Nearly 300 primary school pupils from across Merseyside visited campus on Wednesday 23rd October 2019 to take part in some ‘spooky science’ activities led by Institute of Integrative Biology and School of Life Sciences in collaboration with World Museum Liverpool, the event used the Halloween theme to capture the imagination of the pupils and introduce them to some different areas of life sciences research.
During the workshops, pupils learnt about how animals adapt to their environment, communicate with each other and protect themselves from prey. Activities included exploring the anatomy of creepy-crawlies under microscopes, examining animal skulls from different species, discovering how bats see in the dark and understanding how the human body reacts to fear.
Zoology staff from the World Museum also brought along some taxidermy specimens, including a raven, for the pupils to interact with.
It was amazing to hear the enthusiasm from the pupils from the minute they entered the lab exclaiming wow this is what a real science lab is like! Followed by comments like science is great, I now want to be a scientist when I grow up.
The primary schools that took part were Banks Road, Litherland Moss, Pleasant Street, St Cuthbert’s, St Sebastian’s, Croxteth, St Nicholas and St Anne’s. Academic staff, PDRAs, PhD, masters and undergraduate students helped with running activities throughout the day.
Post by Dr Jill Madine
On Wednesday 31st October 2018 IIB and SoLS held the first Institute-wide School Engagement event within the Life Sciences Building. 82 children from Banks Road, Litherland Moss Primary Schools and home-schooled pupils from the local area attended the morning session with 128 Secondary school children from Notre Dame Catholic College, Prescot School, Kings Leadership Academy Hawthornes, Academy of St Nicholas, Archbishop Blanch and St Michaels High attending the afternoon session.
Pupils took part in a range of fun spooky science activities:
- exploring relationships between skulls and other features of animals (e.g. diet and faeces!) with Michael Berenbrink and PhD student Kelly Ross
- finding out about blood flow and gravity, how holding your breath slows your heart and which animals that make your heart race with SoLS Terry Gleave and Rachel Floyd
- making zombie proteins out of magnetic beads with Luning Liu and Fang Huang, assisted by many students
- looking at model organisms under the microscope with the Centre for Cell Imaging (CCI – Violaine See, Dave Mason, Jen Adcott, Daimark Bennett, Anne Herrmann, Marco Marcello and PhD students Kit Sampat, Hammed Badmos, Rebecca Kelly)
- finding out how much protein is in the foods we eat including fishing in cauldrons for the answers from the Centre for Proteome Research (CPR – Kimberley Burrow, Jos Harris, Victoria Harman and PhD students Max Harris, Rosie Maher, Iris Wagner, Natalie Koch)
- pupils could also get up close and find out more about a range of animals kindly provided by staff from World Museum and from within SoLS with Carl Larsen
Additional student and staff helpers including Alice Clubbs Coldron, Lauren Tomlinson, members of Jill Madine group (Hannah Davies, James Torpey and Alana Maerivoet), Louise Colley and Laura Winters were invaluable in organising the day and logistic arrangements on the day.
Guest post by Victoria Harman, Centre for Proteome Research at the Institute of Integrative Biology
On Tuesday 28th August, six members from the Centre for Proteome Research held a Victoria Gallery and Museum Summer Science Club session for local primary school children. The session, entitled ‘Marvellous Molecules’, began with a messy activity where the children were able to explore the components of ‘blood’. We used water beads, ping pong balls and square pieces of sponge to represent the red blood cells, white blood cells and platelets, respectively. The three components were bathed in water to represent blood plasma. All four components were correctly identified by the children and they even knew all the functions!
We then went on to explain that blood cells contain DNA sequences and that these sequences can be used to make proteins in our body. The children each selected a blood cell from the ‘blood’ mixture and opened them to reveal a laminated DNA sequence that coded for a different protein from different organisms. For example we had the DNA code for a protein in the venom of a cobra and the protein that causes oranges to ripen. Using this code the children could create DNA code bracelets where each nucleobase corresponded with a particular colour of bead. After creating the parent strand, using base coding pairs, the children were able to create the daughter strand. The children enjoyed this so much some made up to three bracelets!
Next we moved onto ‘DNA whispers’. This was a Chinese whispers activity using sentences about DNA to explain how it can sometimes be copied incorrectly causing errors. Some changes often don’t cause a problem, however, other errors (or mutations) can cause genetic diseases such as sickle cell anaemia. One of the sentences used in the game was “Even identical twins don’t have identical DNA” which got changed to “Even identical twins don’t have DNA”, proving a point about how small changes can have a big effect on the meaning of the sentence, or in terms of proteins, their function. We explained about sickle cell anaemia and the children were able to mix some blue water beads into the ‘blood’ mixture, representing the less oxygenated sickle cells. We explained that people with sickle cell anaemia can experience pain, but using some ‘marvellous molecules’ we can treat these symptoms. We looked at the structure of three of these molecules; paracetamol, ibuprofen and aspirin and got the children to make the structures out of paper and pipe cleaners.
We finished the session by asking the children questions about what they had learnt during the session. They were able to answer every question and were awarded with stickers for the correct answers.
We were all very impressed by the knowledge and enthusiasm of the children that attended the session and we look forward to helping out again next year!
by Meriel Jones
Getting children out of the classroom to connect with the natural world should be a feature of primary education and is also an excellent way to introduce science. This is why, towards the end of the summer term on July 5th, children from Pinfold Junior School in Scarisbrick near Southport found themselves in their local Millennium Wood for the day.
Along with building dens, hunting for treasure and making mini scarecrows with their teachers, they went on a bug hunt with Dr James Davies, a postdoctoral associate in the Institute of Integrative Biology. Extracting creepy crawlies from the undergrowth and then admiring dragonflies and butterflies as they flew past kept the young hunters, and James, very busy.
In addition, Patrick Hamilton, Lois Ellison and Kelly Roper, undergraduate students from the School of Life Sciences Student Outreach Society, were on hand with activities in the local church hall that was the base for lunch. Kelly said ‘We all really enjoyed the day and it has sparked some new ideas for outreach activities we can develop further. Therefore it was a beneficial experience for us as well.’
‘I would say the main thing I took away from the day was how much fun the children had applying what we had told them about adaptations, to the creation of their own creatures which had a whole range of creative/imaginative features.’
This event is the most recent in the Institute of Integrative Biology’s relationship with Pinfold School that began in 2010 and has included a project that won the annual national Rolls-Royce Eden Award for the best implemented environmental project meeting the needs of a school in 2013.
On Thursday 29th of June, Marie Phelan of the Technology Directorate (NMR Metabolomics) and member of the Biochemical Society helped out the Society at the Lancashire Science Festival held in the Halls of University of Central Lancaster, Preston. The event was attended by primary and secondary schools from Cheshire, Merseyside, Greater Manchester and Lancashire with the aim to engage and inspire the next generation in science technology engineering and mathematics (STEM). The Biochemical Society ran several activities in order to inform and debate genome editing including recent advances such as CRISPR-Cas9 technology with pupils as young as 6 engaging in DNA editing methodology and ethics.
Figures: Some of the Biochemical Society volunteers speaking to local pupils at the Lancashire Science festival. Pupils learn about “Scientific Scissors”. Science Festival Exhibitors Main Hall
On Tuesday 16th of May, Marie Phelan of the Technology Directorate (NMR Metabolomics) and two interns from the Ngee Ann Polytechnic in Singapore visited Cannon Sharples Year 6 pupils. The primary school in Wigan was holding a careers week, so as part of their #raising aspirations initiative Marie was invited to talk about higher education and scientific careers. In addition, interns Shina Teo and Xin Hui Er on their 4-month placement with the University of Liverpool spoke to the pupils about college life in Singapore and their experiences at the University. The 38 pupils in attendance gathered into groups to figure out what specialist skills various careers required and to play the celebrity education quiz.
Marie talking about her career to year 6 pupils at Cannon Sharples Primary School in Wigan.
Pupils pick skills for specific careers
Interns Shina Teo and Xin Hui Er Pupils pick skills for specific careers
As part of her honours project Mary Roughley visited Mosspits Lane Primary School in Wavertree, Liverpool, during Science week. She has spent an afternoon with each year 6 class and engaged with the pupils on topics such as scales in the universe, the concept and calculation of magnification and the power of using microscopy in biology. As part of her honours project, Mary has planned the session and developed the supporting worksheets and instruction protocols. After a short presentation, the whole class went out onto the playground to collect their own live samples to view under the microscope, the class were then split into three groups to rotate between the three exercises that were organised. The most popular activity was collecting and viewing their samples. The pupils were given magnifying glasses and also had access to the Zeiss stemi labscope to enable them to examine their specimens. They collected insects, worms, leafs, bread crumb, aphids, hairs…They really enjoyed this activity and were fascinated and very excited by what they could see with a microscope: worms digestive tubes, tiny unsuspected hairs on insect legs and “a starry night sky” (salt imaged with transmitted light)!
The pupils also made their own magnifier using water in petri dishes. They learnt how to calculate magnification and used this knowledge to calculate and compare the magnification of a magnifying glass and the magnifier that they made. They realised that their magnifier made with a drop of water was as good as a commercial magnifying glass.
For the third activity, the pupils used the schools computers and an online programme to learn more about scales. The software showed objects of different sizes ranging from galaxies to a proton nucleus. This activity reinforced the idea that microscopes are essentials to biologists, as many things are much too small to be seen with the naked eye. This is what Mary says about her experience: “I received excellent feedback from the pupils. They thoroughly enjoyed the session and some mentioned that they would like to become biologists. They particularly enjoyed using the microscope and collecting their samples and a number of pupils said that the only bad part of the session was packing away! As a proof of the success of the half-day, the teachers had to fight for the children to go out at playtime. They preferred observing their samples under the microscope. I have personally really enjoyed delivering the sessions, I found the experience very rewarding especially when the pupils said they wanted to be biologists! The experience has also made me consider teaching as a career.” This is what the children wrote about the session: “‘I wish the session was longer!!; I liked seeing the intestines in the worm, it was gross but cool!; The bacteria in the pond water was really cool.” It was a very enjoyable experience at all levels: for the children, the teachers, the undergraduate student involved and me, the academic supervisor. Thank you to Mosspits Lane to have worked with us on this project.
Violaine Sée, IIB