British and Japanese sixth formers connect at Bioscience Bootcamp
Cambridge: Monday, 9th August 2010 The Babraham Institute, an institute of BBSRC, last week opened its doors to local 6th formers and an international delegation of young scientists for a ‘Bioscience Bootcamp’. This innovative one-week programme provided insights into biomedical research through short research placements, ethics and careers discussions and a conference on 5th August, which was also attended by students from the 2010 London International Youth Sciences Forum.Babraham’s Bootcamp had an additional, international dimension this year, integration with a UK-Japan Young Scientist Workshop. This initiative of the Clifton Scientific Trust brings together fifty students from state schools in the UK and Japan to live and work alongside each other for a week and undertake free-thinking projects in small teams with professional scientists. Twenty-five eager students enlisted for Babraham’s Bootcamp, which brought together Hills Road Sixth Form College, Netherhall Sixth Form, schools in Bury St Edmunds, Colchester, Watford and Dartford with six science high schools in Japan for a unique learning experience. Dr Claire Cockcroft, Head of External Relations at the Babraham Institute, who created the Bootcamp concept in 2007 explained, 'This is a pioneering initiative in science outreach, bringing together 6th formers from different cultures to work on scientific projects and solve problems. Twenty-five students have been immersed in molecular biology, biochemistry, neuroscience and computational biology projects, gaining valuable skills in experimental design as well as teamwork and communication. We hope that this experience will provide a greater understanding of the way research is carried out, the collaborative nature of science and may inspire them to pursue careers in science and technology.' The Babraham Institute works closely with Ian Harvey, Head of Biology at Hills Road 6th Form College to provide students with access to hands-on lab experience and role models in science-based professions. He said, 'The opportunities offered by the Babraham Bootcamp are invaluable to sixth formers contemplating a biological career. To work on projects with ‘real life scientists’ is an inspiration. A’ levels today are formulaic and allow little latitude for indulging in biological pursuit for intrinsic interest and this is what the bootcamp offers. Working alongside students from different backgrounds, indeed different cultures adds a new dimension and brings young people together with a shared enthusiasm for their subject. My students have enjoyed and gained much from the experience and will enter their A2 year with added impetus and the conviction that they want to be biologists!' Dr Remy Poland, research scientist at the Department of Genetics in Cambridge also provided some exciting ecological projects for the UK-Japan Young Scientist Workshop. Eighteen students have been engrossed in projects surveying various insects, such as ladybirds, butterflies and the horse chestnut leaf miner as part of a study into infections affecting horse chestnut trees in Madingley. 'At the Evolutionary Genetics Laboratory in Madingley we are hosting 18 Japanese and British students, working on three projects in insect ecology. Initially the students were quite squeamish about the insects and spiders we collected, but by the end of it, I think I had at least some of them convinced that entomology is cool! Students are gaining useful experience of ecological research: conducting fieldwork, developing sampling techniques, using the microscope and analysing data. But, perhaps most importantly, they are learning skills in teamwork and communication, vital attributes for any scientist. This is a unique opportunity for these students to experience real life science and its challenges at first hand, as well as learning about each other and forming lasting friendships.' Dr Eric Albone of the Clifton Scientific Trust, who established the UK-Japan Young Scientist Workshop in 2004 said, 'Britain and Japan face a common challenge. In both countries, too many young people remain uninspired by their encounter with science in school and both countries are working to address serious concerns that too few talented young people are attracted to science-related careers, particularly in the physical sciences and engineering. The challenge we face is to prepare them to be the confident, motivated, science-literate, globally-aware, questioning young people the 21st century demands.' |