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Subject taster webinars and application support

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Subject taster webinars and application support

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Click on the above link and explore the online subject tasters that UEA are running during autumn term. Some of the STEMM-related subject webinars are also posted below under this section of padlet.

There are also some more non-subject specific webinars, e.g. applying for university under the heading at the bottom 'general'.

Sign up to any that interest you! Most are around an hour long.

This would contribute to 'shaping your future'.

Mostly aimed at KS5, but some also at KS4.

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Discover our full programme of online taster sessions and webinars, and experience what it's like to study your chosen subject at university.

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Subscribe to the monthly newsletter at the bottom of this page for useful info and activity ideas

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Remember to look at the opportunities available in the 'opportunities' section when you log into your ePortfolio

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All activities you do MUST be outside of your  lessons/revision sessions at school

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All activities you do MUST be outside of your  lessons/revision sessions at school

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Search @youthstemmaward on Instagram to see their story highlights/posts for lots of activity ideas

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Search @youthstemmaward on Instagram to see their story highlights/posts for lots of activity ideas

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For a Bronze award, you must cover all five STEMM areas during your participation. For a Silver award, you must cover all five STEMM areas in each of the four strands. 

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For a Bronze award, you must cover all five STEMM areas during your participation. For a Silver award, you must cover all five STEMM areas in each of the four strands. 

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You can log the planning, execution and aftermath of an activity to make up hours

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You can log the planning, execution and aftermath of an activity to make up hours

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If you want to take photos during an activity to upload to your portfolio, remember if other people are present you must ask their permission to be photographed. You must also explain to them that these will be shared to your YSA portfolio.
To be on the safe side, you could take photos of your work or ask someone to take a photo of you instead.

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Some activities you do might overlap over more than one section of the YSA.

For example, you might do some research or complete an online course that would contribute to 'developing your skills and knowledge'. Then you might decide to put this information into a poster to put up in a public place or write a blog about it that gets posted online: this  would contribute to 'engaging the public'.

Make sure you upload this as two separate activities to the relevant sections on your portfolio.

Therefore, particularly when doing activities that 'develop your skills and knowledge', think about how you can then use this to your advantage to help you with activities for the other 3 sections.

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Research STEMM-related careers to find out what the job involves and what qualifications are required 

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Research STEMM-related careers to find out what the job involves and what qualifications are required 

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Prospects is a useful website to start with https://www.prospects.ac.uk/

Also see links in post below

This will help develop researching skills

You can upload the completed grid as evidence

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Jobs in STEMM: https://mystemmfuture.org/speaker-series/

Scientist stories: https://www.youtube.com/playlist?list=PLF5GdjNAwE_7oEQec_ZOjKJhTk93NZzQy

Careers in STEMM videos: https://www.stem.org.uk/resources/community/collection/448547/videos-promote-careers-stem

Maths graduation oppportunities: https://www.youtube.com/watch?v=H1qmrUSjCG4

Crash course in engineering: https://www.youtube.com/watch?v=qDcMq1SjR_I

What is engineering? https://www.youtube.com/watch?v=btGYcizV0iI

Careers in engineering: https://www.youtube.com/watch?v=QeyFjz2hSGE

Civil engineering: https://www.youtube.com/watch?v=-xbtnz4wdaA&list=PL8dPuuaLjXtO4A_tL6DLZRotxEb114cMR&index=4

Mechanical engineering: https://www.youtube.com/watch?v=A1V-QQ5wFU4&list=PL8dPuuaLjXtO4A_tL6DLZRotxEb114cMR&index=5

Electrical engineering: https://www.youtube.com/watch?v=3nB1Ntku06w&list=PL8dPuuaLjXtO4A_tL6DLZRotxEb114cMR&index=6

Chemical engineering: https://www.youtube.com/watch?v=aRKyJRAxjpM&list=PL8dPuuaLjXtO4A_tL6DLZRotxEb114cMR&index=6

Biomedical engineering: https://www.youtube.com/watch?v=O6lENrRANxY&list=PL8dPuuaLjXtO4A_tL6DLZRotxEb114cMR&index=7

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National Geographic: https://www.nationalgeographic.com/

BBC news: https://www.bbc.co.uk/news/science_and_environment

YSA blogs: https://ysawards.co.uk/blog/

Astronomy: https://www.astronomy.com/tags/astronomy-for-kids/

The Young Scientist Journal: https://ysjournal.com/read/

Babraham Institute blog: https://www.babraham.ac.uk/news-and-events/blog

An article may only take 5 mins or so to read but I would then spend at least an hour following it up:

Can you carry out some more research into the subject?

You could link developing your knowledge to engaging the public:

Can you create a poster about the topic to educate others?

Can you write a social media post about the topic?

How else can you share what you've found with others to engage them with STEMM?

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Want to make an impact on the world? Consider a career in engineering! Explore this field through games, activities, and interviews with current engineers. Find a university near you with engineering programs.

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Fun and educational science activies with Maddie and Greg

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Activities to try with a younger sibling

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Activities to try with a younger sibling

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Fun and educational science activies with Maddie and Greg

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Fill in this document and follow the instructions for your blog to be included on the YSA website

Image guidance attached below

A blog could be written about an activity you participated in, some research you've done, an interview you've had with a STEMM professional, an online course you've completed etc (see example blog by one of our students below)

You need to plan first: What are you going to write about? How are you going to structure it?

Use the YSA blog page for inspiration: https://ysawards.co.uk/blog/

This will develop your reflective thinking skills as well as written communication

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Future Learn: https://www.futurelearn.com/ E.g. Biochemistry: the molecules of life MOOC: https://www.futurelearn.com/courses/biochemistry

OpenLearn: https://www.open.edu/openlearn/free-courses/full-catalogue

Some courses may require you to complete learning every week and within a certain time e.g. 3 weeks

If you get a certificate at the end you could upload this as evidence or copy a link or attach any notes you make

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NOTE: this could also contribute to 'engaging the public' - either choose the section which you are lacking hours in OR upload half the time to both sections

Ask school staff whether you can help out at any upcoming open days/open evenings in the science, maths or IT department (or in engineering or medicine if your school runs a subject/after school club in these areas)

You could create an information stand about what the subject involves at school, what you like about studying that subject and what that subject can lead to in the future

This would help develop your confidence and communication skills and potentially teamwork

You could take a picture of the stand or any preparation you do to upload to your portfolio as evidence

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Ask your learning mentor if they can put you in contact/ arrange a session with a STEMM professional from UEA

You would want to spend about half an hour preparing questions to ask about their education, job, goals, motivations etc.

This could develop your research skills, as it is a way of discovering information and help you gain a deeper insight into a STEMM-related career

You could upload the questions you prepare or any notes you make from the session as evidence

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Example questions asked to a biology lecturer

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Example questions asked to a biology lecturer

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Attend university or sixth form/college open days/evenings to explore options for future study

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Attend university or sixth form/college open days/evenings to explore options for future study

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Hopefully this would give you a better understanding of what areas of STEMM you might like to study in more depth and where you might like to study these

Evidence for this activity could be a screenshot of an email confirmation that you are signed up to the event, some notes you took on the day, a picture of you at the open day/evening

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Watch tasters to STEMM subjects at university 

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Watch tasters to STEMM subjects at university 

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Take some notes and then upload the link to the video and your notes as evidence

Hopefully this would help you find out/consolidate whether a certain STEMM subject is for you, or at least encourage you to do some more research

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Complete an application for a STEMM-related course or qualification e.g. STEMM A-Levels at 6th Form College

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Complete an application for a STEMM-related course or qualification e.g. STEMM A-Levels at 6th Form College

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Complete an application form to study STEMM at A-level or University

This will help to develop skills such as communication and reflective thinking

You could attach an application draft or a screenshot of confirmation of sending your application off as evidence

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Receive mentoring in interview skills or how to write a good application

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Receive mentoring in interview skills or how to write a good application

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Ask your learning mentor to spend a couple of sessions working on interview skills and application writing

This would help develop your communication skills and reflective thinking

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Work experience in a STEMM-related career (can be virtual)

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Work experience in a STEMM-related career (can be virtual)

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Springpod: https://www.springpod.com/virtual-work-experience/search?refinementList%5Bformat%5D%5B0%5D=COHORT&refinementList%5Bformat%5D%5B1%5D=ON_DEMAND&refinementList%5Bstatuses%5D%5B0%5D=OPEN&refinementList%5Bstatuses%5D%5B1%5D=OPEN_FOR_APPLICATION

Barclays Life Skills: https://barclayslifeskills.com/i-want-virtual-work-experience/school/virtual-work-experience/

John Innes Centre: https://www.jic.ac.uk/training-careers/work-experience/

You can log each of the research, application process and experience separately - adding different evidence to each. You could attach a screenshot of an email. If you take any photos at work experience (if allowed) you could upload these, or keep a log of what you did each day and what you learnt and upload this. If the company has a website, you could attach a link.

This would be a fantastic opportunity to develop your confidence, communication, teamwork and more

You will gain valuable understanding of what a STEMM-related career entails and enhance your knowledge about the subject

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Your mentor is not a careers advisor but you should be able to book a careers appointment at school with your school's career advisor

They can help you to figure out what it is you might like to do as a career and recommend websites/places to do more research

You could upload any notes you take in the session, as well as any additional research you do, as evidence

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Think of a research question and create a plan of what you need to do - your learning mentor can help with this

Research using a range of sources

Present your findings e.g. in the form of a poster, essay or PowerPoint presentation

A research project will help develop skills such as researching, organisation and communication

You could see if you can present your research to a group of people to develop public speaking skills - this would also contribute to inspiring the next generation/engaging the public

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Brian Cox podcast: https://www.bbc.co.uk/programmes/b00snr0w/episodes/downloads

Conservation and extinction podcast: https://www.bbc.co.uk/programmes/m0015ls8

The royal Institution Christmas Lectures: https://www.rigb.org/christmas-lectures

Science podcasts: https://www.bbc.co.uk/sounds/podcasts/factual-scienceandnature

STAG public lectures: https://www.southampton.ac.uk/stag/news/public-lectures.page

Bioscience webinars: https://publicengagement.wellcomeconnectingscience.org/events-archive/#

Science communication workshop: https://www.youtube.com/watch?v=9k9wxBT_Osc

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An official training course will cost you unless you are required to complete it through your work/volunteering and then it might get paid for you

However there are some free introductory courses e.g. linked above. This one requires 2 hours of learning over 2 weeks

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Learn first aid - you could save someone's life

Thousands of lives a year could be saved if more of us knew basic first aid. This 2-week course is a basic guide to first aid.

You will learn how to recognise and manage emergencies and build a foundation of first aid knowledge and skills to build on. Whether it's how to help someone who's choking, helping someone who has passed out, or helping someone with a severe cut, this course will give you the confidence to deal with basic first aid problems.

This course will hopefully provide you with a solid foundation of basic first aid skills and knowledge but it is by no means a substitute for official First Aid training.

Unable to play video. Please enable JavaScript or consider upgrading your browser.

If someone is able to do first aid, they have a set of skills that range from being able to deal with someone who has fainted or bandage up any of your body parts to potentially saving someone's life who suffered a cardiac arrest. It really has something that anyone can learn. By helping someone in those vital minutes before help arrives, you aid the chain of survival. The quicker first aid is provided, the better the chance of recovery. Covering events for Andrews. First aid means I have to use my first aid skills all the time. However, there have also been a few instances where I've had to use it in the public.

Most recently I witnessed a guy fall in the street and go into a seizure. Luckily for us, there was a few of us around who knew how to do first aid and we were able to keep the guy safe until the ambulance arrived.

What topics will you cover?

Explain why first aid is a vital skill and know when to apply it

Describe how to recognise and manage the non-breathing unconscious patient

Describe how to recognise and manage the breathing unconscious patient

Describe how to manage an acute bleed

Summarise how to help someone who is choking

Discuss how to build on first aid skills

Learning on this course

On every step of the course you can meet other learners, share your ideas and join in with active discussions in the comments.

What will you achieve?

By the end of the course, you'll be able to...

Who is the course for?

This course is for anyone interested in learning first aid, you don't need any medical experience.

While the Educators themselves aren't available to facilitate this run, we encourage you to engage with other learners and there are opportunities to do this throughout the course.

Learning on FutureLearn

Your learning, your rules

Courses are split into weeks, activities, and steps to help you keep track of your learning

Learn through a mix of bite-sized videos, long- and short-form articles, audio, and practical activities

Stay motivated by using the Progress page to keep track of your step completion and assessment scores

Join a global classroom

Experience the power of social learning, and get inspired by an international network of learners

Share ideas with your peers and course educators on every step of the course

Join the conversation by reading, @ing, liking, bookmarking, and replying to comments from others

Map your progress

As you work through the course, use notifications and the Progress page to guide your learning

Whenever you're ready, mark each step as complete, you're in control

Complete 90% of course steps and all of the assessments to earn your certificate

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Online Basic First Aid Course - FutureLearn

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Take this two-week online first aid course led by the University of Glasgow and learn how to manage bleeds, choking, and people who have fallen unconscious.

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Find out whether there is a STEMM-related club either in school or outside of school you can join

If it is a weekly club, upload the activity to your portfolio each week

Attach any notes you make or take pictures of the activities you do so you can upload these as evidence

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This can also be free and virtual: https://www.travelandleisure.com/attractions/museums-galleries/museums-with-virtual-tours

If visiting a museum you may have to pay for entry

If you are allowed to, take photos so you can upload these as evidence

Make sure it's STEMM related e.g. a science museum

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Start a STEMM social media account or website

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Start a STEMM social media account or website

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E.g. create a STEMM-related Instagram

You could post about STEMM in the news, any research into STEMM you've done, opportunities to get involved with STEMM etc

You could focus on one particular topic e.g. climate change

You can log each post you do on your ePortfolio and include a screenshot as evidence

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Create a poster to be displayed in a public place

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Create a poster to be displayed in a public place

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Poster ideas include how to use technology safely, careers in STEMM, inspire women into engineering etc (example above)

You could ask whether you can display copies of your poster in your school or local library or any other public space

This would help developing researching and communication skills

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NOTE: this could also contribute to 'inspiring the next generation' - either choose the section which you are lacking hours in OR upload half the time to both sections

Ask school staff whether you can help out at any upcoming open days/open evenings in the science, maths or IT department (or in engineering or medicine if your school runs a subject/after school club in these areas)

You could create an information stand about what the subject involves at school, what you like about studying that subject and what that subject can lead to in the future

This would help develop your confidence and communication skills and potentially teamwork

You could take a picture of the stand or any preparation you do to upload to your portfolio as evidence

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Produce a short video about a STEMM-related topic

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Produce a short video about a STEMM-related topic

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Carry out some research and present this via the form of a short video that could be posted on an online platform for the public to see

This would help to develop researching and communication skills

You could upload the video or a screenshot of the video to your portfolio as evidence or if you write a script to prepare you could upload this

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Write an article for the school newspaper or another publication

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Write an article for the school newspaper or another publication

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Speak to school staff and see if you would be able to write a short article to go in the school newsletter or school Facebook page, for example

You could write about STEMM in the news or research an area of STEMM that interests you

This would help develop researching and written communication skills

Attach any planning as well as the article to your portfolio as evidence

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Visit an organisation and present on an area of STEMM 

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Visit an organisation and present on an area of STEMM 

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Organisation suggestions:

Residential home

Scouts/ guides

After school club

You could present findings from some research you've done or raise awareness about issues within STEMM, for example

Suggested presentation length: 10-20 mins

You may want to create a PowerPoint or poster to accompany your presentation - you can upload this to your portfolio as evidence

See if someone can take a photo of you presenting so you can upload this as evidence too

You will develop skills in organisation, researching, communication and confidence

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Plan an event relating to STEMM, either at school or another location

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Plan an event relating to STEMM, either at school or another location

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Could you create some STEMM-based activities that the public could get involved with?

You might want to create some quick 10-min activities that students/the public can do as and when or create a more structured 30 min session

This would require time spent organising the event, planning the event and running the event

It would therefore improve organisation skills as well as communication, independence learning and confidence

You could upload the planning you do and any photos you take at the event as evidence

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Fill in this document and follow the instructions for your blog to be included on the YSA website

Image guidance attached to post below

The blog should be aimed at students younger than you, so if you write about something you've learnt or have been researching, for example, make sure you adapt the language you use

You need to plan first: What are you going to write about? How are you going to structure it?

Use the YSA blog page for inspiration: https://ysawards.co.uk/blog/

This will develop your reflective thinking skills as well as written communication

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Help a teacher by supporting during a lesson

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Help a teacher by supporting during a lesson

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Can you speak to one of your STEMM teachers and ask if there's a lesson/after school session with a younger year group you can help out with?

You could help out in a one-off 1 hour session, or see if there's the opportunity to help out more frequently, e.g. once a week

If so, you will need to speak to the teacher about how you can help out and whether you need to do any preparation in advance

Could you offer to explain a certain concept or present on a STEMM topic?

Could you create a worksheet? (you could then upload this as evidence)

It is also worth spending 30 mins after the session reflecting on what went well and whether you would do anything differently if you were to help out again in the future

You could also upload a photo of you presenting as evidence or ask your teacher to write a brief statement explaining how you helped out and what you did well

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Present on a STEMM topic to your own class or year group

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Present on a STEMM topic to your own class or year group

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Can you ask your teacher if you could have some time during a lesson/form time/assembly to present about a STEMM topic? Alternatively, ask your learning mentor if they could help arrange a session with other Future Forward students

You would need to prepare your presentation e.g. doing some research, creating a PowerPoint, planning what to say, making sure it's pitched to the right level for your audience

You could aim to present between 10-20 mins

This would help develop researching, organisation, communication and confidence skills

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Deliver an interactive session to a group of younger students or help a student with a project

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Deliver an interactive session to a group of younger students or help a student with a project

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You could do this on your own or as part of a team

Plan who you are going to deliver the session to, how you are going to communicate with them, when and where you are going to run it

Then you will need to plan what interactive activities/resources you are going to create/use

Could you run a series of simple experiments, for example? (this would probably be aimed at younger chidren). See suggestions in posts below

This will help develop organisation, confidence, communication and potentially teamwork skills

Upload any planning you do, screenshots of emails or photos/videos of you running the activities as evidence

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Cleaning copper pennies experiment video

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Cleaning copper pennies experiment video

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Run this experiment with a young person

Description: The pennies are made of a material called copper. The copper mixes with the oxygen in the air to create a layer of copper oxide. The experiment is to see which material best takes off the copper oxide and leaves the coin shiny again.

Suggestions of evidence: before and after photos of the coins and a photo of the experiment happening. Also worksheet below

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Run this experiment with a young person

Description: This activity demonstrates that adding a solute can change the freezing point of water. Salt causes ice to melt but when the ice and salt mix the freezing point is lowered, depending on how much salt is used, e.g. 10% of salt gives a freezing temperature of -07 degrees. Instructions below

Suggestions of evidence: Photos of the resources you have used and photos of the experiment taking place.

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Jelly and Ice Cream experiment instructions

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Jelly and Ice Cream experiment instructions

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Help a younger student by providing feedback on a piece of STEMM-related work

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Help a younger student by providing feedback on a piece of STEMM-related work

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Spend an hour helping a younger student with their science/maths homework

Make sure not to do it for them but explain concepts to them and then give them feedback

Plan who you are going to help and when and where you can see them

Do you have a younger sibling/cousin?

A younger family friend?

Could you ask your teachers if there's a younger student who might benefit from your help?

Develop skills including organisation, communication and confidence

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Mentor a younger student in science or maths or help them with revision

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Mentor a younger student in science or maths or help them with revision

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You could meet with a student for a one-off 1 hour session or see them more regularly e.g. once a week for 4 weeks

Plan who you are going to help and when and where you can see them

Do you have a younger sibling/cousin?

A younger family friend?

Could you ask your teachers if there's a younger student who might benefit from your help?

You could spend 15 mins with the student asking what their strengths and weaknesses are within their STEMM subjects at school

You will then need to spend time planning how you can help them in their weaker areas e.g. explain the concepts to them and then create a worksheet for them to complete or work through past paper questions with them

This will help you develop confidence, communication, organisation

You can attach any resources you prepare in advance as evidence or any photos you take of the work (with their permission)

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Make a poster to communicate a STEMM topic

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Make a poster to communicate a STEMM topic

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Remember it must be aimed at young people

See if you can display it in school or in a community location e.g. a library

E.g. sixth formers: could you create posters summarising what science and maths A-level involves for GCSE students?

This would help developing researching, independent learning and communication skills

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Virtual careers fairs inspire and inform, supporting young people to be better prepared for future careers in STEM.

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Group up with some friends to try and solve this escape room

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The institute is at the heart of the Babraham Research Campus located in the village of Babraham. Our world leading bioscience research focuses on better understanding the ageing process to enable healthy ageing.

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Help a younger sibling/student to take part in the YSA Juniors challenge

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Help a younger sibling/student to take part in the YSA Juniors challenge

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Use the free digital YSA Junior packs (available on the Youth STEMM Award website) to help a younger child with activities, such as building bridges, learning to code or building a volcano

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YSA participants inspiring the next generation

Ambassadors Maddie Moate and Marty Jopson with YSA Bronze medal holders

YSA ambassadors Danielle George and Mark Miodownik with 2016 Award recipients

YSA Juniors is a completely free and exciting way for children in Key Stages 2 and 3 to help develop their excitement, engagement and interest in the wonderful world of STEMM!

Did you know?
STEMM stands for Science, Technology, Engineering, Maths and Medicine

"Do you think like a scientist? Because if you like to ask questions, listen to others, notice changes or simply let your mind wonder... then you already are! Science isn't just a classroom subject, it's a way of exploring and understanding the world you live in and YSA Juniors is your perfect companion on this adventure!

Think of YSA Juniors like a curiosity diary. Go out and discover something new, ask lots of questions, have a go yourself and share your findings with a friend! Soon you'll have an activity sheet full of stickers to celebrate everything you've learnt and a brain bursting with ideas! Have fun and who knows what you'll discover next!"

Maddie Moate

YSA Patron, broadcaster and presenter of CBeebies 'Do You Know?'

What is YSA Juniors?

The Youth STEMM Award (YSA) Juniors is a workbook and sticker pack designed to accompany hands-on activities and inspire younger children to explore the amazing world of STEMM. As children take part in activities, they record their learning by filling out the workbook and achieve stickers for each section. Encouraging younger children to experience STEMM will help to develop their curiosity and ignite their passion to continue enjoying these topics into secondary school. Our packs are also a great way for secondary age participants of the Youth STEMM Award to inspire the next generation.

How does YSA Juniors work?

Helping your YSA Junior to complete their journey into STEMM couldn't be easier. Simply help your student/child to engage with science, technology, engineering, maths or medicine through learning activities at school or at home and award stickers as they complete their YSA Junior workbook. You decide what counts and can focus activities that build their confidence, knowledge and interests. There are many activities to choose from, we have listed some ideas to get you started below or you could search online to find experiments that you can do at home.

You can do one experiment or activity across a whole STEMM area, or you can mix and match. The only essential element is fun! You decide whether what they do deserves a sticker, so you are in control of how hard they have to work, and what counts. There are loads of activities you can do at home and a great place to start is Maddie's Lets go Live website:
Let's go live science activities
When all the stickers have been placed and the workbook is complete it is time to award the certificate. Why not make it an occasion and celebrate at home or at school!

Digital YSA Junior packs are completely free to download and include the editable booklet, sticker image files and a certificate to award on completion.

High quality printed packs are also available to purchase for £9.95 (inc P&P), these include the A4 booklet, multi-coloured sticker sheet, certificate and a shiny YSA Juniors pin badge. Pin badges are also available separately. Please fill out your request at the bottom of the page.

We hope you have a great time exploring the world of STEMM with your YSA Junior, we would love to hear about the fun learning that you get up to!

To get started download all the files using the links below, including a support sheet to help you and your YSA Junior begin their STEMM adventure.

Science stickers

Science-apply Science-explain Science-explore Science-learn

Technology stickers

Technology-apply Technology-explain Technology-explore Technology-learn

Engineering stickers
Engineering-apply
Engineering-explain Engineering-explore Engineering-learn

Maths stickers

Maths-apply Maths-explain Maths-explore Maths-learn

Medicine stickers

Medicine-apply Medicine-explain Medicine-explore Medicine-learn

Completion stickers

Completed-engineering Completed-maths Completed-medicine Completed-science Completed-technology

Register your interest for YSA Juniors

Examples of activities

For more activity ideas to help complete the YSA journey we recommend the STEMtastic Science Box projects that you can do at home or in school. These practical hands-on activities are safely designed, specifically for the children to carry out themselves. Clear guidance sheets for parents and carers mean you don't need to be a scientist to have fun and support your child.

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YSA participants inspiring the next generation Ambassadors Maddie Moate and Marty Jopson with YSA Bronze medal holders YSA ambassadors Danielle George and Mark Miodownik with 2016 Award recipients YSA Juniors is a completely free and exciting way for children in Key Stages 2 and 3 to help develop their excitement, engagement and interest in the wonderful world of STEMM!

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This online game requires players to use their GCSE physics expertise to help the engineers at RAL Space with their satellites

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You are outside the RAL Space in Oxfordshire, home of the National Space Laboratory.

The electronic door isn't working.

This escape room was made possible with funding from and through the Engineering Education Grant Scheme.

Our appreciation goes to for their support and use of all photographs in this game.

This escape room was made possible with funding from and through the Engineering Education Grant Scheme.

3.8|3,8

5|five

I think the fuse to the electric door needs to be replaced.

I can't figure out which one to use. The fuse wire melts when 1.52 coulombs of charge flows through the fuse in 0.40 seconds.

What is the current at which the fuse melts?

My options are 3A, 5A, 13A and 20A

Which is the correct fuse to use?
1 amp means 1 coulomb of charge flows per second
The equation you need is:

current = charge ÷ time

You have made it into reception. Talk to everyone first.

You've just come through here, you should stay and look around before leaving.

The control room is left from here, follow the red arrow.

You might find it helpful to have some paper and a pen.

Throughout the game you will see this icon.

Click on it to find out more about one of the amazing engineers who works here at RAL Space, and how they contribute to the many missions we are involved in.

For the labs you need to go to the lobby, which is around the corner. Follow the purple arrow.

Did you know that RAL Space carry out world class science research and technology development with involvement in over 210 instruments on space missions to date?

Welcome to RAL Space!

We need your help with our new equipment which is due to be on NASA's upcoming mission to the Moon.

Explore the building, meet our engineers and help us out with your physics skills!

When you see a green satellite icon click on it to find out about some of the careers available here.

First speak to my colleagues here, then go to the control room first, go left from reception.

You have made it into reception. Talk to everyone first.

You've just come through here, you should stay and look around before leaving.

The control room is left from here, follow the red arrow.

You might find it helpful to have some paper and a pen.

Throughout the game you will see this icon.

Click on it to find out more about one of the amazing engineers who works here at RAL Space, and how they contribute to the many missions we are involved in.

For the labs you need to go to the lobby, which is around the corner. Follow the purple arrow.

Did you know that RAL Space carry out world class science research and technology development with involvement in over 210 instruments on space missions to date?

Welcome to RAL Space!

We need your help with our new equipment which is due to be on NASA's upcoming mission to Mars.

Explore the building, meet our engineers and help us out with your physics skills!

When you see a green satellite icon click on it to find out about some of the careers available here.

First speak to my colleagues here, then go to the control room first, go left from reception.

To find out more about the National Satellite Test Facility click here

This is no time to relax, you have work to do physicist!

Click here to find out more about the different missions RAL Space have been involved with since 1962.

Major Tim Peake is the first British astronaut for the European Space Agency (ESA) and the seventh UK born person in space.

Find out more about Tim and his career.

You are in the control room. Explore the office.

You are in the control room. Explore the office.

The phone rings, you answer it.

I'm working on the Mid-Infrared Instrument (MIRI) on board the Webb Telescope.

Can you help me calculate the frequency of the waves? The speed of light in space is 3.0 x 10 m/s. You'll need to get the wavelength of the infrared source from the dark clean room.

The letter corresponds to the 5th digit of the code

It's probably best if you don't touch these controls. You have no idea what they do!

Like this game? Please complete this short survey

The clients want to know the kinetic energy of the Ariane rocket just after launch, with its Sentinel-4 satellite payload on board.

I know the speed just after launch is 12 m/s but I can't remember the mass of the craft. Maybe the team in the clean room know?

The correct answer corresponds to the first digit of the code.

a) 259000 kJ

b) 259 kJ

c) 441000 kJ

d) 21000 kJ

e) 21 kJ

This is no time to sit down engineer!

These cupboards are locked.

7

4

9

b

t

1

0

8

m

z

Every digit must be correct to unlock the computer

This is one of the clean rooms where the MTG-I satellite is being prepared for its meterology mission
7
To find out more about the MTG satellites visit the ESA website.

I am fixing insulation onto the instrument to protect it from the high temperatures it will experience in space.

We tested 3 different materials for the insulation. I need to know which is the most insulating.

You'll need to go to the control room and look for the data on one of the computer screens
The most insulating is the 6th digit of the code.
This is one of the clean rooms where the Sentinel-4 satellite payload is being prepared for monitoring Earth's atmosphere

This is an incredible instrument. It is able to analyse the air quality over Europe by using a UV spectrometer.

The challenge has been making sure the satellite is light enough to launch efficiently. We've managed to keep the launch mass down to 3,600 kg, which is pretty small for such a technical instrument.

Visit the European Space Agency website for more info on the Sentinel-4 mission, which is part of the Copernicus Programme.

This is the dark clean room, where some of the optics for MIRI are being tested.

Hi,

I am testing the output of the Mid-Infrared Instrument, or MIRI. The wavelength of light I am testing is on the display on the end of the bench.

While you're here I wonder if you can help with a lens issue I'm struggling with? Take a look at my lab book, I'd really appreciate your input.

To find out more about MIRI click here

focal length|principle focus|principal focus|focal point

The ray diagram shows the magnification of the lens I am testing.

What does x represent?

0.6

What is the magnification of the lens?

Well done!

The third digit in the code is 7

Click here to go back to the lobby

The display is reading 5.5 x 10^-6 meters

multi layer insulation, heat conduction

You are in the Multi-Layer Insulation facility

Hi!

This is where we create templates for the Multi-Layered insulation on spacecraft. I think Alicja needs your help with the design.

Hi,

To determine the thickness of insulation required I need to know the specific heat capacity of the Multi-Layer insulation.

The details of the experiment are on the computer.

The answer (to 2 s.f.) in J/kg°C corresponds to the 2nd digit of the password

g 830

h 1.4

i 2800

j 2000

k 1660

l 700

m 1400

You are in the vibration testing facility.

I am calibrating the instrument, head into the control room to help them with the calculations.

I am applying a force of 0.1 Newtons.

There is nothing of use here.

5

To answer the question you will need to find out from Dave what force was exerted on the bed.

Ear defenders must be worn beyond this point.

To calibrate the instrument we placed an object with an area of 0.02 m on the bed.

What is the pressure we are expecting the instrument to read?

Enter the answer into the computer.

I'm trying to figure out the number of hours this lunar rover will last before the batteries require recharging.

You'll have to chat to Anil to calculate the power output of the battery and then speak to Ian who will help you use your answer to calculate the time.
The time in hours is the 4th digit of the code.
I just measured the battery output.

The potential difference is 15 V and the current is 5 A

The battery can store 2160 kJ.

You will need the following equations

P = IV

E = Pt

You will also need to convert your time from seconds to hours.

After a year at the University of Strathclyde in Glasgow, I knew I wanted to return to the UK and work in astrophysics. I continued my studies in Space Techniques and Instrumentation at the Université Paul Sabatier, Toulouse.

To complete my Master's degree, I did a thesis in Thermal Engineering at the Centre Spatial de Liège in Belgium and after 2 years applied for a job at RAL.

find out more about careers with ral space

How you got here
What your job involves
Why you love your role

I'm a Thermal Engineer. This means I am involved in leading thermal activities (such as the design, analysis, manufacture and testing) of space instrumentation and spacecraft to ensure that they will function at the correct temperature range, i.e. don't get too hot or too cold, when up in space.

The best thing for me is to be able to contribute to world-class space technologies and sciences. Spacecraft can help us to better understand our environment, helping us out with tasks such as detecting the air quality and predicting the weather forecast.​

I started my career as an apprentice maintenance engineer in a semiconductor manufacturing facility. I was later offered a 5 year position at CERN​ on the Swiss/French border developing the Large Hadron Collider beamline vacuum system.

I have always had an interest in space right back from watching and listening to the American astronomer Carl Sagan.

I manage the different technical work packages within our projects, including: mechanical design/installation, electrical and control design/installation, vacuum and cryogenics. I'm responsible for ensuring that all the work packages work effectively and the systems will ultimately be able to accomplish what the customers require.

The best thing about my job is the people I've met. People who are great at what they do and enjoy it; we share common goals and work together to progress and achieve them. I work with people who I can learn from and better myself along my career.

find out more about careers with ral space

How you got here
What your job involves
Why you love your role

find out more about careers with ral space

How you got here
What your job involves
Why you love your role

I always knew that I wanted to work in a software related industry. I came across RAL Space online, but I had never heard about them before. When I came to my interview I was so intrigued by the science and projects that were going on at RAL Space. That's when I decided I needed to put all my effort into getting this job.

The long-term project I am working on is called the Square Kilometre Array (SKA), which is an international effort to build the world's largest radio telescope, with eventually over a square kilometre of collecting area.

I continuously collaborate with the technical leads from Oxford University, Cambridge University and the SKA Office (Jodrell Bank).

Knowing that some of the systems I am involved in developing or designing will be part of the world's largest radio telescopes or satellites. It gives me what I feel is the best job satisfaction I will ever get.

I feel like the work I do is going to be used in science and bring the next best technology or have the next biggest findings in our lifetime.

find out more about careers with ral space

How you got here
What your job involves
Why you love your role

I previously worked in the Oil and Gas sector - my degree is in Geology and Environmental Hazards - I was based in Aberdeen for 2 years, but I found that industry quite corporate and was looking for something more 'researchy'. I heard about the opportunity at RAL Space, went through the assessment centre and was accepted onto the graduate scheme.

I am a project manager - I work in the Imaging Systems Division, mainly managing projects around camera electronics boxes on GOES-R​. I'm also working with the Open University on a really exciting project called ProSPA - it's a lunar lander mission looking at contaminants and volatiles on the surface of the moon and seeing if we can use them as resources for future space missions.

One of my projects is due to launch in 2023, at the outset it can feel quite daunting because the timescales in space missions are so long. So working to schedules, pulling people together and seeing things come to fruition is really satisfying. When you reach the end of a project and see the finished box it's really exciting, there's a real sense of achievement in knowing that you helped them to build it.

find out more about careers with ral space

How you got here
What your job involves
Why you love your role

Multi Layer Insulation Technician

I had a job working for a medical company. I was also working in a clean room environment, sewing stents under a microscope - really fine detailed work. I then had a gap year and volunteered in the Amazon Rainforest helping out with scientific surveys. When I got back I heard there was an opening at RAL Space and I thought I'd love to work in the space industry, so applied and got the job.

I make Multi-Layer Insulation (MLI) blankets for instruments to go on satellites. Multi-Layer Insulation is the shiny covering that is wrapped around spacecraft - it's used to keep the spacecraft and instrumentation at an optimum temperature in space. It's important because if it's too hot or too cold the instrumentation won't work.

I like that the work is very hands on and practical, I come in at the start of the day and by the end of the day I can have some sort of product manufactured. You can see what you've achieved, which is really satisfying, especially when we are taking the MLI blankets we've made and integrating them on to the actual hardware.

find out more about careers with ral space

How you got here
What your job involves
Why you love your role

I studied Chemical Engineering at university. We were often engaged in large group projects to solve industry wide problems.

I found I had a particular skill in bringing large technical teams together and getting the different engineering roles to talk to one another to come to a unified solution. It was then I realised I wanted to pursue a career in project management!

It is my responsibility to manage the golden triangle of project management: time, cost and quality. To do this, I monitor scope (are we delivering what the customer wants?), schedule (will we deliver it on time), finance (are we in budget?), risk (what precautions should I take to mitigate potential challenges?) and resources (do my team have the skillset and time to complete the tasks?).

The best thing for me is to be able to contribute to world-class space technologies and sciences. Spacecraft can help us to better understand our environment, helping us out with tasks such as detecting the air quality and predicting the weather forecast.​

Calculate current of fuse (first task) chap 5

Calculate kinetic energy (sentinel 4) b chap 1

Specific heat capacity (MLI) m chap 2

lenses - Dark clean room 7 chap 14

Calculate pressure to calibrate instrument - vibration facility to progress (5) chap 6

elctrical power - vibration facility 8 chap 5

calculate freq of wave (dark room, phone) t chap 12

insulation material z chap 2

Calculate acceleration 9 chap 9

insulation material 140 change to access code? chap 2

Press - local politicians, local papers etc

Contact IoP to publicise in thier education magazine?

https://www.theiet.org/about/contact-us/education-team/

https://www.theiet.org/about/contact-us/et-magazine/

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You are outside the RAL Space in Oxfordshire, home of the National Space Laboratory. The electronic door isn't working. This escape room was made possible with funding from and through the Engineering Education Grant Scheme. Our appreciation goes to for their support and use of all photographs in this game.

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Would you like to find out more about techniques used in molecular biology labs?

This new virtual lab experience offers a series of online modules with videos, 2D interactive simulations and quizzes to give you an insight into what is involved in working in a laboratory environment

The virtual lab has 10 modules covering topics such as safety in the lab, working with cells, working with bacteria and working with DNA.

The full lab experience can contribute up to 10 hours towards your developing skills and knowledge strand.

To take part in the virtual lab register using the link below, you'll them be added to the course and sent login and joining instructions.

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Use this form to register for the Wellcome Connecting Science Virtual lab course. The virtual lab is a 10 module course that will provide an insight to the equipment and techniques used in Bioscience labs including the labs at the Wellcome Sanger Institute. Once you have registered you will have three months to complete the course.