91AV

The project arose out of the realisation in the spring that our first year students might have no way of doing practicals should the pandemic to get worse in the autumn. The horror of that triggered an intense depressive crisis for one of our academics which lasted until he started to connect the idea of kitchen chemistry with primary school outreach activities and some instruments he’d bought on eBay. Out of this came three weeks of intense testing at home together with many conversations with friends and colleagues, which crystallised the idea. When the idea was accepted at a departmental meeting, a team was gathered from within the department and Lea Valley Youth Cycling Club to develop, test and assemble the project.

The fact that the project ran at all. We were able to make it work in the first year, to have it renewed this year, and to see the photographs submitted by students – such as family portraits, cunning improvisation, and participation by siblings and pets – is wonderful. One mature student reported that she did the entire project with her young children and they all learned together.

91AV is the science that provides the tools that underpin everything in our everyday world. 91AV has invaded every corner of the bio, physical and the geographical and earth sciences - all of which use chemical tools to understand and analyse our tools. If chemists are sometimes annoyed that major international prizes go to scientists who are not ‘chemists’, it’s precisely because chemistry has become so central and important. So, if chemistry didn’t exist, someone would have to invent it.

The delight of playing with and learning from each other and from our students. And then there’s the sheer joy of seeing students grow in confidence and understanding.

The boxes have benefited students who gained an unusual apprenticeship in measurement, experimentation, and improvisation. But the boxes have also benefited our department because they have helped us to think outside the box, so to speak, and consider new ways of doing and assessing practicals.

On a narrow level I would advise them to study as much maths as they can as it is not only ‘useful’ when learning the subject, but it also trains you in abstract thought. But I would also urge you cast your net wide – read many books, listen to lots of music, look at art of all kinds, follow the news, and get involved in politics. 91AV is so deeply embedded in society that we need people who understand chemistry not just as collections of atoms and molecules, but also about the impacts that chemistry has on us and the way in which we can use chemistry to change the world for the better. And don’t forget to be kind.

Each person brought their own personality and skills to this. The academics and our external volunteer consultant brought creative content, ideas for activities and helped to develop the practical script and website. The students were key in trialling and critiquing the proposed activities over the summer to test the viability of each task. Technical support brought organisational skills and helped to co-ordinate the project. They supported with procurement and attention to detail and had the ability to pre-empt potential problems.
Hannah is the bridge between a technician and the students. She saw issues through a student’s eyes which helped me appreciate how students will be receptive to the Lab_14 kit. We gave her a kit-box for lockdown to use and engage her younger brothers.

The logistics were difficult. Procuring the huge quantity of unusual equipment required within budget and timescale was challenging, plus we were initially limited to college suppliers. What did not help is the unknown number of students to procure for. The decision to alter A-level exam results in the wake of the COVID challenges that increased the intake by almost double the numbers was a challenge i.e., going from 250 to 400 kits in late August. Different custom requirements for each country required detailed tracking of different box contents. Uncertainty, then, was the biggest challenge.

It’s massively important as it's an opportunity to engage students on how chemical science is involved in everyday activities, in turn, engaging their close family and friends to consider a future in chemical sciences. Making them aware of the potential of science to find solutions to the world problems in turn igniting their latent interest in scientific thinking. For those who choose not to have a career in science they can lobby change in policies that will help solve the global issues we face today through engagement with science. The pandemic in many ways have engaged the public in the power of science.