being assembled, or a 3D printed model of the iconic Watly 3.0. Becoming part of the community behind Watly is a step towards connecting vulnerable and remote communities with the rest of the world.  Additionally, some supporters will have their names inscribed on the Watly 3.0 machine as a reminder of the relationships being built with people across the globe.

Following the successful trial of the Watly 2.0 in Abenta Village, Ghana, where people have been drinking clean water from the machine, Watly is currently constructing a fully-sized, 40 metres and 15 tons, ultimate version. During its expected 15 years of service, one Watly can reduce as much as 1,000 tons of greenhouse gas emissions, equivalent to 2,500 barrels of oil.





Lord Kenneth Baker, Chair of the Edge Foundation, is calling for radical action to prepare young people for the next industrial revolution in a new report published today (9 May 2016).

The Digital Revolution was prompted by the Bank of England’s prediction that up to 15 million jobs are at risk of automation across the UK economy including professions such as law and accountancy. Lord Baker says:

‘The economy is changing at an unprecedented pace. Every day, jobs are being lost in professions we used to regard as careers for life. Artificial intelligence, robots, 3D printing and driverless vehicles will impact on sectors as varied as the legal profession, transport and construction.

‘The UK’s future workforce will need technical expertise in areas such as design and computing, plus skills which robots cannot replace – flexibility, empathy, creativity and enterprise.

‘In the Digital Revolution, knowledge is as necessary as ever, but it is not enough. It has to be connected with the real world through practical applications ranging from engineering and IT to the performing, creative and culinary arts.

Lord Baker has set out an eight-point education plan which responds to the digital revolution:

Primary schools should bring in outside experts to teach coding

All primaries should have 3D printers and design software

Secondary schools should be able to teach Computer Science, Design and Technology or another technical/practical subject in place of a foreign language GCSE

The Computer Science GCSE should be taken by at least half of all 16 year olds

Young apprenticeships should be reintroduced at 14, blending a core academic curriculum with hands-on learning

All students should learn how businesses work, with schools linked to local employers

Schools should be encouraged to develop a technical stream from 14-18 for some students,

covering enterprise, health, design and hands-on skills.

Universities should provide part-time courses for apprentices to get Foundation and Honours degrees.


Technology & Science in Education



Technology & Science in Education

Southampton employers had their questions about the controversial apprenticeship levy answered at the Future Skills and Vocational Education engagement event held by Totton College on Friday 29 April.

Fiona Willmot from the Skill Funding Agency spoke about which businesses would be affected and how the money will be used. The levy which is due to come in to force in April 2017, is part of government plans to create three million new apprenticeships by 2020. Fiona Willmot addressed concerns by highlighting that 98% of businesses wouldn’t be obligied to pay due to turnover size and that subsidies would be reinvested back in to the scheme through the employers apprenticeship training fund. Levy payers will be entitled to a further 10% of this.

Leading representatives from Appello Ltd, Harvest Fine Foods, Dyer & Butler and Dodd Group were amoung 60 delagetes who attended the event. The aim was to discuss how the newly reformed College of vocational excellence will work with businesses to tackle skills gaps locally.

Julian Lewis, MP for New Forest East spoke about the exciting opportunities available to employers, he commented:

“There really is a wow factor as you arrive here at Totton College, what fantastic facilities and what an exciting time to be part of its development. The blue print is being written for the future of vocational education here in Totton and employers in this room are being invited to help shape it.”

Paul Lester CBE spoke about the two way responsibility between employers and educators. He described his own experiences of a vocational engineering degree that gave an unparralled grounding for his early engineering career and how employers needed to work with colleges to recruit and develop the talent of the future.

A question and answer session was held with the panel of speakers sparking discussions around the level of quality that can now be expected through apprenticeships. Fiona Willmot then outlined the new, recently published apprenticeship standards, designed to regulate and improve the apprenticeship scheme. Julian Lewis descibed how attendees were given a ‘unique opportunity to buy a ticket’ and work with Totton Colege to provide the skills and training they needed.

Julian added:

“The easiest selling point when it comes to apprenticeships is the fact that these young people get paid. Not only can they negate the huge costs asscoiated with university, but they actually get to take money home while they train, it really is win, win.”

For more information about working with Totton College through apprenticeships, work placements or volunteering, contact the Projects Team on 02380 427361 or email [email protected]




The European Investment Bank has agreed to provide GBP 56 million to build seven new secondary schools in Bradford, Harrogate, Keighley, Bradford and Huddersfield.

The brand new schools, to include the latest computing, teaching and catering facilities will benefit more than 8,500 Yorkshire school children and replace outdated and redundant buildings.

Over the last year the European Investment Bank has provided GBP 281 million for investment at 46 new state schools being built across the country under the Priority Schools Building Programme, including the Yorkshire schools in the 5th and final batch agreed earlier this week.

The seven schools to be transformed are the Samuel Lister Academy in Bingley, Whitcliffe Mount Business and Enterprise College and All Saints Catholic College in Kirklees, Belle Vue Boys’ School and Carlton Bolling College in Bradford, Oakbank School in Keighley and Harrogate High School.

The Priority Schools Building Programme is a centrally managed programme set up to address the needs of the schools most in need of urgent repair. By grouping school development schemes aggregating funding requirements, the Education Funding Agency has been able to access cheaper finance, and streamline procurement for each batch of schools. The long-term loan from the European Investment Bank represents around 40% of the overall project costs.

Over the last decade the European Investment Bank has provided more than GBP 4 billion for education investment across the UK. This includes transformational investment at 30 universities and 42 further education colleges across the country.

Recent education investment in Yorkshire supported by the European Investment Bank includes construction at Bradford College, Leeds City College and the Universities of Hull and York, and schools in Barnsley, Bradford and Sheffield. Last year alone the EIB supported work at 77 schools across the country to construction new schools and upgrade existing facilities.

Lending by the EIB in the UK last year totalled GBP 5.6 billion and represented the largest annual engagement since the start of EIB lending in the UK in 1973. This supported nearly GBP 16 billion of overall investment in 40 projects across the UK, which schools, university campuses, hospitals, upgraded energy links, renewable energy projects and water infrastructure.



The All Party Parliamentary Group (APPG) for Education, supported by the British Educational Suppliers Association (BESA), has launched an inquiry to examine how well our schools are preparing young people for their future, with a particular focus on their readiness for the workforce.

According to industry groups such as the Confederation of British Industry, there is a growing concern among employers that in the future they will struggle to fill skilled job roles.

But does an increasing focus from the Government on the acquisition of academic knowledge help this situation, or should schools be asked to play a role in equipping pupils with soft skills for the workplace?

The APPG for Education is asking what value we should place on the need to promote other skills that prepare our children for the future, besides strictly academic ones.

The inquiry will examine if young people are experiencing the right balance between acquiring the requisite subject knowledge and developing the skills and understanding that will make them employees – and employers – who creatively enhance the productivity of companies.

Technology & Science in Education



Technology & Science in Education

The Edward James Foundation has invested in a new state-of-the-art biomass (wood fuelled) boiler at the West Dean Estate.

After 35 years of constant use the old boiler, which heats the internationally renowned West Dean College and student accommodation, the Victorian glasshouses in the award-winning gardens and a number of the properties on the 6,400 acre estate, has been replaced. The first biomass boiler was installed in 1981 when the trustees were faced with replacing an old boiler and decided to make use of the estate’s own renewable source of energy from its forestry operations. All wood used for the biomass is produced on the Estate and largely consists of softwood thinnings of Douglas Fir, European Larch, Norway Spruce and Corsican Pine, amongst other varieties.

The new and extended district heat network is powered by a Froling boiler and will receive a subsidy for each kwh of heat produced under the Renewable Heat Incentive (RHI). In addition to heating the properties served by the old system the new system will allow a further 22 residential properties on the off-gas estate to be added, with no increase in the amount of wood required.

“West Dean Estate has been committed to heating self-sufficiency for the past 35 years and we are proud to have made this long-term investment in the latest biomass technology,” says Alex Barron, Chief Executive, The Edward James Foundation. “The new high-tech boiler system will be much more efficient so, for the same annual fuel requirement, we have been able to extend the heating system to a greater number of tenanted properties in West Dean village in addition to the main buildings across West Dean College and Gardens”.

The work has been carried out over the winter months to minimise disruption to the college, garden visitors and local community. Contractors laid 1,500 metres of piping from the boiler's new location, opposite the entrance to the college, to serve the new district network. The new district heat centre incorporates a larger chip store which streamlines the production process, enough to run the boiler for two months in the winter or six months in the summer. This will allow for tight control of the moisture content of the feed stock resulting in greater operating efficiencies with a minimal wastage of around 1% ash. The new high tech system incorporates two oil boilers which will top up the heat produced in extreme low temperatures as well as provide back up in case of any maintenance.


Bosch Rexroth has launched its new range of modular mechatronics training system mMS 4.0 rigs, aimed at supporting the next generation of engineers.

The Industry 4.0 compliant rigs form part of the Drive & Control Academy training offering and are a complete engineering system built with genuine industry grade components. The rigs come with HMI, RFID and Open Core Engineering from Rexroth with PLC programming options included, providing students with a true hands-on industry process experience.

Aimed specifically at educational and industrial institutions, the training rigs are tailored to support students and teachers as well as customers and employees. Additional enhancements that may be absent from current factory floors have also been installed to help students keep one step ahead of the evolving engineering industry.

Consisting of three individual stations, its modular design allows for complete flexibility adapting to individual needs appropriate for every learning path, both in academic and industry environments.

Suitable for beginners through to advanced engineers, the modular hydraulic, pneumatic, mechatronic systems are perfectly tailored to suit the qualification stages both for education and industry. As well as being supplied with component kits, there is also corresponding exercises, eLearning, project manuals and supporting material provided for each training system.

The Bosch Group is one of the largest training providers for technical professions worldwide. Bosch Rexroth’s modular mechatronic system mMS 4.0 simulates a complete production process, combining several systems that can be operated individually or together.

To find out more about Bosch Rexroth’s advanced training systems and the Drive and Control Academy visit: http://www.boschrexroth.com/en/gb/training/index





Launched today via worldwide a Kickstarter campaign, Mover Kit is part iconic accessory and part education tech toy. It’s a wearable that kids, young and old, make and code themselves.

Mover Kit, the latest make it yourself kit from the award-winning London startup Technology Will Save Us, encourages imagination and play through movement and activity. Kids learn best when they are motivated by more than coding; this device teaches them fundamental skills around programming, electronics and how to solve problems creatively with computational thinking.

Mover Kit is a wearable device that comes with all the components needed for assembly, including the brightly coloured LEDs, printed circuit board and rechargeable battery. There’s a snap band that allows kids to attach it to their wrist, their scooter or even the dog. To accompany the wearable, Technology Will Save Us have created an inspiring and educational ‘Make’ platform filled with projects that helps kids invent and code with their Mover Kit.

Playing and making are the best ways for children to learn about the world and acquire new skills. Technology Will Save Us takes on this philosophy and taps into the hobbies and passions we love – to create toys that kids make, code and invent with. They designed Mover Kit alongside children and tested prototypes with over 300 kids, which led to an overwhelmingly positive reaction. Kids showed that they were most excited about technology that they could wear and that responded to activities.

Mover Kit will be joining a family of kits at Technology Will Save Us, all designed to spark the creative imagination of kids aged 4-16. Technology Will Save Us conducts extensive research projects funded by organisations like NESTA, Google and Mozilla, to understand what young people love doing and what helps them develop skills outside of school. It’s inspiring and iconic products are sold at educational institutions such as MoMA in New York and The Science Museum in London. The team at Technology

The Mover Kit Kickstarter campaign runs from May 11 through June 8, 2016. The kit includes everything kids need to make their wearable in 15 minutes, play with it for hours, and then access the Make platform filled with challenges, craft projects and games… Be among the first lucky people to get your hands on this active play wearable kit!

Business mentors today highlighted the need for training to encourage entrepreneurs to run growth or scale-up businesses.

The call came as the Cass Entrepreneurship Fund announced it had led a £680,000 investment in health technology company Raremark.

Raremark has ambitious plans to launch hundreds of communities in rare disease to help families affected by rarely-seen conditions and will expand into the US later this year.

“We often hear entrepreneurship is about resilience, drive and passion – it’s also about skill,” said Peter Cullum CBE, who founded the Peter Cullum Centre for Entrepreneurship at Cass Business School, home to the £10m Cass Entrepreneurship Fund. “Helping entrepreneurs develop the right skills, and providing practical support to deliver scalable business plans are essential components for commercial success.”

Peter Cullum established the £10M fund and the Centre for Entrepreneurship having received his early business education at Cass. He credits his skills gained in their training with enabling him to establish Europe’s biggest independent insurance intermediary, Towergate Insurance.

A recent academic report showed that the UK hosts the most technology start-ups outside the US but that many are failing to grow. The joint-report by the Oxford Säid and Cambridge Judge business schools found that less than one per cent of the 600,000 companies registered in the UK since 2012 have scaled or grown by more than 20 per cent in revenue or headcount over three years. 

Raremark’s founder Julie Walters is a graduate of the Entrepreneur Academe in 2015, a mentoring programme for female tech entrepreneurs, supported by the City of London and led by Sarah Turner. 

Sarah said: “We’re mobilising angel investors and mentors from the Angel Academe network as well as the wider investment community to help women-led businesses acquire the skills for growth. On average, the 2015 Entrepreneur Academe cohort increased turnover by over 100% and headcount by over 50%. Half of last year’s participants also successfully raised funding."

Julie is also a member of the Entrepreneurs Organization, which helps leading entrepreneurs to learn and grow.  She added: “I am a firm believer that entrepreneurs are made, not born. There is no replacement for actually running a business, ideally a small one to start with, but as quickly as possible you need to learn how to grow a business – and that takes skill.” 


Technology & Science in Education




The UK’s brightest innovators from schools across the country competed in the final of PA Consulting Group’s fourth annual Raspberry Pi coding competition on Thursday 14 April 2016.

Nine teams of finalists presented their inventions to an expert judging panel including Emma Young, Vice President IT business change & delivery, ARM and Rory Cellan-Jones, BBC Technology correspondent. The competition challenged participants to use a Raspberry Pi to drive innovation in sport and leisure.

The winners

Primary school: academic years 4 – 6 Egglescliffe CE Primary School

The winning entry in the primary school category was a competitive game called Colour Smash. This tests and improves people’s reflexes and reaction speeds, while also being affordable, easy to replicate and fun to play in a group. Players need to watch the screen for the colour displayed and hit the corresponding colour zone on a large playing board in front of them.

Why the team won: The judges loved the game, because it was a simple but energetic and brilliant idea. The judges liked the way the team worked and their passion for their game. Best of all they liked how the team was able to take the judges ‘behind the scenes’ of their entry to show them the code and method.

Finalists: Daviot Primary School; St Mary’s CE Primary School

Secondary school: academic years 7 – 11 Wick High School

This team created a robot to improve the spectator experience at rugby games. The robot, which can be controlled by a mobile device, has a camera fitted that live streams video and can be driven onto the pitch to provide pitch side rugby fans with a unique view of a conversion. The robot as well as the camera can be controlled remotely, so both can be adjusted to give a perfect view of the play.

Why the team won: This team of two had incredible enthusiasm and demonstrated great teamwork when explaining their project to the judges. Technically it was a great project which was well thought out and documented. The team worked hard to find a creative solution to making the overall game experience useful for the players and spectators.

Finalists: Lavant House School; Tanbridge House School

Secondary school/college: academic years 12 – 13 Highgate School

The winning team created a device to record race times and capture photo finishes in an accurate and cost-effective way. The team’s invention utilises a camera and an infrared motion sensor to accurately document race times and training splits. The device also has a photo finish function which can send the results of a race or training session, via email, directly to race officials.

Why the team won: The team had a real passion for their project as the problem they were trying to solve had affected them as runners. The team came up with a simple but cost-effective solution to a problem which would usually be quite expensive; they managed to create theirs for only £60. The team explained the project well and anticipated how this could be used in many other markets. It also has the potential to be pushed out to schools and running clubs.

Finalists: Riddlesdown Collegiate; Homewood School and Sixth Form Centre

Anita Chandraker, who leads the digital service team at PA Consulting Group and is chair of the judging panel said: “We set this competition up four years ago because at PA we are passionate about technology and innovation, so it was really important for us to encourage the next generation to be as passionate as we are.

“Young people need to learn to code but what we’ve also seen and learnt is that team work is equally important. We have seen teams where some children are into engineering, some into coding and others are great at the marketing. It’s this teamwork which creates fantastic inventions.

“This year’s finalists produced really smart inventions which the judges thought could all easily be applied in the real world and it is this creativity and problem solving that is making the competition what it is today.”



Technology & Science in Education



Technology & Science in Education

Organisers of a major international Laboratory Show and Conference are backing the campaign to encourage greater take-up of science, technology, engineering and maths (STEM) subjects in schools and colleges.

Scientific Laboratory Supplies (SLS) and The Science Council have built The School Zone into the one-day event in Nottingham to assist science teachers and laboratory technicians in curriculum design and delivery.

The School Zone will be hosted by SLS Select Education, the schools’ laboratory specialists, and the Association for Science Education (ASE). The programme includes a seminar for career professionals on Leadership and Management, simple science experiments, fun physics and education-products workshops. Simon Quinnell, Senior Professional Development Leader at the National Science Learning Centre and ASE Technician Committee member, along with Professional Development Leader colleague Helen Rose, will deliver the sessions and provide advice to teacher delegates.

“Working Together to Advance UK Science” is the theme of the whole conference and exhibition, and the introduction of The School Zone reflects the need to encourage the next generation of enthusiastic scientists. The event is expected to draw over 1,000 UK and overseas delegates interested in laboratory technology, teaching, careers, logistics, safety, project management and commercialisation.

SLS Select Education sales and marketing manager Graeme Coleman says: “We want to support creative science teaching which unlocks young minds. That’s why The School Zone is designed to be the place where teachers and technicians can pick up fresh ideas, try-out new lab products and share professional experiences with colleagues from around the UK.

“The SLS Schools Team will be on hand to offer advice; they are scientists who have previously worked in secondary and college science Departments. We also have a new in-house Technical Support Officer with 10 years’ experience of working in school labs, so we know what technicians are trying to achieve.”

As part of the drive to engage young school scientists, show organisers have launched a campaign to chronicle the ‘History of the Laboratory in Ten Objects’. Anyone with a passion for science can nominate the object they feel has had the greatest impact on lab-based scientific research over the last 200 years. Nominations are being posted online www.scientificlaboratoryshow.com or via Twitter @SciLabShow #SciLabShow2016 #10LabObjects.The top ten nominated objects will go into the Show’s ‘Hall of Fame’ on 25th May, and delegates will be asked to vote for their Number One object during the show and conference.

The Laboratory Show & Conference is sponsored by Corning and Eppendorf, and marks the launch of the 2016 SLS Catalogue. An invitation-only Gala Dinner at The Orchard Hotel on 24th May is followed by the Conference which is open to both customers of SLS and visitors.

For more information, call Laura Armstrong on 0115 982 1111 or visit www.scientificlaboratoryshow.com





Researchers at Lund University in Sweden have successfully explained how iron-based dyes work on a molecular level in solar cells.

The new findings will accelerate the development of inexpensive and environmentally friendly solar cells. The goal is to be able to use iron-based dyes in solar cells in the future. Watch, share and/or embed illustrative explainer video: New findings could lead to cheaper and more environmentally friendly solar cells 

By using iron instead of other more expensive and rare metals, the production of solar cells and light catchers will become cheaper and more environmentally friendly. The demand for solar cells is therefore expected to significantly increase.

“In this new study, we explain how iron-based dyes work on a molecular level. That way we are able to further improve these iron complexes so that they become even better at absorbing and storing solar energy”, says senior lecturer Petter Persson. For decades, researchers in other parts of the world have tried to develop iron-based dyes, but without success. A crucial reason for this difficulty is that achieving the right electronic properties in dyes based on iron is much more difficult compared to other metals. But where others have failed, the researchers in Lund have succeeded.

“There is a lot of international interest in our research. Research groups in other parts of the world are keen to test the new dyes in other areas of application”, says Petter Persson.

It will propbably take a few years before iron dyes are used commercially in the production of solar cells and light catchers. However, Petter Persson is still surprised at the rapid development: “It is difficult to develop new materials for solar energy conversion. For once, the process has been unusually quick, and we have made several important breakthroughs in just a few years”.

The results have been published in the journal article ChemSusChem Energy & Materials

Technology & Science in Education



Technology & Science in Education


Organised through a network of 120 BLOODHOUND hubs, the teams will be racing in series of regional heats, leading up to the national finals at Santa Pod Raceway at the end of June.

Gone are the days when young students have to guess at the performance and how to improve next time.

Now they can download the data, analyse exactly what happened, and engineer their improvements based on the information.

This is another example of the “BLOODHOUND Effect”, inspiring young people to engage in science and technology in the most exciting way possible.

Students can get the inside line on how BLOODHOUND’s Engineers addressed the challenges of aerodynamics and discover how to optimise the performance of their cars by using BLOODHOUND’s first official app.

Available for both ios and Android devices.

ios: http://apple.co/1rK7Ijz

Android: http://bit.ly/1VQhAFu




A UK based lecturer is leading the way in encouraging teenagers to pursue a career in STEM subjects (science, technology, engineering and mathematics).

Dr Angelo Grubisic and his skydiving team of Astronautics and Aeronautics students from the University of Southampton have partnered up with the indoor skydiving company Airkix, to host physics workshops in human flight.

The Aim is to encourage school children from across the country to continue STEM studies further into secondary school and beyond.

These types of events really help to keep their interest in science going. It’s not just that they can experience it for themselves, seeing the University group who talked them through their wingsuit project, gives them ideas of what they can do. You don’t necessarily see stuff like this in the news so it’s something different for them.”.

The aim of the lessons is to teach children about the science behind how the wind tunnel works, the power of the fans, why the air heats up and how air is cooled. As well as skydiving body positions, terminal velocity – such as how skydivers control their flight and stability – and how parachutes work, igniting their passion for physics with fun activities.

Technology & Science in Education



Advertiser’s Index






CR Clarke




G & M Tools


Home & Worshop

HPC Laser

Klick Tecnology

Metalcraft (J & CR Wood)





Technology & Science in Education

Law firm Winckworth Sherwood reveals that 39% of schools have concealed their true opinion when providing a reference for a teacher they previously employed.

The same survey also reveals that almost a third of schools have subsequently discovered ‘clues’ in references they had been given when employing a staff member after re-reviewing the reference at a later date.

 Reasons for concealing their true opinions when providing references ranged from “wanting them to get another job” to “I’ve previously been criticised for saying that an employee did not meet the person specification for the job for which they applied. As a result of them not getting the job, we had to make a compensatory payment”.

 James Lynas, employment partner at Winckworth Sherwood, commented: “It is clear that the current reference system isn’t working. Almost 90% of the respondents admitted their schools do not even have a written policy on what can and cannot be said in references. A simple, clear policy would be a quick and easy way to resolve the majority of these issues.”

 The survey* found that the vast majority (80%) of schools also do not have a written policy on who can issue references on behalf of the school. Despite this, almost half of schools (43%) are asked to provide more than 11 references per academic year. 

 “The survey also showed that 48% of schools spend an average of 45 minutes preparing each reference. This is a significant drain on resources that a reference policy would address,” Lynas continued.






















Technology & Science in Education


Technology and Science in Education Magazine: May 2016

Free Technology Apps for Students and Teachers to download: Search ‘eptsoft’ above. TECHNOLOGY AND SCIENCE IN EDUCATION MAGAZINE: STEM (Science, Technology, Engineering and Maths). A publication devoted to the teaching of science, engineering education and design technology, including art and design, business studies, craft design technology, textiles, food technology, mathematics and ICT. Published eight times a year it provides schools, colleges, universities and other educational buyers worldwide with a single access point for all their Design Technology needs. Towards the back of this eBook you will find a list of advertisers and their websites where suppliers offer additional discounts for schools regular purchases. Each issue features a particular aspect of the use of technology in education. In just forty pages it is impossible to cover all the latest developments in design technology. We have therefore chosen page titles that will point you in the direction of further information and how it can be applied to teaching technology in education. Articles include methods on how to integrate the teaching and learning resources into the school curriculum and making lessons more enjoyable for students. Many suppliers also offer products and licenses for students own use. For parents at home a useful resource to keep abreast of latest technology used for in their children's schooling. Many more eBook titles with accompanying software can be found from the link above. Find out about the latest technology used in education. 3D printing – knife cutters – software – electronics – mechanics – food technology – laser plastics – millers – routers – printing – ICT – CNC - lathes – engineering – technology teacher training – workshops – tools – catering – laminating – kitchens – design – electrical – etch tanks – drilling – forming – computer networks – e-books - machining – shaping – whiteboards – art – fabrics – crafts- textiles - projectors – programming – metal working – design software – refurbished machines – tablet computers – smartphones – display materials – welding – workbenches – storage – science labs – engraving …

  • Author: Clive W. Humphris
  • Published: 2016-06-20 12:20:14
  • Words: 8937
Technology and Science in Education Magazine: May 2016 Technology and Science in Education Magazine: May 2016