Chemistry explosions are all bang and no buck

I am a chemist and I am heavily involved in science outreach especially in chemistry. I have built a library of demonstrations that I can pull out to demonstrate scientific principles. I also have an array of demonstrations that result in an explosion, not something to brag about when needing to board a flight. The explosions and flames are my least called upon demonstrations. I loathe these demonstrations and use them sparingly. Chemistry is so much more than pyrotechnics and it is an incredible tragedy that this is what it has become to not just people outside of science but also within science. As a chemist of 10 years, I have not once used an explosion in any of my work.

Well meaning science communicators and chemists have used them to grab the attention and awe from audiences in chemistry talks and demonstrations for who knows how long. I have seen too many to count in many guises and for a range of audiences, and all with the intention of telling people about the chemistry of matter. The bits that make up stuff around us and the chemical  reactions of the bits. This mode of chemistry outreach is a dismal failure at representing chemistry and inspiring future scientists. I say this because the vast majority of people whose only exposure to chemistry is demonstrations sum up chemistry with one word, “explosions”. Even students who have yet to step into a chemistry class will say this and then lament about the lack of explosions.

Chemistry isn’t a study of pyrotechnics. I may know the chemical components of what is needed in a firework and the chemical compounds in a number of explosives but I don’t know the first thing about firing them safely. I’m not a pyrotechnician. There needs to be an overhaul of chemistry demonstrations that are trotted out on stage before a switched on public. Let’s face it, people who turn up at these are already interested so they’re not a hostile audience. It’s time they got more than a scaled down fireworks display.

Instead of trying to design a show that encompasses the whole of chemistry, I think shows should focus on aspects of chemistry. This would mean a greater variety of demonstrations, (we’ve got the equipment so let’s flaunt it), and a better representation of what chemistry is and more importantly how pervasive it is throughout science and everyday life. Let’s see more chemistry shows with themes and targeted messages beyond, “Chemistry is awesome and exciting!”.

There are demonstrations involving dry ice beyond placing it in a bottle or an old 35mm film cannister and waiting for a big bang. Yes gases expand and this is an excellent demonstration but given that CO₂ is now a much talked about gas, there is opportunity to show people some of its other properties. You could collect CO₂ and pour it over a flame to demonstrate the fluidity of gases. It also shows that it doesn’t support combustion and the principle behind CO₂ fire extinguishers. Get an empty aquarium, throw in pellets of CO₂ and blow bubbles into it and voila, floating bubbles.

Then of course there is the visual demonstration of bubbling CO₂ through a solution to change the pH of a solution. The acidification of oceans has entered mainstream media reporting so why not get a sample of ocean water and experiment before a live audience? And with the advent of cheap webcams and livestreaming, leave a shell in acidified ocean water for the audience to monitor over time after the show to see what happens. Chemistry isn’t confined to laboratories and shows so why not encourage ongoing discussion?

Why not bring in some analytical instruments to analyse samples? There are so many handheld devices now and if you have access to them, show them off in action. I attended an open day at a chemical analytical lab and the most popular and busy stalls had working handheld devices. Bring it in and analyse something live in front of an audience in a themed show. Ask the audience for an everyday object they have on them and tie it into the show.

One of the most awe inspiring demonstrations I have seen did not have one explosion. It was a colour show showing off chemiluminescence accompanied with an informative talk. You know that CSI trick where they spray a bottle in a crime scene and then shine a UV light and suddenly the blood splatter can be seen? The chemists behind this talk took that right out of CSI, put it in front of the audience, and showed just how bright luminol can get and with more colour. It no longer remained in the domain of television magic. The speakers did finish off with an explosion but what everyone was talking about after was the much more complicated chemical reactions behind chemiluminescence.

This kind of discussion only comes if the chemistry has content beyond the flashes of light and colour. Content is king. Chemists are not magicians or performers in white lab coats. Every chemist I talk to has a story of intrigue and mystery about their work, and not just the forensic chemists. Each one of us has a mystery to solve and who doesn’t love a good detective story? Why don’t these stories get shared and in doing so shed the snap, crackle and pop impression of chemistry? After all, it’s not the study of a breakfast cereal.

I am not saying do away with explosions entirely but if it means that the rest of the chemistry show talk can’t stand alone without them, then what is the point? Demonstrations should highlight the content and show off the chemistry. No smoke, no mirrors, just the revealing of chemistry in everyday life which in itself is magical. Give people something to walk away with a real story of chemistry instead of memories of a big bang and no buck.

Related articles

• Demonstrating the bigger picture (rsc.org)
• On Ilkley Moor bar TNT (rsc.org)

What’s Your Science Story?

Science Jamboree (Photo credit: Raven Photographic)

Way back in September I had a conversation with Ben Lillie, a writer for TED and director/producer of The Story Collider, a delightful podcast about the human stories behind science. I adore it because it brings forth the different kinds of people who work in and around science. It’s one of the mainstays in my podcast subscriptions because I have a fascination with how people got into science.

We spoke about science stories. I love reading them. I get paid to write science news. However I struggle with the most important science story of all – my own. I am invited to classrooms and science outreach events to tell my story by people who have painstakingly put some pieces of the jigsaw together that fit in with their needs. I don’t mind at all if parts of my story resonates but what about all of it?

I suppose this has been what I have thought about since early September as I have struggled to collect my thoughts into a blog post. I am better at telling other people’s stories and events. As I have meandered through the fog of my science story over the past two months I have realised that my science story is one that needs telling and one that does inspire. More importantly I have accepted that my science story affects greatly how I do science and communicate science.

Thank you Ben Lillie. This is the blog post that I said I would write. It took me longer than expected.

I was born into a family with a non-English speaking background in an English speaking country. I grew up in small towns far away from the city, 3,500km north of it to be exact. That’s around 2200 miles away from the nearest city. This was a time before the internet reached homes. Having television reception in the home was like getting the super fast broadband today. We didn’t even have a phone in the house until I was 9 years old.

I will never be able to thank my teacher Mrs Knight enough for her patience in getting through to a stubborn four year old girl who had declared the English language to be stupid. It could not have been easy but it is because of this that I have been able to take part in learning at school. Looking back on my early school reports, I did not show much promise. I was average in most things and at the beginning, I was below average in reading and numeracy skills.

Given this start in life, the odds are stacked against me to finish school and head to university, let alone become a scientist.

This is where my parents came to the fore. My dad when he wasn’t working night shift would always be reading something, newspapers, magazines and maps. My mum always had a recipe book around and was always jotting things down as she worked out how to prepare an authentic Singaporean dish with limited variety of ingredients. The nearest Asian Grocer was 3500km away. They always made sure I finished my reading homework which was to read aloud from a book no matter how much I hated it.

I remember when I asked my dad what he was reading in the newspaper. Instead of summarising, he would read snippets of the newspaper to me. I suspect he read the parts that would interest me because I always found it fascinating what people around the world got up to when all I did was to go to school. Gradually I progressed to reading the newspaper by myself and discovering books.

As this is a moment of being truthful, I will admit to loathing science in primary school, all seven years of it. I never found it fun. It was hard. I despised science. There were unpronounceable words. It was something for the smart kids. I never got selected to be in accelerated science programs. Science in primary school made me feel dumb and it was something I had to work really hard at. Teachers assuming me to be naturally brilliant or to be quite dull in science compounded the issue.

At some point during the last few years of primary school, I became aware that my grandfather with minimal English skills had enrolled in a formal horticultural course. He explained that he wanted to learn how to grow plants well and wasn’t interested in the exams or qualifications. He wanted to learn to do something in his life better. This has always stayed in my mind. It’s possible to study and learn for pleasure. I didn’t realise that this would become a life defining moment for me.

I started to add popular science books to my reading choices. Books that had been written so that the science was easy to understand that I could read at my own pace and stop to look up words in a dictionary. I was able to explore pieces of the scientific world. I was lucky to have parents who let me read and emphasised the preciousness of education even though all I was concerned with was doing well enough to stay with my friends.

It was a heavily pregnant woman who encouraged me to explore science and made me feel confident enough to take risks and make mistakes in science to learn from. Hell, it was even okay to mispronounce scientific terms so long as you learned what they meant and pronounced them correctly the next time. Sniggering and exasperated looks were replaced with patience and enthusiasm. She was my Year 8 science teacher. I do not know what my life would have turned out had I not been in that class. It was in that class I discovered what parts of science were fun for me.

From that first day in that science class, I haven’t stopped taking risks in science to do new things. I may not have any sort of award to show for my work in science or have a paper in a prestigious scientific journal that only a few will read. I have something that no one can take away from me. I have a sense of enjoyment in science that I share freely. I come from a background where people have shared their knowledge and sense of fun. This has shaped who I am and how I do things.

I get frustrated with myself if I am unable to explain a concept to someone who is desperately trying to understand. I will make the time to explain it in as many ways as possible and when that doesn’t work, I seek help. If I am not of any help in the learning process than at the very least I can facilitate it. This sharing of information isn’t limited to classrooms and lessons. This happens in workplaces and laboratories. Learning new things is vital to achieving goals, especially the difficult ones.

I have a firm belief that part of doing science is communicating scientific work to everyone and anyone who may be interested. That communication should also be open and inviting. The effect of scientific work is not confined to the hallowed halls and rooms of research institutions. It impacts upon every part of everyday life.

As I have come to grips with my personal science story, I have become ever more thoughtful in my approach in science communication whether it be in science outreach or talking about a science topic with friends. In recognising where my approach and thoughts have developed from, I have become much better about talking about science because I know why I keep talking.

I want people to have fun with me.

What’s your science story?

WA Science Awards 2012

On Thursday night, I attended the 2012 Western Australia Science Awards Gala Dinner where the top scientists, science educators and science communicators are recognised. I was lucky to receive an invitation from the WA Department of Commerce to attend as a science blogger and also as the President of the WA Branch of the Australian Science Communicators.

The dinner was held in the Astral Ballroom at Crown Perth and it was beautifully decorated. There was even a red carpet leading to the stage to walk on. It was clear from the onset that the science community of Western Australia was the star attraction.

The Red Carpet – Photo: The Scene Team

And there was even a little jazz throughout the night.

Live Band – Photo: The Scene Team

To complete the celebratory occasion, there was also a WA Science Awards wall to stand in front of to have photos taken. It was quite possibly my most favourite discovery of the night. I delighted in the opportunity to be in front of it.

WA Chief Scientist Prof Lyn Beazley and I – Photo: The Scene Team

The MC of the events was Ruben Meerman, The Surfing Scientist. He was affable, funny, and knew his audience. There is talent in eliciting genuine laughter for science jokes from a room of scientists.

Ruben Meerman, Photo: The Scene Team

What I did like this year at the WA Science Awards was the emphasis on science engagement and science communication and that was where the awards of the night began.

Educator of the Year: Mrs Mady (Marion) Colquhoun (Armadale) – Science Specialist Teacher, Armadale Primary School with Science and Innovation Minister John Day Photo: The Scene Team

Science Ambassador of the Year: Professor Steven Tingay – Director, Curtin Institute of Radio Astronomy and Deputy Director, International Centre for Radio Astronomy Research with Science and Innovation Minister John Day, Photo: The Scene Team

I especially liked the comment made during the awarding of these awards, “What is the point of doing fantastic science if we tell no one about it?”. I have yet to hear strong arguments for staying silent about science. This is the stuff that can change lives. It rankles me when science news is left out of mainstream news unless there are centimetres to fill on a page of the newspaper or a sudden silence to fill on air. We can have nightly finance and sport news  presented with aplomb, enthusiasm and jargon but we can’t have nightly science news but yet we tell ourselves that science is important for the future and we should encourage a new generation of scientists.

Engineers without Borders High School Outreach Program won the next award, Science Engagement Initiative of the Year. This program has been developed by the WA Chapter of Engineers without Borders. It aims to improve students’ understanding of climate change, sustainability and technology. In addition to this, the program is used as an assessment tool for university engineering students and allows working engineers to become involved and use it as a professional development opportunity. Any engineers reading this should really look this up and break the stereotype of the socially awkward engineer.

Science Engagement Initiative of the Year: Engineers without Borders High School Outreach Program with Science and Innovation Minister John Day, Photo: The Scene Team

Western Australia’s Student Scientist of the Year went to UWA PhD student Mr David Erceg-Hurn whose research is evaluating strategies used to reduce stigma surrounding seeking professional help and treatment for clinical depression. He has also evaluated programs designed to reduce drug and alcohol misuse. The announcement of this award was beautifully and coincidentally timed with Australia’s national Mental Health Week.

Student Scientist of the Year: Mr David Erceg-Hurn – Master of Clinical Psychology / PhD Student, UWA with Science and Innovation Minister John Day, Photo: The Scene Team

Australian Research Fellow, UWA Associate Professor Ajmal Mian was awarded Early Career Scientist of the Year for his pioneering research on 3D face and object recognition for a wide range of multidisciplinary applications.

Early Career Scientist of the Year: Associate Professor Ajmal Mian – Australian Research Fellow, UWA with Science and Innovation Minister John Day, Photo: The Scene Team

Professor Stephen Hopper AC FLS FTSE who recently served as the Director of the Royal Botanical Gardens, Kew was inducted into the Science Hall of Fame. Prof Hopper is a plant conservation biologist who has contributed significantly to preserving biodiversity in Western Australia as well as improving conservation programs and infrastructure within the state. He has also been named a Companion of Order of Australia for his service as a global science leader.

Science Hall of Fame Inductee: Professor Stephen Hopper AC FLS FTSE with WA Premier Colin Barnett, Photo: The Scene Team

The Scientist of the Year award went to the Director for International Centre for Radio Astronomy Research, Professor Peter Quinn. Prof Quinn is an astrophysicist whose area of specialty is galaxy formation and dark matter. He does this using large astronomical facilities and supercomputers. In recent times, his efforts in developing WA’s radio astronomy capabilities have been central in the success of the Australian Square Kilometre Array Telescope campaign.

Unfortunately Prof Quinn had to be in Germany on the night of the WA Science Awards but he was able to Skype in his acceptance speech. It was such a lovely and warm touch to the evening.

Scientist of the Year: Professor Peter Quinn – Director, International Centre for Radio Astronomy Research on Skype at the 2012 WA Science Awards, Photo: The Scene Team

It was a great night out celebrating the very best science in Western Australia. There is an incredible depth and breadth of scientific research happening in the state. In a state dominated by the mining industry, I noted that not one award was mining related. I am constantly stating that there is much more to science in Western Australia than mining technologies and the 2012 WA Science Awards has epitomised that this year.

For more photos of the gorgeous night, I have created an album on my Facebook page that is publicly available so no account needed.

Science: It’s a Girl Thing! You’re Kidding Me Right? Right??

At the moment there’s a Youtube video pinging across social media and inboxes right now. It’s not a brilliant video, in fact it is an abomination. Watch it for yourself, (if you suffer from high blood pressure, don’t press play).

[FYI]: The original video has since been removed presumably from numerous negative comments or perhaps as part of a viral marketing ploy. If it is the latter, then a whole other discussion needs to be had whether any publicity is good publicity.

The description accompanying the video is, was:

Science: it’s a girl thing! From cosmetics to chemistry, from fashion to biology, from rhythm to electronics, girls have what it takes to succeed in science. Put your lab glasses on and see science with different eyes!!!

Curious about it? Just press play, watch, enjoy comment, rate and share!”

This video is a summation of why I am involved in science outreach as a scientist. I am going to send everyone who ever asks why I am do so much outreach to this video. It’s 53 seconds of stereotypes and incredulously, commissioned by the European Commission. Where do I even begin???

Firstly, there isn’t that much pink in science. The walls of labs aren’t painted pink. Labs are not Barbie Houses fitted out with trendy clear screens for white boards. Have you ever tried working with a clear screen? It’s horrible. You can’t really look up and read it as easily as a blackboard or whiteboard because of the stuff behind the glass. Try writing on a glass window with a whiteboard marker and walking a short distance away and read it. Why are they in every TV crime show? They look good on camera. That’s it.

Labs also don’t come kitted with a Ken Doll microscope accessory to give wistful looks on cue. Really. Sure, there are love stories in labs. After all one of the most documented one is that of Pierre and Marie Curie but if you research their work and lives you’ll find that they did a lot of work. I don’t think Pierre cast Marie wistful looks on cue while the pair were working on contributing to radiation chemistry and physics.

Then the women are wearing heavy make up and walking in heels in the lab. Who does this? Did the creators of this video even visit one laboratory? Heels are awful and I’ve only ever worn them at presentations. In my lab covered footwear means steel capped boots. High heels are also banned because nothing about them makes any sense other than to look good. I own a couple of pairs of high heels but they are never going into a lab. There’s a time and place for everything. And don’t even get me started on mini skirts and dresses.

What’s my beef with heavy make up? In a lab you’re either working with chemicals, new materials, organisms, and who knows what else. Make up is just yet another substance to interact with any of the things being used or studied. It is never good practice to put the things being studied near your face because you might get burned, stained, or eaten but accidents do happen. Another simpler issue is that the most basic of PPE touches your face, safety glasses. It is most irritating when foundation is left marking the plastic. It is near impossible to clean and can obscure vision.

Let’s get down to the nitty gritty about the roles in science for women. The video is SO INCREDIBLY WRONG. Women can do anything they want to in science and are not limited to working in the cosmetic science industry. And I mean anything. There are women working in physics, astronomy, chemistry, metallurgy, computer science, climate science, medical research, geology, palaeontology, and a whole other number of areas I can’t think of off the top of my head. And the other thing I want to address is that SCIENCE IS NOT JUST A GIRL THING.

SCIENCE IS AN EVERYONE KIND OF THING!

There is also a study done that asked whether the lack of femininity and all things pink turned girls away from science. Even if you can’t access the entire paper, the abstract describes what the overall result was, (emphasis mine):

“Study 1 showed that feminine STEM role models reduced middle school girls’ current math interest, self-rated ability, and success expectations relative to gender-neutral STEM role models and depressed future plans to study math among STEM-disidentified girls. These results did not extend to feminine role models displaying general (not STEM-specific) school success, indicating that feminine cues were not driving negative outcomes. Study 2 suggested that feminine STEM role models’ combination of femininity and success seemed particularly unattainable to STEM-disidentified girls. The results call for a better understanding of feminine STEM figures aimed at motivating young girls.”

Did anyone do any research into creating the current marketing and rebadging of science to girls in the European Commission? This study first appeared on the 27th of March 2012, not something hidden away for a decade or so. Science communication blog posts were written up and popped up everywhere. Here is more research on  encouraging boys and girls into science and one here on getting girls into physics. There’s readily available information all over the place. Just use Google. You don’t even have to hit up Google Scholar, that’s how much of it there is.

There is going to be two years for this latest campaign. That’s going to be two years of me ferociously working against this nonsense. It’s a shame because the other videos of the campaign profiling women scientists are actually good. The tarted up teaser trailer foisted out upon the world however, is not. It may be a European production but there is a global audience watching and it would be foolish to naively hope that young boys and girls the world over won’t see this trash on their computer monitors. Scientists, it’s time to reclaim science before we no longer recognise it. Get out there and be seen and heard.

[UPDATE]: Just simply because it’s too ridiculous to be true. A statement from the European Commission’s spokesperson on science on their Twitter account on all the negative and constructive commentary sprouting all over the place from blogs to media outlets.

Not central to main campaign. Really? The people who could champion your campaign HATE it. It’s time for a fast rethink, no?

Related articles

• Science: It’s a girl thing! This teaser video is hitting the wrong nerves online (thenextweb.com)
• Who put this lipstick in my science? (wired.co.uk)
• “Science, it’s a girl thing!” says EU Commission, holding lipstick and bunsen burner (washingtonpost.com)
• Overtly ‘girly’ scientists alienate potential students (newscientist.com)

Science Engagement for Busy Scientists

I know that I am in an extremely privileged position being a scientist who is able to take part in science engagement activities. I have lost count of the scientists I know who would love to talk about what they do or talk about science but don’t because they don’t have the time or don’t have the permission to speak about their jobs. This post is for busy scientists who do want to be part of science outreach. It can be done.

My workload is high. Here’s the breakdown of work and science engagement activities:

• Writing science news articles – 25 hours a month
• Working as Chemist/Metallurgist – 192 hours a month
• Murdoch University STAR Peer Tutor – 12 hours a month
• CSIRO Scientists in Schools – 15 hours a month
• Blogging – 15 hours a month
• Social Media – 20 hours a month

The numbers are confronting. In fact it’s a little bit frightening, now that I’ve quantified it but it’s what I do and I’m happy doing this. I definitely don’t prescribe this for everyone. It’s a hectic life. I only include this to provide some sort of evidence that I am busy. I am not in high level management with the freedom to dictate my working hours and as always, there is no one else to do my role when I am not around.

So how do I do it?

1. I make time. I started by looking at my schedule honestly determined to find time for science outreach. This was the first thing I did. I didn’t think of a project. I made the time available first because it isn’t readily available. There is no point looking at the number of activities being run if you have no time for it. I’ve found that if I really want to get something done, I will move mountains to get it done. Once that time was set, I treated it like an immovable committee meeting and anything new would have to fit around it.
2. Once I’ve got the time I then look for a project that suits my availability and commitment. There are quite a number out there. They range from ongoing commitment to one-off events. These are ones I know in Australia and I am sure there are plenty more.
   • CSIRO Scientists in Schools/Mathematicians in Schools - A nationally Australian run programme where scientists and teachers work in partnership bringing science into a classroom environment. The classroom can either be in high school or primary school, it’s your choice. You get to choose what works for you and what type of classes you want to work with. There’s a range of activities available ranging from online interaction to excursions.
   • I’m a Scientist Get Me Out of Here Australia – This programme originated in the UK and it is a free online event where school students meet and interact with scientists online with moderated live chats and in a Q&A forum. It sounds friendly but it’s also an X Factor/Idol competition between scientists because after the first week, scientists can face evictions with students voting for their favourite scientists. The scientist with the least amounts of votes is evicted. The prize for scientists is a sum of money for the use of communicating their work with the public.
   • University Open Days – In Australia, universities literally throw open their doors to welcome the community onto their grounds. Of course anyone can drop in any other time of the year but Open Days are special. They are specifically designed to welcome and encourage people to enter buildings and explore lecture theatres, laboratories, tutorial rooms and facilities. This is a perfect opportunity for scientists to get involved and not just for people involved in academia. Industries get involved to meet and greet people and they are a very real link between academic pursuits and the real world.
   • [Insert Your Field Here] Week – Being a science news writer I have become aware that in the 52 weeks of the year, most weeks have a week celebrating a field of science usually organised, hosted or promoted by a professional organisation. There are many opportunities to get involved in events in bringing a higher profile to your field or for the organised, opportunities to run your own events and add it to the number of activities available for the public. If you don’t have a week for your field, look for a National Science Week to be part of. In my experience, the organising committee are always welcome to new events, ideas and people to hop on board.
3. Regular reviews of activities – Just like a job has performance reviews, so too does my volunteering activities. It’s the only way I can remind myself that science outreach is a partnered approach and that all stakeholders need to benefit including me. I take on board feedback from the people I work with to make sure that I meet their expectations and needs. At the same time I look after myself by making sure that I am enjoying giving time to a project. This is a key factor especially when involved in volunteering. If the enjoyment is gone, it does become a chore which is a terrible thing to happen.
4. Relax and have fun. This is really important and it did take a while for me to relax. I’m good with experiments and getting the results I want but this is in a controlled environment. When it comes to working with other people and involving people, leave any notion of control at the door. I used to worry about every single person who I felt I hadn’t met their expectations or couldn’t answer every question they had but I had to realise that I’m a human being, not a machine and part of my role was to show that I am human and not infallible. I have learned that some people are impossible to please no matter what you do and for questions I can’t answer I suggest where answers could be found.

Apologies to everyone who has been waiting for this post. I did try to get it out sooner but I was swamped with a lot of things at once. One of the things was becoming President of the Western Australian branch of Australian Science Communicators, a network of over 400 people working in science and technology communication across Australia and overseas. I’ve been spending most of my available time in the handover of the role.  Should be back up to speed on things in weeks.

If anyone has any helpful advice for scientists to get involved in science outreach, leave them in the comments or if I haven’t covered something, leave a comment.

Related articles

• Speak Up, Scientists! (chronicle.com)
• Science could make us ‘a clever little country’ (stuff.co.nz)
• Reaching out to teach (ichthyosaurs.wordpress.com)
• Where Have All the Scientists Gone? (philosophicallydisturbed.wordpress.com)