Project Brief - 5th Year

PROJECT BRIEF
STEM-based Electronic Education Kit for Use in an
Extra-Curricular Environment
Student Investigator
Kerrie Noble, 5th Year PDE (MEng), 200948192
Kerrie.noble.2013@uni.strath.ac.uk
Supervisor
Professor Yi Qin
qin.yi@strath.ac.uk
Abstract
THIS PROJECTBRIEF OUTLINESTHEDESIRED NEED FORAN EDUCATIONALKITWHICHCAN
BEUSEDTO PORTRAYSCIENTIFICPRINCIPLES,INA FUNANDINTERACTIVEMANNER,INTHE
SETTING OF EXTRA-CURRICULARCLUBS FOR YOUNG PEOPLE AGED BETWEEN 14 AND 19.
THIS PROJECT BRIEF REVIEWS SOME KEY LITERATURE SURROUNDING PARTICIPATION IN
STEM AND CURRENT MEASURES AND RESULTS TAKEN BY THE GOVERNMENT TO HELP
IMPROVEPARTICIPATIONINTHISAREA. FOLLOWINGTHISTHEKEY AIMSANDOBJECTIVES
FOR THE PROJECT ARE OUTLINED ALONG WITH THE PROJECT TIMESCALE AND PLAN,
INCLUDINGA DETAILEDPROJECTAPPROACHOUTLINE. THEBRIEF ALSOHIGHLIGHTSSOME
INITIALIDEASWHICH HAVEEMERGED FROMSOME EARLYACTVITIESHELDTO DEVELOP A
PRODUCT IN THIS AREA.

Project Brief STEM-based Electronic Educational Kit forUse in an Extra-curricularEnvironment
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Table of Contents
1. Purpose.................................................................................................................................2
2. Background ..........................................................................................................................2
2.1 STEMNet...........................................................................................................................3
2.2 National Science and Engineering Competition .....................................................................3
2.3 The Big-Bang Fair...............................................................................................................3
2.4 Conclusion..........................................................................................................................3
3. Project Definition..................................................................................................................4
3.1 Project Aim.........................................................................................................................4
3.1. Project Objectives..........................................................................................................4
3.2. Outline Project Deliverables and/or Desired Outcomes.....................................................5
3.3 Performance Measures.........................................................................................................5
3.4 Exclusions ..........................................................................................................................6
3.5 Constraints..........................................................................................................................6
Language consideration .........................................................................................................6
Facilitiesavailable..................................................................................................................6
Ability...................................................................................................................................6
Disabilityawareness ..............................................................................................................6
3.6 Interface ............................................................................................................................. 7
3.7 Financial Plan ..................................................................................................................... 7
3.8 Key Project Stakeholders ..................................................................................................... 7
3.9 Risks ..................................................................................................................................8
4. Methodology.........................................................................................................................8
5. Outline Project Plan...............................................................................................................8
6. Initial Idea Generation ...........................................................................................................8
7. References............................................................................................................................9
Appendix1 – Outline of STEM Literature..................................................................................... 11
Appendix2 – Outline ofProject Methodology.............................................................................42
Appendix3 – Detailed Project Plan andApproach........................................................................43
Appendix4 – Project GanttChart................................................................................................ 53
Appendix 5 – Outline of Initial Ideas Emerging from Focus GroupActivity..................................... 55
Appendix 6 – Outline of Initial Ideas Emerging from Visit to Glasgow Science Centre.....................57
Appendix 7 – Outline of Initial Ideas SurroundingCircuit Construction..........................................60

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1. Purpose
A major, government-led campaign has seen the enhancement of science,technology, engineering
andmathematics (STEM) teachingthroughouttheUK. AsdemandforSTEMskills continuestogrow,
encouragingyoungpeopletoactively engagein this area ofeducationisbecomingmore ofa concern
and the focus placed on the frameworks and strategies employed to encourage young people to
participate in STEM related activities is becoming more intense. To add to the pressure of
encouraging these STEM participation activities, schools throughout the UK are currently facing a
shortage of highly qualified science and mathematics teachers and as a result this severely reduces
their ability to provide the government required STEM teaching at an acceptable level. (Sainsbury,
2007) In order to continue to promote and encourage STEM participation amongst young learners
and reduce the pressure currently felt by teaching staff and schools there is a need to develop a
STEM-based educational kit which can be used in extra-curricular environments such as Young
Engineer’s clubs, Scouts, Guides and other youth organisations.
2. Background
Lord Sainsbury’s Government Review of Science and Innovation Policies (A Race to The Top, 2007),
outlines the UK’s objective of moving into high-value goods, services and industries in order to
compete within an era of globalisation. He states that the only way to achieve this is to fulfil a
campaignto enhance the teachingofscience andtechnologyin response to the demandfor science,
technology, engineering and maths skills. In this reference, Lord Sainsbury is referring to the Ten-
Year Framework and Next Steps documents (2004 and 2006 respectively) which announced
measures to address the UK’s STEM skills challenge. These documents led to the creation of
STEMNet, Science Connects and many other charitable organisations who aim to encourage
participation inSTEM related educationbyprovidingfunandinterestingactivities forschoolchildren.
However, Lord Sainsbury’s report, and many other government and organisational reports from
recent years have highlighted the potential problems that still exist with providing resources to
support the STEM frameworks which are in place.
Many ofthe researchpapers consideredindicate the futureof STEM as a concern. TheRussellGroup
of Universities Report, 2009, states that school students are avoiding A-Level subjects that they
perceive to be ‘harder’, which includes STEM. The report also found evidence to suggest that state
school pupils are significantly less likely to take separate science and other STEM subjects despite
knowingthat taking these subjectscouldincrease their futureoptions. In 2006,70%ofthe 6th
-form
students surveyed believed it was harder to get an ‘A’ grade in science subjects rather than the
perceived ‘softer’ options. Itis this trainof thoughtwhichtheSTEM framework and initiatives aim to
change,however,thisis a train ofthoughtwhichisentrenchedfrom ayoungage andis influencedby
many factors. Thereport titled, ‘SubjectChoicein STEM: FactorsInfluencingYoungPeople(14 –19)
in Education’, (2010), outlines many of these factors.
The issues discussedabove,andothers,includingareas suchasthe numberofpeople involved within
the STEM sector, some results and outcomes following currentinitiatives to improve the number of
people taking part in STEM, some suggested reasons as to situational contexts dictating the low
participation in STEM subjects, recent implemented curriculum changes which may be affecting
youngpeople and suggested improvements and changes in the way young people engage in STEM

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have been summarised fromother governmentandorganisational reports. These summaries canbe
seen in Appendix 1 of this project brief.
The UKGovernmentcommissioned areport titled, ‘InspiringStudentsto StudyScience,Technology,
Engineering and Maths,’ (2012), in which they outline the key programmes in which investment is
made to encourage a future generation to become passionate about STEM. Some of these key
programmes are outlined below;
2.1 STEMNet
STEMNet, the Science, Technology, Engineering and Maths Network, is a UK-wide organisation
which helps young people develop their creativity, problem-solving and technical skills through the
running of 3 programmes;
STEM ambassadors – 25,000 volunteers who provide free resources for teachers and help them
introduce innovative ways of teaching STEM subjects within the curriculum.
STEM clubsnetwork–these clubsofferchildrenthechancetoexplore andinvestigate STEM subjects
outside of the school timetable.
Schools’ STEM advisory network – 45 nation-wide organisations which offer impartial information
and advice on how schools can get more students into further STEM education, training and
employment.
2.2 National Science and Engineering Competition
This isa national scienceandengineering competition,opento all 11-18yearoldsliving inthe UKwho
are infull-time education. Thecompetition recognisesandrewardstheachievement ofyoungpeople
in STEMsubjects,howeverthestudentswhotake partnormally already havea keen interest in STEM
subjects and so this programme is less about encouragement to participate and provides more
recognition to continue in STEM rather than generating new interest.
2.3 The Big-Bang Fair
The Big-Bang fair is a celebration of science whichtoursthe UK during the summer months to show
youngpeople, aged7 to 19,the excitingand rewardingopportunitiesassociated with studyingSTEM
subjects.
2.4 Conclusion
The many reports which cover the effectiveness of government implemented STEM schemes have
illustrated the attempt to engage and encourage the participation of young people in the area of
STEM in ordertofulfil the highdemand forcreativity, innovationandhigh-quality servicesand goods
withinthe UK. Thereportshave shownthatthemajorityof14 –19yearyounglearnersare still feeling
disengaged from science, technology, engineering and maths for many reasons, including their
perception of how difficult it is to attain good grades in these subjects, their lack of knowledge on
wherea careerin STEM canlead andotherpersonal andcontextualinfluencessuchasgender,ability,
ethnicity and thetype of schooltheyattend. The frameworksand programmeswhichhave been put
in place by successive governments is beginning to work with more interest being created in STEM
and the opportunities it provides, however the shortage of teachers with expert subject knowledge
in theseareas is still amajorconcernasthese younglearnersare still notreceivingthe correctsupport

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in order to obtain significant achievement within the STEM subject areas. There is still much more
that can be done to encourage STEM participation within this age group,as was highlighted in Lord
Sainsbury’s report, ‘A Race to the Top,’ (2007) where it states, ‘Extra-curricular activities can playan
important role in enthusing young people and demonstrating the exciting opportunities that studying
science can open-up.’ The current programmes in place, STEMNet, the National Science and
Engineering Competition and the Big-Bang Fair, do not extend to having a presence within extra-
curriculargroupsastheyarerunmainlyona voluntarybasisandreceive limited funding andtherefore
cannot provide the equipment which would be needed to run activities within these settings. Set
within this context there is an expressed need for a re-useable kit which can portray key scientific
ideas, and so demonstrate the benefits and basis of STEM, while also being interesting and
informative for the 14 – 19 years age group.
3. Project Definition
The aim ofthe projectisto conductsomeresearchintothe typesof STEM kits available forusein this
context,i.e.extra-curricularclubssuchasYoung Engineer’s,Scouts,Guidesandmanyothers,inorder
to identify the key problems with existing products which are available in order to produce a more
fitting solution which can further STEM engagement within this age group. This will continue to
encourageSTEM participation while eliminating the teacher shortageissue whichhasbeen outlined,
and reduces the issue surrounding funding for the STEMNet programmes.
3.1 Project Aim
Design and develop a scientific-based kit, for the 14-19 years age group, which is suitable for use in
an extra-curricular environment to encourage more participation in STEM subjects.
3.1.Project Objectives
There are some key objectives which need to be met by this project;
 Develop a reliable and durable productwhich can be suitably re-used in order to reduce the
cost and impractical nature of providing replacement parts. Funding has already been
outlined as a key issue so a re-usable productwill eliminate this major issue, also a re-usable
productis more likely to sustain interest in STEM accordingtosome early feedback received
around the project.
 Explore the key area of Design for Assembly to ensure the kit is easy to use by minimising
parts while still maintaining a high level of functionality. A kit which is easy to use without
the need for expert knowledge is very desirable as it builds more of a sense of achievement
for the young people in this area.
 Develop a productwhich is inherently easy to use but also requires the end user to think and
actively engage to encourage understanding of some basic scientific principles. Deep
learning through doing is required in order to help young people within the curriculum, this
canonlybeachieved throughakitwhichiseasy tousebutdoesnotprovideall answersfreely,
there must be an element of self-teaching.
 Explore the idea ofhaving onemodular productwhichcanbeconfiguredintomany different
layouts to provide the user with the opportunity of exploring more than one area of STEM
with the need to only purchase one kit.

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 Develop a productwhichcan be easily andcheaply manufactured but also has the capability
of being re-used several times.
 Develop a productwhichallows youngpeople, aged 14 – 19,to use the kit withoutthe need
for any supervision or expert input.
 Explore the idea of STEM involvement in an extra-curricular environment to further define
the problem, need and aim for the project. Also identify key products which are currently
being used in this area and outline the key issues whichexist with the use of these products
and how these could be addressed.
 Explore some ofthe basic scientific principles whichcouldbe adapted into a small scale form
which could provide ideas for an electronic-based scientific kit for the 14 – 19 age range.
 Develop the idea through model making and CAD. Specifically exploring the areas of
modular kit building and the key area of circuit construction which will reduce the need for
specialist equipment such as solder and soldering irons, whilst also providing the re-usable
functionality which has been clearly identified as a user requirement.
 Test and validate the design andidea bytesting a workingmodel throughscoutsandschools
and talking to organisations who run STEM workshops or promote STEM within the
community. Engineering testing of elements such as structure stability, force analysis and
electrical component testing within the circuit structure will also be key to this project.
3.2.Outline Project Deliverables and/or Desired Outcomes
The project will aim to complete the following deliverables;
 A complete drawing set. Detailing manufacturing drawings and requirements for the
production of the circuitry and plastic component assembly aspects of the educational kit.
 A report and portfolio explaining how this design was achieved. This will detail all the
activities undertakenin orderto arrive at the final design. A detailed list ofactivities showing
the approach being taken for this project are outlined in Appendix 3.
 A prototypesand models todemonstrate key features. Prototypesof key ideas, especially in
the area concerning the construction of the electronic circuit aspect of the project, will be
produced at various stages throughout the project.
3.3 Performance Measures
In order to identify achievement of the main project aims and objectives it is proposed to pilot the
use of the developed kit within scoutgroupsand schools. This will provide the feedback required to
adjustand changeparts ofthe design as necessary to ensure the objectives are met with the highest
possible standard. Small test groupswill be usedtoensure quality andfocusedfeedbackis obtained,
I feel this is more achievable within the setting of a small group as it is easier to facilitate and less
susceptible to distractions.
To ensure the design also meets the requirements of external organisations who endorse
participation in STEM, it will be necessary to ensure they also contribute to the evaluation and
decision making required within the project. Two such organisations are the IET and Science
Connects (a branch of STEMNet), work to create interest in the project within these two
organisations is at an early stage but it is hoped that professionals from this area will be willing to

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provide their opinion on emerging designs duringidea generation and final evaluation stages of the
project.
3.4 Exclusions
The main objectiveof this projectisto develop an interactive scientific kit forthe 14 – 19year old age
range which is based on the use of an electronic circuit to allow investigation and experimentation
into basic scientific principles. The project will look at how this can best be achieved through the
design anddevelopment ofa reusable kit however,it will notdefine new ways ofconductingexisting
scientific experiments, it will look at a way of simplifying these experiments to make them more
accessible for this age range.
3.5 Constraints
Within this project there are many constraints which need to be considered throughout the
development process;
Languageconsideration – The 2011 Censusrevealed that although92.3%ofthe population in the UK
speak English, there are significant minorities of the populationwhospeak Polish,PunjabiorUrduas
their main language. As this project focuses on education and young people with the view of
encouraging participation in STEM subjects, language must be considered as this should not be a
barrier to preventing the use of the product. This constraint therefore needs careful consideration
throughout the project. (Mirror, 2013)
Facilitiesavailable –The facilities available to extra-curricularclubssuchas scouts,guidesand young
engineers will have a significant impact on the design and development of this product. From
personal years of experience of involvement with this type of extra-curricular club, facilities are
limited. The majority of these clubs do not have access to lab-specific equipment such as safety
glasses, lab coats,soldering irons etc. This presents a need for the product to have the ability to be
assembled and used without requiring the use of any of this lab-specific equipment.
Ability – The report titled, ‘Subject Choice in STEM: Factors Influencing Young People (14 – 19) in
Education’, (2010), outlined many personal and contextual issues affecting young people and their
relationship with STEM subjects. Oneofthemaininfluences,as stated inthis report, was their ability
or previous experience of these subjects. It is important, when considering extra-curricular groups
wherea largenumberofchildrenattend, toconsiderthefactthatthe childrenpresentinthese groups
will have alarge rangeofabilities andmanydifferent backgroundsandexperienceswhenconsidering
involvement in STEM. One objectiveforthis projectisto eliminate this personalfactorand make the
use of this kit, and STEM as a whole, accessible to children aged 14 – 19 regardless of their previous
experience or ability. Therefore, this requires the resulting product to be simple and easy to
understand while also providing enough knowledge on a particular area so as to appeal to many
ability ranges within this age group.
Disability awareness – A report titled ‘Disability in the United Kingdom 2012: Facts and Figures’
outlines some of the main disabilities affecting both male and female students in the 14 – 19 age
range. The report highlights that almost 1 in every 5 people in the UKhave a disability witharound1
in 20 children being disabled. In terms of age and gender only 9% of disabled adults are under the
age of35 and in 2010/11 themost common impairments for children were communication, learning
and mobility based. Amongstchildren,boys also experience a higher rate ofdisability than girls and

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are more likely to experience coordination, learning and communication difficulties. These are
therefore the most prevalent disabilities occurring in the target age group and consideration of use
with disabilities must have a significant place in the development of the product. (Papworth Trust,
2012)
3.6 Interface
The final product will have many viable interfaces with outside organisations. The first such
organisations would be STEMNet and the Institution of Engineering and Technology (IET) as these
organisations are playing a primary role in encouraging young people to participate in STEM and
regularly try to organise STEM related activities within schoolswith the aim ofgenerating interest in
this area. These organisations have the ability to stocka full range ofdeveloped kits with the ability
to loan kits, on request, to local groups and schools, therefore providing an accessible and reliable
resource. As the productfocuses on use in an extra-curricular environment, this would cover use at
home, and in other organisations such as scouts, guides, GB, BB and many others. An interface
between these organisations andthe productthereforealso exists. There is an opportunityforthese
groups to buy separate kits, or borrow them from the previously mentioned organisations. These
organisations could also be identified as the target end user. The product may also be stocked in
retailers acrosstheUKandthisprovides thethirdtype ofinteractionbetweenan outsideorganisation
andthe product. Theretailer mustbe suitable satisfied withthe productinorderto purchaseand sell
the kit within their stores. The retailer is therefore also the main customer for this product.
3.7 Financial Plan
Anappropriate budgetis requiredfordetailed prototypingwithin the projectandfunds tocontribute
to the cost of 3D printing and other prototyping and modelling techniques required for a fully
developed outcomehave been sought. Having used the money wisely at this stage of the project it
is hoped that the benefits fromproductmarketing will be greater due to taking attention to detail to
ensure a well-rounded solution is achieved from an early stage in the project.
3.8 Key Project Stakeholders
The key stakeholders whichhavebeen identified throughouttheliterature relating tothis projectare
organisations such as the IET and STEMNet who promote and encourage participation within the
area of STEM, the students who will be using the finished product, the customers who will buy the
finished productand the members ofthe communitywho runthe extra-curriculargroups, identified
asthe main areaofuseforthistype ofproduct. Alloftheseidentified stakeholders havea keyinterest
in the value and quality of the product,as well as its ability to generate community involvement and
improving the quality of communication between STEM related organisations and the young
students they are trying to attract. The owners of the product will also be concerned with the
longevity and social goals of the product, i.e. the product should be priced accordingly and achieve
the social needs of the young people which have previously been identified as missing.
Other organisations with a small stakehold in the project includethe government, due to aspects of
economic growth, economic direction and job creation in vital sectors which have been labelled as a
priority within government policy. Any employees and suppliers associated with the creation,
distribution and marketing of the product will also have a stakehold in the project as this directly
affects their financial situation. Should the project attract any investors at a later date then the
investor will also have a key stakehold within the project.

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3.9 Risks
Extensive user testing and involvement in the product development process will help to reduce any
potential risks of failure associated with bringing the product to market. The type of user activity
required is explored through the methodology used throughout the project and this is explored
further in the next section of this project brief.
Further to the risks associated with placing a product on the market, there are the general risks
associated with product modelling and prototyping during the development process. These risks
have been considered and are highlighted in the accompanying risk assessment. Furthermore, any
risks involving ethics within the project have been eliminated through the completion of the
university ethics checklist which also accompanies the project brief.
4. Methodology
Asmentioned previouslythe projectmethodologywill centre onextensive userinvolvement through
research, development and testing. In order to fulfil this two specific methodologies have been
combined to outline the methodology which will be utilised throughout the project.
The UCD methodology structure, as outlined by Chandra Harrison, Sam Medrington and Whan
Stransom,has been utilised andcombined withthe extensive focusandprincipalofensuringtheuser
is at the centre of the process as illustrated by the UCD process highlighted by Experience UI. This
structurehas been used to clearly define each stage of the projectand illustrate the iterative nature
of the project,as constant development is an important consideration in this area as STEM changes
to coincide with the school curriculum changes. The structure also shows the importance of
evaluation at every stage of productdevelopment as feedback and user validation is key within this
project. The structure and the methods being used is clearly shown in the diagram attached in
Appendix 2. (Harrison, Medrington & Stransom, 2013) (Experience UI, 2009)
5. Outline Project Plan
The research,idea generation, detail designand testing stages within theprojecthave been outlined
anddetail aboutmethodsusedwithineachof theseareas havebeenincludedin theprojectapproach,
this approach is clearly outlined in stages and is shown in Appendix 3. These planning sheets have
been used in conjunctionwiththe methodology to producea projectGantt chart whichcan be seen
in Appendix 4. This Gantt chart may be subjectto changeand will be evaluated and changed when
required at regular intervals throughouttheduration of the project. Key deadlines have been noted
and the timescale of 8 months is also clearly indicated through the project Gantt chart.
6. Initial Idea Generation
Some initial ideas for the project have been generated through two explorations around science
experiments andfocusgroups. The first ideas describedwere generated througha user focusgroup
with 5 16 and 17 year old girls whowere asked to design a cadet they thoughtcouldhelp them learn
about different scientific principles. The outcomeof this idea generation canbe seen in Appendix5.
The second idea generation shown in this project brief came from a visit to the Glasgow Science
Centre. Ideas generated from this visit can be seen in Appendix 6. Finally some ideas surrounding
the circuit construction for this project have been included in Appendix 7.

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7. References
Department forBusinessInnovationandSkills,2012,EngagingthePublic inScienceandEngineering,
Online, Available at https://www.gov.uk/government/policies/engaging-the-public-in-science-and-
engineering--3/supporting-pages/inspiring-students-to-study-science-technology-engineering-and-
mathematics, Accessed 14/10/13
Department for Business, Innovation and Skills, 2012, Engaging the Public in Science and
Engineering, Online, Available at https://www.gov.uk/government/policies/engaging-the-public-in-
science-and-engineering--3, Accessed 14/10/13
Department for Education, 2008, After-school Science and Engineering Clubs Evaluation: Final
Report, London
Department for Education, 2010, The STEM Cohesion Programme: Final Report, London
Department of Further Education, Employment, Science and Technology (Australia), 2013, Female
Participation in STEM Study and Work in South Australia 2012, Adelaide
Eurostat (European Commission), 2011, Education Statistics, Brussels
Evidence for Policy and Practice Information and Co-ordinating Centre, 2010, Subject Choice in
STEM: Factors Influencing Young People (aged 14-19) in Education (A systematic review of the UK
literature), University of London
Experience UI, 2009, UserCentred DesignDefinition, Online, Available at; experience.expressionz.in,
Accessed 14/10/13
Girl Scouts of America Research Institute, 2012, Generation STEM: What Girls Say About Science,
Technology, Engineering and Maths, Lockheed Martin
Harrison,Medrington &Stransom, 2013,UserCentredDesign ResearchMethods forMobile Industry
Practitioners, WI Journal of Mobile Media, Sound Moves, Vol.7 No.1, March 2013
IPSOS MORI Social Research Institute, 2011, Public Attitudes to Science, Department for Business
Innovation and Skills, London
Lord Sainsubury, 2007, The Race to The Top: A Review of Government’s Science and Innovation
Policies, October 2007
Mirror, 2013, 2011 Census: The main 20 languages spoken in the UK, available at
http://www.mirror.co.uk/news/uk-news/2011-census-top-20-languages-1563629, accessed 30
September 2013
OfficeforNational Statistics, Historic UK PopulationPyramid,CensusFigures2011,Online,Available
at www.ons.gov.uk/ons/interactive/historic-uk-population-pyramid/index.html, Accessed 14/10/13
The Royal Academy of Engineering, 2007, Educating Engineers for the 21st Century, London
The Russell Group of Universities, (February 2009), STEM-Briefing, London

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Stevens, H., 2012, Employer Engagement in STEM Learning in the Heart of the South West,
University of Exeter

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Appendix 1 – Outline of STEM Literature
Lord Sainsubury, 2007, The Race to The Top: A Review of Government’s Science and Innovation
Policies, October 2007
The importance of STEM to today’s society in Britain – The following bullet points cover why
encouraging participation in STEM is so important to today’s society throughout Britain.
 Aneffective scienceand innovation system is vital to achieving the UK’sobjective ofmoving
into high-value goods,servicesand industries in orderto compete in the era of globalisation.
 In a world in which the UK’s competitive advantage will depend increasingly on innovation
and high-value products and services, it is essential that we raise the level of our science,
technology, engineering and mathematics (STEM) skills. Policy-making in many areas of
government also requires a supply chain of creative young scientists and engineers.
Numbers ofpeoplecurrently involvedin STEM – The followingbullet pointscover the current levels
of graduates and employees in STEM sectors within Britain and outline the need for growing
participation within this area.
 A major campaign to enhancethe teaching of scienceand technology. Demand for science,
technology,engineering and mathematics (STEM) skills will continuetogrow. The UK has a
reasonable stock of STEM graduates but problems lie ahead. There has been a 20-year
decline in the number of pupils taking A-Level physics. The review recommends a major
campaign to address the STEM issues in schools. This will raise the numbers of qualified
STEM teachers by introducing,forexample, new sourcesofrecruitment, financial incentives
forconversioncourses,andmentoring fornewly qualified teachers. The government should
continue its drive to increase the number of young people studying triple science, and
consider entitlement for all pupils to study the second mathematics GCSE (due to be
introduced in 2010). The Review believes that there is a major need to improve the level of
career advice given to young people, so that they are aware of the exciting and rewarding
opportunitiesopen tothose withscienceand technologyqualifications. Itwelcomes the role
of a national STEM co-ordinator and the ‘Careers from Science’ website and suggests that
careers advice be built into the curriculum for pupils and Continuing Professional
Development (CPD) for teachers. The rationalisation of extra-curriculum STEM schemes is
supported, with suggestions for those schemes that should be taken forward, including a
national science competition. The Higher Education Funding Council England (HEFCE)
‘Strategic and Vulnerable SubjectAdvisory Group’shouldbe turnedinto an ‘AdvisoryGroup
on Graduate Supply and Demand’ whichproducesan annual report detailing the number of
students graduating in particular subjects,how easily graduates get jobs in particular areas,
andin whatareas industryforesees shortagesofgraduates arising. The Review believes that
such a report would be very valuable for students, Vice-Chancellors and Government.
 Compared to other OECD nations, the UK has a reasonable stock of STEM graduates.
However, a closer look at the situation reveals some potential problems ahead.
 Looking into the future the pipeline of STEM students is a concern. In the past three years
there has been a recovery in the number of students taking A-Level biology and chemistry.
As a result the 10-year picture shows only a modest decline. In the case of A-Level physics
we are looking, however, at a 20-year decline. The number of students taking A-Level
mathematics fell in 2001-2002 and is now recovering.

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Results of action currently taken to improve STEM participation – The following statements from
the report outline some of the results whichhave arisen fromsome currentmeasurements taken by
successive governments to address the issue of participation in STEM.
 The Ten-year Framework (July 2004) and Next Steps document (March 2006) announced
measures toaddressthe STEM skills challengesandsigns ofprogressarenow emerging. The
total number of people recruited to train as science teachers in 2006-2007 was 3,390
(compared with 3,060 in 2001-2002). In mathematics the total number starting to train as
teachers was 2,290, compared with 1,860 in 2001-2002.
 The take-up ofA-Levelphysics,however,has undergonea20-yeardecline. In1990,withthe
introduction of Double Award Science as part of the National Curriculum, it became
compulsory to study science until the age of sixteen. However, chart 7.3 shows that in the
late 1980sthe take-up was beginning to improve, but then from 1990 a rapid decline began
whichhas,asyet,notbeen turnedaround. A decreasingnumberofqualifiedphysicsteachers
is likely to have contributed to the decline.
Situationalreasonsfor why participationinSTEMsubjectsis low – These statements outline some
situational reasons for why participation in STEM is currently low.
 However, there are significant shortages of qualified teachers in key subject areas, and it is
clear that moreneeds to bedone urgently. Ouranalysis suggeststhatsolutions canbefound
and this chapteroutlines specific waysto achieve a step-change in the supply of STEM skills.
 Students’ experiences at an early age have a significant impact on their future choices and
there is wide-spreadconcernthatpupilsare turningawayfromSTEMsubjectsfollowingtheir
experiences at school. At A-Level the take-up of key subjects is a cause for concern. A
detailed analysis reveals that there are a number of different factors in play.
 However,studentsandparentsoftenhavea poorlyinformedview ofscienceandengineering
jobs and their rewards. They have a narrow view of the range of careers that are open to
those who choose STEM subjects, limited to those in the immediate STEM field (scientist,
engineer) and over-looking the fact that STEM qualifications open the door to a wide range
of well-paid jobs in, for example, banking, the media and business.
 Evidence shows that pupils decide what to study at a young age, often before they are 14
years old.
 However,schoolscanoftenbeoverwhelmedbytheopportunitiesavailable tothem, or,more
worringly, unaware of them.
Curriculum Changes – These points outline some critical curriculum changes within the STEM area
of educationwhichmay also be impacting on the engagement ofyoungpeople within these subject
areas.
 The curriculum should provide all pupils with sufficient understanding of scientific and
mathematical principals and should also inspire young people to study STEM subjects
further. Schools begin teaching the new Key Stage 4 Programme of study for science in
September 2006. Additionaltraining and supportis being providedby the ScienceLearning
Centres, the Secondary National Strategy, the Association for Science Education and the
Specialist Schoolsand AcademiesTrust. The Qualificationsand CurriculumAuthority(QCA)
is undertaking a wide-rangingevaluation ofthe changesmade to the Key Stage 4 curriculum
fromSeptember 2006. Aninterimreportisexpected inAugust2007. TheQCA hasconvened

KERRIE NOBLE 13
meetings of independent scientists and engineers to advise on how the new Key Stage 3
curriculum can stretch the most able pupils and will be involving them in the evaluation of
Key Stage 4 later in the year.
Suggested changes and improvements – These statements were included at the end of the report
and outline some suggestions, made by the author, of how participation within the key STEM
subjects could be improved.
 Better awareness of the wide range of worthwhile careers opened up by school STEM
subjects can lead more students to opt for STEM subjects at 14 (GCSE and the future
specialist diplomas), 16 (A-Level and other level 3 qualifications) and 17 (higher education).
Improved awareness of the range of STEM careers, and the contribution they can make to
enhancing human well-being and to addressing major global challenges, could also help to
counterthe imbalance in STEM participation by under-represented groups,particularly girls
in physics and engineering, and some ethnic minority groups in specific STEM areas.
 However,a website alone will not solve the problem. A widespread marketing campaign of
presentations and leaflets to schools, parents, teachers and children will be necessary to
make the website known.
 Extra-curricular activities can play an important role in enthusing young people and
demonstrating the exciting opportunities that studying science can open-up. Some of the
current schemes are very successful. However, at the current time far too many schemes
exist. Eachhas its ownoverheads, few have more than a local coverageand teachers find it
difficult to make sense of the vast amount of literature with which they are bombarded.
Companies also do not feel they get value for money from the funds they put into these
schemes.

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The Royal Academy of Engineering, 2007, Educating Engineers for the 21st
Century, London
 Unless action is taken a shortage of high-calibre engineers entering industry will become
increasingly apparent over the nextten years with serious repercussionsforthe productivity
and creativity of UK businesses.
 Currentinitiatives to encourageschoolstudentstostudymathematics andphysical sciences
and to increase the number of science teachers are strongly welcomed.
Suggested changes and improvements – These statements were included at the end of the report
and outline some suggestions, made by the author, of how participation within the key STEM
subjects could be improved.
 Similar encouragement should also be given for universities and companies to collaborate
with other interested parties along the lines laid outin the Teaching Engineering in Schools
Strategy (TESS) as envisaged in the National Engineering Programme (NEP).
 In the secondary schools,where students make decisions about the university courses they
will pursue, there is an acknowledged shortage of teachers in maths and physics, the
essential precursorsofundergraduate engineering studies. In the universities the structure
and content of engineering courses has changed relatively little over the past 20 years,
indeed much of the teaching would still be familiar to parents of today’s new students.

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The Russell Group of Universities, (February 2009), STEM-Briefing, London
 There are some significant problems earlier in the education system that need addressing in
order to boost participation in STEM. A DIUS report published in January 2009 found that:
o The supply of STEM graduates is critically dependent on the earlier supply of those
with the requisite A-Level (or equivalent) qualifications on how many continue to
study STEM courses in HE.
o Despite the number of STEM postgraduates and graduates in recent years, the
number of pupils taking A-Levels in maths and sciences is not keeping pace.
 Evidence suggests that school students are avoiding A-Level subjects that they perceive to
be ‘harder’, including STEM.
o State schools pupils are significantly less likely to take separate sciences and other
STEM subjects, despite the fact that studying these subjects increases a student’s
future options. They are also far less likely to be taught STEM from teachers with a
degree in the subject. Forexample, 80%ofphysicsteachers in independent schools
had a degree in physics, compared to only 30% of those in state schools.
JustunderhalfofallscienceA gradesatA-Levelare fromindependentschools. Studentsareavoiding
A-Levels deemed to be more difficult
 A 2006surveyof500 studentsfoundthat70%of6th
-formpupils believed it washarder to get
an A-grade in science subjectsthan those that they perceived to be ‘softer’ options. For 2/3
ofrespondents,theperceived level ofdifficultybetweensubjectswasakey factorindeciding
whether to take A-Level science.
 Dr RobertCoe,Director ofthe educational evaluation groupat the Centre forEvaluation and
Monitoring, said that students avoid subjectsperceived as being hard at A-Levelin favourof
ones where they had more chance of getting top grades.
 The relative level ofdifficultyof subjectshasbeen analysed by the Centre forEvaluation and
Monitoring. The research has found that students with a GCSE B in History, Economics,
Geography, English, Sociology and Business Studies average a grade C in those subjects at
A-Level;those witha GCSE Bin Maths,Computing,German, French,Chemistry,Physicsand
Biology average a D at A-Level.
State School Pupils are less likely to take STEM subjects
 A-Level science candidates are concentrated in a small proportion of schools. As the Royal
Society noted, ‘science take-up is strongly skewed at present, with half of all A-Levelentries
in science coming from just 18% of schools.’
Teachers and Classrooms
 In 2205, roughly 80% of physics teachers in independent schools had a degree in physics,
compared to only 30% of those in state schools. Almost one in four secondary schools in
England no longer has any specialist physics teachers.

KERRIE NOBLE 16
 22%ofphysicsrecruits to independent schoolshadfirsts compared to13%of those goingto
the state sector andthey were much more likely to have received their degree from selective
universities.
 Over 30% ofthose teaching mathematics in school do not have a post A-Level qualification
in the subject.
 More than half (56%) of training teachers are forced to retake their basic literacy and
numeracy exams annually in order to pass. Last year, 35,150 trainees took 46,460 tests.
A shortage of STEM graduates entering the economy
 The engineering sector is a major recruiter of STEM graduates. A survey based on 444
engineering companies and 81 universities found that:
o Industry requires engineering graduates with excellent technical skills, a high
standard ofmathematics and broaderskills suchascommunicationability andteam
working.
o The numberof university entrantsto engineering remained static between 1994and
2004, even though total university entries rose by 40%.
o Engineering courses are seriously under-funded, and this risks constraining
innovation in learning and teaching.
o UK engineering faces a serious shortage of graduates. Unless action is taken, the
shortage of high quality engineering graduates could have serious repercussions for
the UK industry.
Problems exist earlier in the education system:
 Students taking ‘key’ subjectssuchasphysical sciences and maths, have becomeworryingly
low despite a few recent trend-bucking increases.

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Evidence for Policy and Practice Information and Co-ordinating Centre, 2010, Subject Choice in
STEM: FactorsInfluencingYoungPeople(aged14-19) inEducation(A systematicreviewofthe UK
literature), University of London
The factors that have been considered to influence subject choice are listed below – but, with the
exception of gender, ethnicity and ability, each factor was only investigated in on study and/or in
lower-quality studies:
 Gender
 Ethnicity
 Ability
 Socioeconomic status
 School/college size
 School type (comprehensive/grammar/etc.)
 School type (with sixth-form/without sixth-form)
 School type (single-sex/co-educational)
 School type (independent/local authority)
 School type (religious denomination)
 Grouping practices (i.e. setting by ability)
 Geographical setting
 Subjects taken at GCSE
 Qualifications of teaching staff
 Performance of school/college
 School status (degree of autonomy of school management)
 Gender ratio of staff
 Urbanicity
(Personal factors and contextual factors)
Table 6.1: Gender and choice of KS4 subjects (14-16) years

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Table 6.2: Ability and choice of KS4 subjects
Table 6.3: Socio-economic status and choice of KS4 subjects
Table 6.4: Size of school and choice of KS4 subjects

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Table 6.5: School type (single-sex/co-educational) and choice of KS4 subjects
Table 6.6: School type (independent/educational authority) and choice of KS4 subjects
Table 6.7: School type (religious denomination) and choice of KS4 subjects
Table 6.8: School type (grammar/comprehensive) and choice of KS4 subjects

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Table 6.9: School type (with sixth-form/without sixth-form) and choice of KS4 subjects

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Stevens, H., 2012, Employer Engagement in STEM Learning in the Heart of the South West,
University of Exeter
Why is learning STEM related subjects important?
ArgumentsforsupportingSTEM educationgo beyondthe economic,however. The BIS attitudes to
science survey identified the following social benefits of science:
 Improvedqualityoflife, throughbothmedical advancesandnew consumertechnologiesand
gadgets;
 Enhanced entertainment and popular culture, such as in art, music and television;
 An understanding of science equipped the public with the tools and ability to challenge the
status quo,politically or culturally, and that withoutthis, people would lose informed public
debate; and
 Science added to the art of conversation, from popular science books through to simple
conversations about the weather.
Finally, some respondents saw an inherent Britishness within inventiveness, extending back to the
industrial revolution, so saw science as part of a national cultural heritage.

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IPSOSMORISocialResearchInstitute,2011,Public Attitudesto Science,Department forBusiness
Innovation and Skills, London
Key Indicators Diagram
Enthusiasm for Science
As in previous PAS studies, the public generally views science and scientists as beneficial to society:
 Four-fifths(80%) agreethat, “on the whole, science will make our lives easier” and over half
(54%) think that “the benefits of science are greater than any harmful effect”.
 Nine in ten (88%) think “scientists make a valuable contribution to society” and eight in ten
(82%) agreethey “wanttomake life better forthe average person”.The proportionagreeing
with the latter statement has risen by fifteen percentage points since 2000.
 From a list of phrases shown in the survey, people are most likely to pick out serious (48%),
objective(41%) andrational(33%) todescribe scientists. From this list, they are least likely to
associate scientists with being narrow-minded (9%), friendly (9%), too inquisitive (7%) and
good at public relations (5%).
Inthe workshops,thecontributionthat participants most wanted science to make to society tended
to reflect their life stage:
 Younger participants were more focused on technologies and gadgets that would make
everyday life easier.
 Older participants thought more about advances in medicine.

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Participantswere divided as to whetherto prioritise scientific developments whichwouldhelp tackle
global issues suchashunger,andclimate change,or developments more likely tobenefit those living
in the UK, such as a cure for cancer.
Interest in Science
The UK public is highly interested in science. Four-fifths(82%) agreethat “scienceis sucha big part
of our lives that we should all take an interest”, with a quarter (25%) strongly agreeing. Two-thirds
(68%) also think “it is important to know about science in my daily life”. Agreement with both
statements has increased since 2000, by nine and eight percentage points respectively. The middle
classes (ABC1s) and those with a higher education are more likely than average to agree with both
statements.
However, the difference in scores for these two statements indicates that some people see science
as important, but not necessarily personally relevant. They think the public should take an interest,
but are less willing to do so themselves.
Fewer than one in ten (8%) think they hear and see too much or far too much information about
science, suggesting that most people do not feel overexposed to science. Instead, four in ten (38%)
think they hear and see the right amount of information, while five in ten (51%) think they hear and
see too little or far toolittle, indicating an appetite forknowing more about science.The proportion
saying they hear and see too little or far too little has increased by 17 percentage points since 2008.
Feeling Informed
Fewer people say they feel informed aboutscience, and scientific research and developments (43%)
thansay they donot (56%).Womenandtheless affluent (C2DEs) tendtofeelless well informedthan
average, which is consistent with previous PAS studies. Those with internet access generally feel
better informed than those without.
The proportion feeling informed (43%) has actually declined by 12 percentage points since 2008,
althoughit is still in line withthe 2005level.The findingssuggestthere aremany factorsatworkhere.
On one hand, access to information and confidence in understanding science has increased:
 The proportion agreeing that “finding out about new scientific developments is easy these
days” (49%) has risen by 13 percentage points since 2000.
 Three in ten (32%) thinktheyare “notclever enoughtounderstandscience andtechnology”,
but this proportion but has fallen by six percentage points since 2000.
 Just15%say that they “don’t understandthe point ofall the sciencebeing done today”,with
seven in ten (72%) disagreeing. The proportion agreeing has fallen by 14 percentage points
since 2000.
Onthe other hand,more people now think the complexity ofscience and the speed of development
are making it difficult to keep up:
 Six in ten (63%) agree that “Science and technology are too specialised for most people to
understand them”, up seven percentage points since 2008.
 Almost half (46%) think that they “cannot follow developments in science and technology
because the speed of development is too fast”, up four percentage points since 2008.
 Seven in ten (71%) also agree that “there is so much conflictinginformation about science it
is difficult to know what to believe”.

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How informed people feel also varies by topic. Of the various science and social science topics
explored in the survey, people feel most informed about climate change (+51 net informed15),
vaccination (+47), human rights (+35) and renewable energy (+23), perhaps reflecting the greater
coveragethese issues receive inthe media. People feel far less informed aboutnanotechnology(-67)
and synthetic biology (-78), both relatively new areas of research.
Studying Science
The importance ofscience educationis apparentin the surveyfindings,where a quarter (24%) agree
that “schoolputmeoffscience”.Thisissomewhathigherthanin 2008(21%) and2005(20%).Women
are more likely to agree than men. Those from social grades DE are also slightly more likely than
average to agree.
People are divided about whether the sciencethey learned at schoolis useful in their everyday lives,
withslightly more thinkingit wasusefulthannot(44%versus36%).Theyaremorelikely tosee maths
as useful in their daily lives (67%).18People are also uncertain about how useful school science has
been fortheir job– aroundtwo-fifthsthinkit has been useful(37%) andasimilar proportionsay it has
not been useful (42%). Again, more (66%) think maths has been useful in their jobs.
People have a mixed view of the quality of science teaching, relative to other subjects.When asked
whether the teaching of science was better or worse than the teaching of the other subjects, half
(51%) say it was about the same, and a slightly higher proportion say it was better (22%) thansay it
was worse (18%). The proportion saying it was worse has fallen by seven percentage points since
2008.
Among those who think science teaching was better or worse than the teaching of other subjects,
common (unprompted) reasons for this relate to the teacher. Relatively few say that they think
sciencewas taughtbetter or worsethan other subjectsbecauseit waseasy or hard respectively. This
suggests that it is not necessarily the level of difficulty that puts people off science at school.

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Girl ScoutsofAmericaResearchInstitute,2012,GenerationSTEM: What GirlsSay About Science,
Technology, Engineering and Maths, Lockheed Martin
Women and Girls in STEM
However,thereare some fields in whichfemalerepresentation has remained low.Within STEMfields
women are better represented in life sciences, chemistry, and mathematics; women are not well
represented in engineering, computing, and physics.
• Women account for about only 20% of the bachelor’s degrees in engineering
computer science, and physics
• Regardless of specific area of STEM, only about 25% of these positions are held by
women.
Researchersandexpertsin STEMeducationagree thatboostingthenumberofwomeninSTEMfields
would expand our nation’s pool of workers, educators, and innovators for the future, bring a new
dimension to the work, and potentially tackle problems that have been overlooked in the past.
Achievement in Math and Science
However, a number of factors are known to reduce performance, and likely have influenced
perceptions of girls’ ability to achieve in math and science:
 Outdated stereotypes and feelings of insufficiency can hold girls back. Social psychological
research shows that the stereotype that girls are not as good as boys in math can have
negative consequences.Whengirlsknow orare made aware ofthis stereotype, theyperform
much more poorly than boys; however, when they are told that boys and girls perform
equally well on a test, there is no gender difference. It is possible that girls are internalizing
this stereotype andtalking themselves outof achievingin math andscience when,in reality,
they are doingjustas well or better thanboys.This stereotype threat hasalso been foundfor
African American and Hispanic students in test achievement.
 Compared to boys, girls with the same abilities are more likely to give upwhen the material
is difficult and to talk themselves out of pursuing the field. Research has also shown that
having confidence in one’s ability and believing that hard work and effort can increase
intelligence are associated with higher achievement in math and science among girls. This
andother researchsuggestthat perceptionofone’sability orcapability is more important for
a girl than her actual ability or knowledge, and changing this perception can lead to more
entry into STEM domains.
Interest in Math and Science
Research shows that girls start losing interest in math and science during middle school. Girls are
typically more interested in careers where they can help others (e.g., teaching, child care, working
with animals)xix andmake the world a better place. Recent surveyshave shownthat girls and young
womenare muchless interested than boysand youngmen in math andscience.A national reporton
college freshmen major/career interests shows that on average, 20% of young women intend to
major in a STEM field, compared to 50% of young men. Four consecutive years of data show that
these numbers increase for youngmen over time (from 45%to 56%),but do not increase for young

KERRIE NOBLE 26
women.Anotherrecent poll showedthat 32%of girls ages 13-17thoughtthat computingwouldbe a
good college major,compared to 74% ofboys in the same age range. This lack ofinterest may be a
productof older stereotypes about girls doing poorly in math, or of low confidencein their abilities,
or alternatively may reflect a general well-roundedness in girls that leads many to turn to their high
verbal skills during career planning.

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Department ofFurtherEducation,Employment,ScienceandTechnology(Australia),2013,Female
Participation in STEM Study and Work in South Australia 2012, Adelaide
Attitudes towards STEM – These statements outline some current attitudes of a variety of people
from society towards STEM.
Many females studying Prime STEM in secondary school do not aspire to study Prime STEM at
university.
Females comprise 45% of Prime STEM school students compared to 25% of Prime STEM university
applicants.
Sowhatappears tobe apromising patternofequal numbersofschool-agedmales andfemales going
on to enrol in university STEM courses,whenmore closely analysed, showsthat female preferences
forSTEM degrees trend heavily towardAllied Health STEM, while males incline toward Prime STEM
and Allied Economic STEM.
These first twophases of the learning-work continuumemphasise the first major point ofdifference
between males and females – that females aspire to different STEM goals than their male
counterparts, and that these aspirations are carried through to actual study in those STEM areas.
School to University – University Readiness
Inthe early nineties, 90%ofstudentsin Year 12 studiedscience.In2010 thatfigurehadbeen reduced
tohalf ofthe Year 12 cohort(51%)14.Thereisnodoubtthatfewerstudentsare studyingsciencethan
ever before. It has also been a long standing view that STEM curriculumneeds to meet the needs of
studentswhowill become scientists andengineers or beinvolved in science-related professions.This
does not discount the need for scientific literacy as a life skill, but it does re-direct attention to the
broader issues around Australia’s future economic prosperity.
The current study found that 36% of SACE Stage 2 subjects completed (C-grade or higher) and IB
subjects (diploma obtained) were related to STEM, of which 48% were female students. In this
respect, females are holding their ownalbeit in a muchreduced pool ofstudents, whichcanbe seen
by comparing this recent data by subject with student data in the early nineties provided by the
Australian Academy of Science. The study also found that the proportion of SACE Stage 2
completions(C-gradeorhigher),andIBcompletions(diplomasobtained) asaproportionofIBsubject
registrations, were both higher for females than they were for males, illustrating that females are
performing well.

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Within the cohorts of males and females successfully undertaking STEM subjects at SACE Stage 2,
females were approximately twice as likely to engage in Allied Health STEM subjects as are males.
Interestingly, the percentage ofmale and females whostudied Allied Economic STEM subjectswere
almost identical, meaning that the excess of female students in Allied Health STEM subjects is
exclusively to the detriment of the pool of females studying Prime STEM subjects.
These observations confirm a trend of the last two decades, which has seen significant increases in
female participation in STEM at the senior levels of school. It also gives credit to previous equity
policies aimed at encouraginggirls to study scienceand to pursuecareers in non-traditional fields15.
However,as noted by SharonBell, it is also an outcomethat has in recent times foundexpression in
newer equity policy that gives prominence to the differential achievements of boys in education on
the basis that boys appear to be failing16. The effect of this has been a shift away from female
participation in STEM as an equity issues, to a broader economic argument.

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Eurostat (European Commission), 2011, Education Statistics, Brussels
Graduation in maths, science or engineering
Large increase in student numbers graduating in maths, science or engineering exceeded the EU
benchmark well before 2010
In the EU, attention was focused on the numbers of students graduating in maths, science or
technology(MST) subjectsduringthe decade2000 to2009.The benchmark aim was to increase the
total number ofMST graduates by at least 15 %by 2010,while at the same time lowering the gender
imbalance.
Overall numbers in the EUhad already increasedby more than 15%early onin the decade (2003).At
39.7 % the 2000-2009 growth was more than double the original benchmark (see Table 2).
There were particularly high percentage changesin Romania andSlovakia. However, one reason for
the increasing number of MST graduates may also be the structural reforms implemented in many
European countries under the Bologna process for the European Higher Education Area during the
period. The Bolognaprocesshas introducedbachelor and master cycles in tertiary education and, all
other things being equal, this is resulting in shorter degree structuresand therefore more graduates
per reference period.
Today most Europeanhigher education systems offerfirst a bachelordegree (normally three to four
years long) followedbyamasters degree(1 to2 years) instead ofonelongfirstdegree leading directly
to a master degree.
Infact,the growthinMST graduates between2000 and2009wasrelatively low, both at EU level and
in most countries, compared with other fields of study such as services, health and social sciences,
business andlaw, where growthrates in the same period ranged fromover 65 % to closeto 100 % at
EU level. Atmore than 50%,the average percentage changeforall fields ofstudyfrom 2000 to2009
was substantially higher than the MST growth rate.
In 2009 around one third of graduates at tertiary level graduated in subjects such as social science
(economics,political scienceandpsychology),businessstudiesand law (Table 2).Healthand welfare
(forexample medicine, pharmacyand nursing) wasthesecondbiggest groupwithmore than 15% of
graduates. Four groups account for around 10 % of graduates each (engineering, humanities,
education and science/maths). At tertiary level there are not many graduates in
agriculture/veterinary orservicesubjects;theformerreflects theoverall importance ofthesesubjects
in terms ofemployment, whereas the latter reflects the factthat service subjectsare mainly studied
at lower education levels (upper secondary and post-secondary education (ISCED level 3 and 4)).

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Share of women studying maths, science and technology
The share ofwomenstudyingmaths, scienceandtechnologysubjectshave remained stable over the
last decade, although the overall share of women in tertiary education has risen.
Incontrasttothe development described in theprevioussection, theMST gender imbalance wasnot
reduced during the decade 2000-2009. Less than one third of MST graduates were women in 2000
and this was still the case in 2009.
Moreover, the countrydeviation is relatively small. This means there have not been any real success
stories in improving the MST graduate rate of women across Europe (see Table 2).
The share offemale graduatesrose slightly in mostfields ofeducation at tertiary level during the last
decade,at EUlevel andinmost countries,althoughthepictureismore stable forhumanities andarts,
falling slightly for sciences, mathematics and computing at EU level (see Figure 11).
In2009womenaccountedformorethan 75 %of graduatesin education andtraining, around75 % in
health and welfare, 70 % in humanities and arts, and 60 % in social sciences, business and law. In
Romania,Estonia, andItaly (withintheEU) andCroatia (outsidethe EU) morethan90 %ofgraduates
in education and training were women (mainly becoming teachers). On the other hand, men

KERRIE NOBLE 31
accounted for more than 80 % of graduates in engineering, manufacturing and construction in
Germany, Ireland, the Netherlands andAustria (withinthe EU) and in Switzerland, the US and Japan
(outside the EU).

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Department for Education, 2010, The STEM Cohesion Programme: Final Report, London
Pupils’ Attitudes Towards Experiences of STEM
Key findings summary
• Over the period of the evaluation, several measures of pupil attitudes toward STEM showed
improvement. These includedenjoyment ofscience andengineering and intention to study STEM in
the future. A number of measures, such as awareness of careers related to the STEM subjects,
showed no significant changes, while in the area of aspiring to work in STEM area, pupil aspiration
actually decreased throughout the evaluation period. Interesting changes observed throughout the
evaluation period included the following:¾ InYear 2 of the survey,a greater proportionofpupils (78
per cent) reported that they enjoy science. This was a statistically significant increase on the Year 1
percentage of 68. By Year 3, this proportion had reduced slightly to 73 per cent, although this
decrease was not statistically significant. ¾ Of those students studying engineering, a significantly
greater proportion reported that they enjoy it in the second and third years of the evaluation,
compared with the first year. ¾ Between Years 1 and 2 of the survey, there were statistically
significantincreases inthe numbers ofpupilsreportingthatthey wouldlike/quite like to studyscience
(45 per cent to 55 per cent) and mathematics (38 per cent to 46 per cent) in the future. By Year 3 of
the survey, the proportions of pupils interested in studying science or mathematics had decreased
(to 50 and 40 per cent respectively), although none of the changes in Year 3 was statistically
significant.¾ Students’ desire to study sciencebeyond GCSElevel is increasing.Asin previous years,
a greater proportion of pupils responding to the Year 3 survey indicated their intention to study
science beyond GCSE-level
• Students’ knowledge of STEM jobs increased initially throughout the evaluation period, before
falling slightly during Year 3. A greater proportion of pupils responding to the Year 2 survey (58 per
cent) felt they knew enough or a bit about STEM jobs than in Year 1. By Year 3, this proportion had
reduced again to 53 per cent, although this decrease was not statistically significant.
• Although the interest and engagement of young people in STEM is increasing, by Year 3 of our
evaluation, fewer pupils were aspiring to a STEM career. This would seem to indicate the need for
continued focus on the communication of STEM careers information and guidance.
Data comes primarily from a paper survey completed by 238 pupils aged 14 and 15 years studying
STEM subjectsinninesecondaryschools(seeAppendix2 forfurthersampleinformation).Thesurvey
is a repeat ofthe surveys administered in 2008(Year1,baseline) and in 2009(Year2). A different set
of Year 10 classes (from the same schools) completed the survey each year. This has allowed for
identification of statistically significant changes in attitudes towards, and experiences of, STEM.
Where suchchanges from the baseline and Year 2 results are found, they are highlighted in the text,
and results from both previous surveys are included in the tables to aid the comparisons. Keeping
with the format of the teacher survey data, pupil data is presented as valid percentages as opposed
to actual percentages.
Enjoyment of STEM
Survey pupils were asked whether they enjoyed studying the four individual STEM subjects (Tables
9.1 to 9.4).Themajority ofpupils whostudied scienceand technologyenjoyed,or quite enjoyed,the

KERRIE NOBLE 33
subjects.Inrelation to science,73 per centof pupils were positive, with 76 per centof those studying
technology also registering enjoyment of the subject. Looking across the three years of the survey,
the increase fromYear 1 to Year 2 in students reporting that they enjoyscience (from68per cent to
78 per cent) was statistically significant at the 5% level, indicating that more pupils were enjoying
scienceinYear 2 ofthesurvey.ByYear 3ofthesurvey,the proportionreportingtheirPupils’attitudes
towardsandexperiences ofSTEM 60 enjoymentofsciencehad reducedslightly from Year2, butthis
decrease was not statistically significant.
When compared to science and technology, a lower proportion of pupils indicate that they enjoy
mathematics (59 per cent). However, engineering was the subject that was enjoyed by the lowest
proportionof pupils.Justover half of pupils (53per cent) do notstudy engineering, but ofthose who
do,as in Year 2 ofthe survey,over half in Year 3indicated that they enjoy, orquite enjoy,the subject
(56 per cent of the 102 studying engineering).
Interest in Studying STEM
Pupils were surveyedabout their interest in studyingSTEM subjectsin the future(see Tables 9.11 to
9.14below),andthehighest level to whichtheyintended totake eachsubject(seeTable 9.15below).
Pupils weremost interested in studyingscience,technology and mathematics in the future.Half the
pupils (50 per cent) indicated that they would like, or quite like, to study science in the future, and
slightly lower proportionsresponded similarly fortechnology (41 per cent) andmathematics (40 per
cent). As in previous years, a substantially lower proportion of pupils (23 per cent) stated that they
would like, or quite like, to study engineering in the future. This may be due to a lack of awareness
around what engineering might actually involve.
ComparingYear 1 and2 ofthe survey, there were statistically significant increases in the numbers of
pupils reporting that they would like/quite like to study science in the future (45 per cent to 55 per
cent) and to study mathematics (38 per cent to 46 per cent). However, in Year 3 of the survey, the
proportions of pupils interested in studying science or mathematics had decreased, whilst the
proportion interested in studying technology in the future had increased, although none of the
changes were statistically significant. Pupils’ attitudes towards and experiences of STEM 69
Asin previousyears, in Year 3 ofthe survey,pupils’ intentions forfuturestudy were closely related to
whatinterested them. The STEM subjectsthatthe greatest proportionof studentsintended to study
post-GCSE were science (63 per cent) and mathematics (51 per cent).
A substantially smaller proportionof survey pupils intended to studytechnology post-GCSE (25per
cent),and only a minority intended to studyengineering (14 per cent).The subject that the greatest
proportion intended to study at degree level was science (27 per cent), although this was a slight
decrease fromYear 2 ofthe survey (31 percent).Substantially smaller proportionsintended to study
mathematics (14percent),technology(nine per cent) and engineering (six per cent) at degree level.
Focusgroupdiscussionsshedlightonthereasonsyoungpeoplemay be interested in studyingSTEM.
This included a perception that these subjects would be more likely to lead to employment, as well
as of their relevance to a broad range of careers (not just those that are directly linked to STEM),
throughtheir contributionto a young person’s portfolio of skills and qualifications. Some individuals

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were optingto study maths because they believed it washeld in high regard and demonstrated their
intellectual abilities:
 Science,maths and technologyare subjectsyouhaveto concentrateonand workhardat, so
that is good preparation for life outside school, sort of learning how to learn and to stick at
something.
 Most jobs now need maths or science and to get GCSE in maths you need to know a lot of
stuff.
 If you can do it, maths is a really good thing to do because people think really highly of it.
 I might do maths A level because maths is useful for everything

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Department for Business Innovation and Skills, 2012, Engaging the Public in Science and
Engineering, Online, Available at https://www.gov.uk/government/policies/engaging-the-public-
in-science-and-engineering--3/supporting-pages/inspiring-students-to-study-science-technology-
engineering-and-mathematics, Accessed 14/10/13
The governmentbelieves that if wewantthe UK toremain a worldleader in researchand technology
we will need a future generation that is passionate about, and skilled in, science, technology,
engineering and maths (STEM).
STEMNET
The Science, Technology, Engineering and Mathematics Network, STEMNET, is a UK-wide
organisation set up to inspire young people to take an interest in science, technology, engineering
and mathematics.
Studying STEM subjects helps young people to develop their creativity, problem-solving and
technical skills, and makes them better able to make informed decisions about STEM issues.
STEMNET runs 3 programmes:
STEM ambassadors-25,000 volunteerswhoprovideafreeresourceforteachers helping them deliver
the STEM curriculum in fresh and innovative ways
STEM clubs network- clubs that allow children to explore, investigate and discover STEM subjects
outside of the school timetable and curriculum
schools STEM advisory network- 45 organisations across the country that offer impartial advice to
schools on how they can help get students into further STEM education, training and employment
STEMNET receives funding from the BIS and the Department for Education.
National Science and Engineering Competition
The National Science and Engineering Competition is open to all 11 to 18 year-olds living in the UK
and in full-time education. It rewards students who have achieved excellence in a STEM project.
The aim of the competition is to recognise and reward young people’s achievements in all areas of
STEM and encourage others to become interested in STEM subjects.
The British Science Association coordinates the competition in partnership with The Big Bang Fair
and Young Engineers.
The Big Bang Fair
The Big Bang is the largest celebration ofSTEM foryoung people in the UKand is aimed at showing
7 to 19year-olds justhow many exciting and rewarding opportunities there are for people interested
in STEM subjects.

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Department for Business, Innovation and Skills, 2012, Engaging the Public in Science and
Engineering, Online, Available at https://www.gov.uk/government/policies/engaging-the-public-
in-science-and-engineering--3, Accessed 14/10/13
Science and research are major contributors to the prosperity of the UK. For our prosperity to
continue, the government believes we need high levels of skills in science, technology, engineering
and maths (STEM), and citizens that value them.
Actions
To engage the public in science and engineering we:
hold the British Science Festival and the National Science and Engineering Week, events that
promote science and raise the public’s awareness of science issues
fundthe work of3 independent national academies: the Royal Society, the British Academyand the
Royal Academy of Engineering
make science and engineering policy decisions that are informed by monitoring public opinion
promote science in schools and fund programmes and events that inspire students to study STEM
subjects
Background
In 2008 the Department for Business, Innovation and Skills (BIS) funded A Vision for Science and
Society - A consultationonDeveloping a New Strategy forthe UKto findouthow we shoulddevelop
science skills, improve science communication and build public confidence in science.
The consultation identified five areas for us to improve:
science for all - changing public attitudes on science
science and the media - training the scientific community to work with the media
science and learning - inspiring young people to take an interest in and study STEM subjects
science and careers - improving career advice for people wanting to work in science
science and trust - increasing public trust in how science is done
Based on this consultation we have drafted a set ofcriteria on whatwe should fund,whichhas been
opento thepublic forcomment.The nextstep is todevelop anew set ofscienceand society activities
ready for the next financial year.
Published:
12 December 2012
Organisation:

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Department for Business, Innovation & Skills
Minister:
The Rt Hon David Willetts MP

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Department for Education, 2008, After-school Science and Engineering Clubs Evaluation: Final
Report, London
Findings
Selection of pupils to join the clubs
• A large majority of schools(79%) used the identification of pupils as being gifted and talented as a
recruitment tool, or used open ‘invitation’ methods (74%), with most schools using more than one
method. Only 29% of schools used borderline level 6 to 7 (predictions of attainment in key stage 3
tests) as a criterion. Many club leaders identified competition from other after school activities, e.g.
drama club, music lessons, after school sports activities, as a barrier to recruitment. 2
Club organisation
• Mostclubs(79%) hadacoremembershipthatattendedevery session,whilsta few clubs(5%) invited
additional pupils to specific sessions. A small minority (9%) had different sets of pupils for each
activity. In some schools older pupils were used as mentors. Club activity programmes were mainly
developed by teachers, although in a minority of cases, pupils' ideas were taken into account.
Engagement with other organisations and support
• Museums and similar venues were most popular with clubs in terms of organising visits, with
businesses being the main source of visitors to schools. The motivational value of events such as
competitions was recognised, although in a minority of schools there was a view that the required
time commitment was problematic.
• Most rural schoolshad not recognised the potential of agriculture and the rural economyas being
suitable examples of STEM (Science, Technology, Engineering and Mathematics) business.
• The goodpracticeworkshops(organisedbytheScience,TechnologyEngineeringand Mathematics
Network orSTEMNET) providedthe most opportunityforschoolinteraction,being attended byover
50% of schools but other inter-school links were scarce. Schools valued the BA (British Association
for the Advancement ofScience) and STEMNET web resources available to supportclubs, although
a minority ofschoolswere not aware of their existence. Support,where accessed, from SETPOINTs,
and the role of the STEMNET regional directors, was valued.
Pupil views on club organisation
• The majority of pupils(80%) thoughttheirclubwas well organised andover 90%thoughtthat they
did interesting things in the club, and the majority of pupils' views about their involvement in their
club became more positive the longer they had been a member.
• Most pupils thought they had developed their understanding of what engineers and scientists do
(69% and 75%), although most discussions with pupils during case study visits revealed a lot of
ongoing misconceptions. More pupils thought the club had helped their understanding of science
(64%) and design and technology (D&T) (49%) than mathematics (40%).
Activities and competitions

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• Themost popularactivities (allcarried outin50%ormoreofschools) wereenergyandenvironment,
flight and/or rockets, building (and sometimes racing) cars, roboticsand electronics. Other research
evidence1 shows that prevalence of ‘cars and rockets’ activities may be counterproductive with girls
• The majority (62%) of schools had run between 3 and 6 different club topics. Almost all schools
(98%) hadorganisedsome form ofcelebration event. 1 Murphey,P and Whitelegg, E., (2006) Girlsin
the Physics Classroom Institute of Physics, London 3
Impacts on pupils
• The vast majority of club leaders and other staff saw improvements in practical skills, self-
confidence and thinking skills of pupils. A significant majority also noted changing attitudes to and
understandingofscience,maths and engineering. However,whenasked about outcomesrelating to
achievement, a small majority (e.g. 56% for science) were unsure whether there had been any
change, and a small minority (e.g. 3% for science) disagreed that pupils were showing improved
achievement, whilst 4% of leaders strongly agreed, and 38% agreed, that pupils were achieving
higher in science.
• Pupils who participated in the clubs were, perhaps unsurprisingly, more likely to have positive
attitudes to learning related to science and engineering, compared with the reference group, and
were more likely to have sustained their interest and enjoyment in science over time. This was
particularly true for girls and Year 8 and 9 pupils. Club members were more likely than reference
group pupils to state they intend to carry on in education post-16 and go to university.
• Both club members and the reference groups showed a marked preference for studying science
post16andat university comparedwith engineering or mathematics. Very low numbersofgirls (club
members and reference groups) intended to study engineering. However, where it was possible to
match pupil responsesto the twosurveys, the evaluation team foundthat club members were more
likely to have become more positive towards studying engineering at university compared with
reference group members, and this was particularly true for girls and Year 9 pupils.
• The pupil surveyssuggestthat clubmembers are more interested in futurescienceand engineering
careerscomparedwith thereference grouppupils.Again,girlsshowedfarless interest in engineering
as acareer.Girls were morelikely to havebecome morepositive as aresult ofclubmembershipabout
wanting to become a scientist compared with the reference group.
Impacts on club leader and other staff
• Significant majorities of clubleaders identified new equipment, better understandingofthe STEM
agenda, increasedSTEM profile in school,enhancedcollaboration within andbetween departments,
andbetween parentsandschools,andenhancedclassroompracticeasbeingbenefits ofclubactivity.
• Around half of other staff involved in the clubs had received training for their involvement.
Involvement in clubsincreasedother staff members’ perceived level of understandingofscienceand
engineering careers and the STEM agenda, and the majority of respondents indicated their
enthusiasm for STEM subjects had grown through involvement in their club.
• There had been a positive impact on staff-pupil relationships, and over half of the club leader
respondentsindicated a positive impact on their classroom practiceand ontheir subjectknowledge.
A majority of these respondents indicated an increase in cooperation within and between
departments. A large minority of staff identified time to prepare for and to run clubs as the biggest
challenge.

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Other impacts on the school
• There had been a rise in the profile of STEM acrossmost schools.There is some evidence that the
impact of clubs beyond club sessions was linked to the degree of management support.

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Office for National Statistics, Historic UK Population Pyramid, Census Figures 2011, Online,
Available at www.ons.gov.uk/ons/interactive/historic-uk-population-pyramid/index.html,
Accessed 14/10/13
The pyramid chart below outlines the UK population, by age and sex, correct as of the 2011 Census.
*All information obtained from the sources identified throughout Appendix 1 will be summarised
more formally at the beginning of the project.

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Appendix 2 – Outline of Project Methodology

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Appendix 3 – Detailed Project Plan and Approach

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Appendix 4 – Project Gantt Chart

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Appendix 5 – Outline of Initial Ideas Emerging from Focus Group Activity
The images and descriptions of initial ideas shown in this Appendix have been taken during an idea
generation session which was held with 5 explorer scouts. Their task brief was to model a gadget
which they thought could be used in scouts to help people engage in STEM and possibly help them
explorer science in order to help them with their school subjects.
This is an idea to build an old-fashioned horse
cart. The idea is to build the cart using simple
fasteningsandcreate theelectronic circuitusing
traditional methods like soldering. This would
be customisedas it wouldbe entirely the choice
ofthe useras to the choiceof componentsused
and the layout of the circuit. This element
would give the user good knowledge of
electronics. Once that was complete the kit
could be used to tow a trailer etc., through the
use of magnets, thus teaching the user about
mechanical and magnetic forces. This could
also form the basis of a competition as the kit could be customisable in terms of the exterior
appearance the speed etc. achieved through the design of the circuit.
This idea was centred around building an
automatic rowing boat. An electronic circuit
would be needed to drive the mechanisms
required to make the boat row autonomously.
This would provide the user with a good
knowledge of electronics and mechanics. The
boat could then be used in water to the user
would have to think about material and water-
proofing which may be required. This would
also provideagoodsenseofachievement when
they are able to watchtheboatsailing onwater
in a real-life situation.
This is an idea to have a kit-built monster truck. The
kit would have the main basic components such as
the axles, circuitry and a chassis but the rest of the
design wouldbe made by the user, or groupof users.
This would then facilitate learning about the
electronic circuitry involved in powering a vehicle,
along with the drive components required. It would
also give the user a key role and help sustain their
interest in the projectbygiving them controloverthe
final design output. This could then be used in a

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nation-wide competition where design and function were judged against other groups of users.
A self-assembly rocket was anotheridea presented by the focus
group. The idea centred on the rocket containing individual
rooms, which would require the use of technical building skills
and as a result the user would develop highly refined
construction techniques which would have a practical
application in the real-world. In terms of the electronics
incorporated within the idea, there would be a requirement to
producea large downwardforcein order to make the rocket fly,
although this would have to be controlled in some way in order
to ensure the kit was re-usable. The focus group thought this
would encourage a lot of interest in the kit and would generate
great excitement when the users were finally able to see the
rocket flying, again adding to a sense of achievement because
the user will have built something which can fly.
The last idea presented by the focus group was a mechanically
operated flower which would combine using knowledge in the area
ofsolar powerand mechanicaldrive mechanisms in order to operate
the flower. The idea is that the flower will be bent in two, once the
sun rises it will charge the solar panel, connected to the electronic
circuit, and this in turn will start to operate the mechanisms which
will slowly make the flower rise to its up-right position. Once in the
up-rightpositiona butterfly,situated ononeofthe flower petals, will
move. The focusgroupthoughtthiswouldhelpteachyounglearners
about renewable energy, mechanisms and programming through
the need for the flower to complete this autonomously. They
thoughtit wouldalso be nice decoration oncecompleted and would
not gather dust like much of the kits commercially available now.

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Appendix 6 – Outline of Initial Ideas Emerging from Visit to Glasgow Science Centre

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Appendix 7 – Outline of Initial Ideas Surrounding Circuit Construction

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