2014-20153 higher level workshops available 2014-2015 fundamentals of project management the...

2014-2015

Science and EngineeringWorkshops for Year 12/13 Students

Contents

Introduction to Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Workshop Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Optional Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Working together as a group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Learning Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Higher Level workshops available 2014-2015 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Fundamentals of Project Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Fundamentals of Lean Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Sport and Exercise Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Science/ Technology/Engineering/Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Science Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Study Skills and Data Handling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Quantitative Principles and Analytical Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Introduction to Biological Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Principles of Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Food Forensics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Biomolecular Analytical Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Chemical Analytical Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Food Chain Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Food Processing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Rapid Methods for the Detection of Contaminants and Allergens . . . . . . . . . . . . . . . . . . . . . . 12

Mathematical Modelling and Problem Solving in the Real World . . . . . . . . . . . . . . . . . . . . . . 13

An Introduction to Biomedical Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

New Engineering Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Planet Energy: Engineering Sustainable Energy for the Future . . . . . . . . . . . . . . . . . . . . . . . . . 15

Green Balls of Jelly: Practical Engineering and Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Can you Beat the Computer High Score? Engineering Simulation . . . . . . . . . . . . . . . . . . . . . 16

1

Introduction to Workshops

Studying at a higher level whilst at school bridges the gap between school and university, introduces students to a different approach to learning and provides extremely useful skills for the future .

With this is mind, the University of Chester would like to introduce Year 12/13 school/college students to a higher level learning experience, and is offering a series of one-day workshops, pitched at first year university level in Science/Technology, Sport and Exercise Science, Business Studies, Health and Social Care, Food Technology and Engineering .

Upon completion of the workshops, all students will receive a certificate from the University of Chester .

The one-day workshops will take place between 10am and 2 .30pm . Students will be expected to make their own way to the University campus and will be required to bring a packed lunch .

Workshop Outcomes

Workshops may include tutor presentations, multimedia input and/or practical sessions. These are likely to be followed by small group discussions during which there may be structured tasks relating to the presentations or input. In some instances plenary discussion will be appropriate.

Each session will conclude with:

� A reminder of the learning intentions for the session and review of key issues and themes arising from it

� Guidance for completion of the assignment and suggested reading to support the issues covered in the session and for completion of the assignment.

Optional Assignment

Students will be offered the opportunity to complete an assignment related to the content of the workshop they have attended and to their studies at school/college.

All assignments will be marked by the tutor.

Up to 20 UCAS points will be awarded to each student who:

� Attends a Science, Technology, Engineering and Mathematics (STEM) workshop at the University of Chester

� Completes and passes one written assignment

� Applies for an undergraduate course offered by the Faculty of Life Sciences or the Faculty of Science and Engineering at the University of Chester.

2

In addition to the tutorial support outlined in the Overview of the Workshop, pupils will be able to approach the workshop leader who will endeavour to respond to e-mail queries within three to five working days, often sooner. If a reply is not received within five days, students will be able to contact Angela Lupton, Higher Education STEM Co-ordinator for support. Her contact details are: [email protected] and Tel: 01244 512194.

Working together as a group

Learning together can be much more powerful than learning apart. During the workshops students will be encouraged to feel that they can make a valuable contribution to the learning group, and it will be important for everybody’s contribution to be valued by active listening.

Tutors will encourage group discussions where students will have the opportunity feel confident to try out new ideas and offer support and suggestions.This will then stimulate challenging discussion.

Learning Agreement

Where learning is a shared responsibility, more effective learning can be the result. The requirements for you and your tutors are outlined here.

1 . The leader of this workshop will ensure that every student is issued with a workshop booklet describing the nature of the workshop, including:

� An overview of the topics to be covered

� Details of any suggested reading

� Details of arrangements for tutorial support

� An outline of a range of support materials which may include brief session notes and/or slides, additional suggested reading, useful links to relevant electronic sources.

2 . The student is expected to:

� Attend the workshop sessions

� Participate fully in the learning process

� Liaise with their tutor

� Contribute to the evaluation and development of this workshop by giving oral feedback to the tutor and complete a workshop evaluation form

� Conduct themselves with integrity, honesty and discretion

� Interact appropriately with peers and tutors

� Be punctual and reliable.

3

Higher Level workshops available 2014-2015

Fundamentals of Project ManagementThe workshop is designed to introduce students to project planning and project stages. At the end of the workshop, students will be able to:

� Understand the need for project management

� Appraise the role of project management within organisations

� Identify the benefits that project management may bring to an organisation

� Understand the stages of a project.

Assignment: A 1,000-word essay describing a project management strategy either for your own school/college work or from a case study.

Key References:

Berkun, S (2008) Making Things Happen: Mastering Project Management, O’Reilly Media (2007)

Harrin, E (2007) Project Management in the Real World.

Fundamentals of Lean Management This workshop is designed to give an understanding of Lean Methodology.

Lean applies in every business and every process. It is not a cost reduction programme, but a way of thinking and acting for an entire organisation.

Lean means creating more value for customers with fewer resources.

Case studies and real world examples will be used to support the learning.

At the end of the workshop, students will be able to:

� Understand the basic principles of Lean and, in particular how it relates to industry

� Demonstrate knowledge of the benefits Lean can bring

� Understand the challenges and issues involved in implementing a Lean project

� Understand the steps required in starting a Lean Pathway within an organisation.

Assignment: A 1,000-word essay describing the Lean implementation from a real-world case study.

4

Sport and Community EngagementThe workshop aims to:

� Provide opportunities for students to apply specialist knowledge and skills and generic knowledge and skills in a sports coaching environment

� Enable students to self-evaluate and reflect on their experiences, so as to increase their self-knowledge and ability to articulate their coaching capabilities.

Assignment: A 1,000-word reflection on the practical session highlighting the necessary factors for being an effective coach.

Workshop By the end of this workshop the students will be able to:

� Develop and apply generic coaching based skills associated with effective working such as time management and organisation

� Demonstrate a range of interpersonal skills including co-operation, communication and team-working

� Identify the key attributes of effective coaching practice

� Deliver a sports session catering for all individuals

� Reflect on safety considerations in a sporting environment.

Key references:

Cassidy, T., Jones, R., & Potrac, P. (2009). Understanding sports coaching. Champaign, Ill: Human Kinetics

Gordon, D. (2008). Coaching science. Exeter: Learning Matters

Jones, R.L., Hughes, M., & Kingston, K. (2008). An introduction to sports coaching: from science and theory to practice. London: Routledge

Robinson, P.E. (2010). Foundations of sports coaching. Abingdon, Oxon: Routledge.

5

Science/Technology/Engineering/Mathematics

Science WritingWriting is a central activity on any Science and Engineering degree course. Science and Engineering students in their first year at university are likely to write and present for assessment the following:

� Summaries of research papers

� Reports of practical work and projects (including use of diagrams)

� Essays

� PowerPoint and Poster presentations.

These have to be written in a particular style and format expected in the discipline concerned. Sources of evidence also need to be cited and referenced in accordance with the referencing style adopted by the University of Chester.

Employers also place good communication skills, written and spoken, high on their list of job specifications on application documents.

The workshop will include discussions and activities on best practice in:

� Good academic writing

� Research summaries

� Report writing

� Essays.

Key references:

Zeegers, P., Deller-Evans, K.,Egage, S. and Klinger, C. (2008). Essential Skills for Science and Technology. Melbourne: Oxford University Press.

Pechenik, J. (2004). Writing in Biology. Boston: Tufts University.

University of Brighton (2012). Presentations – Oral and Poster. Available at http://www.brighton.ac.uk/pabsstudyskills/essential-skills/presentations.html (Accessed 2nd May 2012).

6

Study Skills and Data HandlingThese workshops are designed to:

� Facilitate the effective transition into Higher Education by exploring and providing guidance in the key elements of successful undergraduate studentship

� Engineer enthusiasm for life-long learning, encouraging the development of a reflective approach experience.

Assignment: For each workshop the assignment will take the form of a 500-word report

Workshop 1By the end of this workshop the students will be able to:

Identify different types of numerical data and apply basic statistical techniques using appropriate software and graphical packages

� Use information technology effectively to access, analyse and present information

� Have knowledge of the key literature and secondary information sources.


� Write clearly and concisely to meet the requirements of the different coursework elements

� Apply appropriate search tools and strategies to find information independently and assess the merits (both strengths and weaknesses) of different literature and secondary information sources

� Use information technology effectively to access, analyse and present information

� Explore the value of self-reflection and monitoring of personal performance, in the context of employability.

Key references:

Burns, T. & Sinfield, S. (2003) Essential Study Skills: The complete guide to success at University; Sage Publications.

Hind, D. (2002) Transferable Personal Skills: A Student Guide, (2nd Edition); Business Education Publishers.

Marshall, A. & Rowland, L. (1993) A Guide to Learning Independently; Open University Press.

Johnson, S. & Scott, J. (2009) Study and Communication Skills for the Biosciences; (2nd Edition); Oxford University Press.

Hawkins, D. (2009) Biomeasurement: A Student’s Guide to Biological Statistics; 2nd Edition; Oxford University Press.

7

Quantitative Principles and Analytical TechniquesThese workshops aim to provide students with an overview of the following:

� The use of quantitative methods in the design, collection, analysis and presentation of data

� Introduction to the basic operations that underlies both mathematical and statistical approaches to data preparation, analysis and presentation

� Students will receive individual training in the use of techniques that apply to their particular area of study.

Assignment: For each workshop the assignment will be in two parts:

� A practical report on a topic relevant to the students (50%)

� An examination comprising short answer questions and multiple choice questions (50%).


� Solve problems using basic mathematical and statistical skills

� Use appropriate, discipline-related computer software and related techniques for data collection, storage, processing, analysis and presentation

� Apply the principles of basic experimental design and present results in an appropriate scientific format

� Use electronic resources to assist their learning

� Communicate scientific findings using appropriate conventions.


� Use computer software, such as SPSS, to display descriptive statistics in chart and table form

� Develop individual subject specific, practical and professional skills and further key skills for the Biosciences

� Use appropriate, discipline-related computer software and related techniques for data collection, storage, processing, analysis and presentation

� Apply the principles of basic experimental design and present results in a appropriate scientific format

� Use electronic resources to assist their learning

� Communicate scientific findings using appropriate conventions.

Key references:

Johnson, S. & Scott, J.(2009) Study and Communication Skills for the Biosciences; Oxford University Press.Harris, P. (2002) Designing and Reporting Experiments; The Open University Press.Hawkins, D. (2009) Biomeasurement (2nd Edition); Oxford University Press.Ennos, R. (2007) Statistical and Data Handling Skills in Biology; Prentice Hall Publishers.

8

Introduction to Biological ChemistryThese workshops aim to introduce and to broaden and reinforce the students’understanding of those concepts in Biological Chemistry appropriate to the study of Biomedical and Life Sciences:

� To further develop the process skills involved in basic scientific units of measurement

� The use of appropriate practical biomeasurement techniques

� To further develop the process skills involved in investigative methods.

Assignment: For each workshop there will be by an examination (100%). This will involve data handling, short answer, and multiple choice questions to assess learning outcomes.


� Prepare solutions of specified molar concentration and determine unknown solution concentrations, giving an account of the relevance of molecular weight

� Work with others in small groups to achieve agreed objectives in the carrying out of experimental work

� Be able to calculate scientific units of scale.


� Work with others in small groups to achieve agreed objectives in the carrying out of experimental work

� Explain how the function(s) of the major classes of biological molecules (such as carbohydrates, lipids, proteins and nucleic acids) are influenced by their structure.

� Explain the properties and actions of enzymes and carry our various calculations relevant to the study of enzyme kinetics

� Display appropriate numerical and graphical skills in the manipulation and presentation of scientific data

� Communicate scientific findings in writing using appropriate conventions.

Key references:

Johnson, S. & Scott, J. (2009) Study and Communication Skills for the Biosciences; (2nd Edition); Oxford University Press.

Fisher, J. & Arnold, J. R. P. (2003) Instant Notes in Chemistry for Biologists (3rd Edition); Bios Scientific Publishers.

Crowe, J. & Bradshaw, T. (2010) Chemistry for the Biosciences (2nd Edition); Oxford University Press.

9

Principles of BiologyThese workshops aim to provide students with an overview of the following:

� The nature of scientific investigation

� A basic understanding of the techniques used in microbiology

� An understanding of basic principles and concepts in biology.

Assignment: For each workshop will beby examination (100%). This will involveshort answer questions and multiple choice questions.

Workshop 1 By the end of this workshop the students will be able to:

� Understand principles of biology and related biological concepts

� Understand an introduction to the basics of genetics, microbiology and cell structure

� Understand an introduction to evolutionary theory

� Have a basic understanding of taxonomy and its applications

� Demonstrate the application of the Mendelian laws of particular inheritance

� Perform practical skills in an appropriate context and with regard to health and safety procedures.


� Acquire a basic understanding of the techniques used in microbiology

� Have a basic understanding of the principles of Microbiology and the methods involved in studying microbes

� Design, perform and communicate scientific investigations within the context of Biology

� Handle appropriate equipment safely and with confidence

� Perform practical skills in an appropriate context and with regard to health and safety procedures.

Key references:

Johnson, S. & Scott, J. (2009) Study and Communication Skills for the Biosciences; Oxford University Press.

Campbell, N. A. & Reece, J. B. (2009) Biology, (8th Edition), Pearson Publishers.

Davey, J. & Lord, J. M. (2003) Essential Cell Biology: Cell Function. Oxford University Press

10

Food Forensics These workshops will consist of short lecture and a laboratory practical exercise based on a problem solving approach. Supporting material will be made available through the Virtual Learning Environment (VEL) system.

Samples will be provided for analysis to determine whether they are authentic or have been adulterated. The class will be divided into smaller groups of individuals and each group will examine aspects of sample composition using a range of techniques. Support will be provided by demonstrators and technical staff. Each group will prepare a short report based on their findings for presentation to the rest of the class and the data shared between groups.

Practical expertise will include use of automatic pipettes, balances and preparation of gels.

Assignment: For each workshop outlined below will be a 1,000 word report addressing the analysis of a foodstuff for a defined additive, contaminant or ingredient.

Biomolecular Analytical TechniquesThis workshop aims to provide students with an overview of the following:

� An introduction to food fraud with examples of common fraudulent activity (historical and contemporary)

� Food fraud as a crime – scope of the problem, public health and economic impacts

� Food as a complex material and the role of biomolecular analytical techniques

� Biomolecular methods of analysis – antibodies and immunoassays, DNA fingerprinting and polymerase chain reaction techniques

� Data collection and handling – replication, calibration, graphical presentation.

The analysis of food materials will aim to identify fraudulent samples. A range of relevant techniques will be available, including:

� Sample processing (centrifugation, filtration)

� Immunoassay such . ELISA, immunochromatography

� Electrophoresis (DNA, protein)

� Ion-exchange or gel permeation chromatography.

11

Chemical Analytical TechniquesThis workshop aims to provide students with an overview of the following:

� Introduction to food fraud with examples of common fraudulent activity (historical and contemporary)

� Food fraud as a crime – scope of the problem, public health and economic impacts

� Food as a complex material and the role of chemical analytical techniques

� The separation sciences – introduction to chromatography

� Spectrophotometric techniques

� Data collection and handling – replication, calibration, graphical presentation

The analysis of food materials will aim to identify fraudulent samples. A range of relevant techniques will be available that include:

� Flame atomic absorption spectrophotometry

� Uv-Vis spectrophotometry

� Ion chromatography

� Thin layer chromatography

� Microscopy

� Simple chemical tests e.g. detection of starch, sugar, protein

� Titrimetric analysis such as water content, pH.

Food Chain Technology These workshops will consist of short lecture and a laboratory practical exercise based on a problem solving approach. Supporting material will be made available through the VLE system.

Food samples will be provided and processed so that components important for human health and nutrition such as vitamins and anti-oxidants can be measured, or the presence of contaminants or allergens can be detected. Within each workshop, the class will be divided into smaller groups of individuals and each group will examine specific aspects of the problem. Support will be provided by demonstrators and technical staff. Each group will prepare a short report based on their findings for presentation to the rest of the class and the data shared between groups.

Practical expertise will include use of food processing equipment, automatic pipettes, balances, centrifuges, titration, spectrophotometry and immunoassay.

Assignment: For each workshop outlined below will be a 1,000-word report addressing the analysis of a foodstuff for defined macro- or micro-nutrients.

12

Food ProcessingThis workshop aims to provide students with an overview of the following:

� The human food supply chain and provision of food

� The role of food processing.

� An introduction to important macro and micro-nutrients in food.

� Analytical methods for vitamins and antioxidants.


The vitamin and anti-oxidant content of food items will be measured before and after various forms of food processing techniques have been applied. The analytical methods used will include:

� Sample processing (cooking, homogenisation, centrifugation, filtration)

� Titration

� Spectrophotometry

� Ion-exchange chromatography.

Rapid Methods for the Detection of Contaminants and AllergensThis workshop aims to provide students with an overview of the following:

� The human food supply chain

� Key contaminants and their fate and behaviour

� Overview of food allergens

� Rapid detection methods for contaminants and allergens.


Food materials will be processed and analysed to identify samples containing contaminants or allergens. The techniques used will include:

� Sample processing (centrifugation, filtration)

� Immunoassay, for example. ELISA

� High performance liquid chromatography.

13

Mathematical Modelling and Problem Solving in the Real WorldThis workshop is designed to:

� Facilitate the transition into Higher Education by introducing students to some of the learning skills that are required by students at undergraduate level

� Give an insight into some of the applications of Mathematics in the modern world

� Introduce students to some of the methodologies and techniques used by mathematicians to solve problems.

Understanding real-world problems can often be aided by the use of mathematical models (usually in the form of equations). Mathematical models help us to break down problems into a system of smaller, simpler components. We can then use Mathematics and computers to simulate the real-world problem, reducing the demand on expensive physical constructs, reducing risks and reducing the need to conduct costly experiments. In some cases we have to improvise, exploiting the rules of Mathematics as much as we can. For example: obtain approximate answers to problems, comment on the reliability of approximations, identify tools to help us achieve our aims.

By the end of this workshop students will be able to:

� Understand the developmental cycle of a mathematical model

� Identify some of the roles played by mathematical expressions in models

� Use existing mathematical models to interpret data

� Apply some ‘short-cut’ and approximation techniques to a variety of mathematical problems

� Demonstrate some understanding of how the techniques are developed and why they are required.

AssignmentThe student is expected to write a 1,000-word (or equivalent) essay, explaining the mathematical modelling life cycle and describing one real-world application which would benefit from the process.

14

An Introduction to Biomedical Science Biomedical science involves the study of various biological and medical sciences relevant to our understanding of human health and disease.

Biomedical scientists are essential members of the modern healthcare team and in collaboration with doctors, nurses and other professions allied to medicine aid in the diagnosis of disease, evaluate the effectiveness of treatment, and research into causes and cures of diseases. They carry out laboratory tests from screening cancer to diagnosing infection, anaemia and leukaemia.

The laboratory tests performed by biomedical scientists provide doctors with the essential information from which illnesses can be diagnosed and prescribe treatment. For example, they can prepare blood for transfusion of severely anaemic patients, measure glucose levels to check for abnormalities such as diabetes, and aid in the diagnosis of inflammatory conditions such as rheumatoid arthritis.

This workshop aims to:

� Introduce students to biomedical science

� Gain an insight to the career pathways available upon graduation

� Provide a taster session – an introduction to haematology and/or transfusion science.

Assignment: By examination (100%) which will comprise short answer and multiple choice questions to assess all of the learning outcomes.


� Have a good understanding of Biomedical Science and its importance in modern medicine

� Identify the general structure and function of a NHS Pathology Department

� Appreciate the main clinical investigations performed by various laboratories

� Identify various blood cells and/or identify various blood groups.

Key references:

R. Iles & S. Docherty (2012). Biomedical Sciences “Essential Laboratory Medicine”. Wiley-Blackwell.

H. Glencross, N. Ahmed & Q Wang (2011). Biomedical Science Practice. Oxford University Press.

Kitchen & Griffin (2007). Immunology & Haeamtology “Crash Course”. 3rd Edition. Mosby Elsevier.

15

New Engineering Workshops

Planet Energy: Engineering Sustainable Energy for the FutureEngineers are leading the way in solving the global energy challenge for the 21st-century by designing systems for producing the energy that we all need without releasing harmful CO2 into the atmosphere. In this workshop students will work in teams to design a plant for electricity generation. They will be helped to make the necessary assumptions and estimates – something that all engineers need to be good at.

They will choose one of the following options:

� 1 GW coal fired power plant with carbon capture

� 1 GW nuclear power plant

� 200 MW offshore wind farm.

They will work on a scenario in which a potential investor has requested an urgent feasibility study to help them decide whether to go ahead with the project or not. The investor will expect:

� An overview of the key technology

� The sizes of the important parts of the plant

� The build cost for the plant and a profitable selling price for the electricity it produces.

Students will be guided through this scenario and will prepare a poster to share their design ideas with the rest of the class.

Assignment: A 1,000-word report describing the design produced, what could be done to improve it and what has been learned during the workshop.

16

Can you Beat the Computer High Score? Engineering SimulationJust like flight simulators are used to help pilots land planes safely, computer simulations are also used to improve the performance of complex industrial processes. In this workshop students will control a virtual chemical reactor to maximise profit.

Chemistry is used to make useful products such as fuels, plastics and medicines but many chemical reactions give out heat and this can make them dangerous. The hotter they get, the faster they react which makes them even hotter. This can produce a thermal runaway effect leading to a dangerous explosion.

In this workshop students will have three attempts to beat the computer high score by completing hands-on computer simulations.After the first attempt they will learn about the principles of using mathematical equations to describe real processes in computer simulations. After the second attempt workshop leaders will explain how

simulations can be used to make processes better and safer. Students will then be shown a computer generated optimal solution which they can try to follow or even improve their third attempt.

Assignment: A choice of one of the following options:

� A 1,000-word report addressing the principles of computer simulation and key learnings from this workshop.

� An examination of short answer and multiple choice questions to assess your understanding of the workshop and assess your ability to make engineering estimates and do engineering calculations.

Green Balls of Jelly: Practical Engineering and BiologyIn this workshop students will work in the lab to create gel beads that contain tiny living plants called microalgae.They will use these in a functioning bioreactor for capturing harmful CO2 and converting it into useful biofuels. Support will be provided by demonstrators and technical staff.

The key difference between science and engineering is that scientists observe and measure the natural world, whereas engineers seek to modify and control the natural world to serve mankind. During this workshop there will be a lecture in which students will gain an understanding of how living systems can be harnessed by engineers in a variety of applications.

Ideas on how the system of gel beads students have created could be applied in other applications to make new products or for environmental or medical applications. This will be an area for classroom discussion.

Assignment: A 1,000-word lab report describing the method and equipment used to make the gel beads and how they could be used in an industrial application.

Science and Engineering Workshops for Year 12/13 Students 2014-2015

2014-20153 higher level workshops available 2014-2015 fundamentals of project management the...

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