Bedales Eckersley Lecture – from 1966 to present

By Dr Harry Pearson (staff, 1977-2006), former Head of Science and Houseparent

In my own personal history 1966 is a key year that I always remember and use as a reference point: it is the year, age 18, I left school in the July and started university at UCL in September. Also, all football aficionados remember 1966, as the only year England won the World Cup. I can remember the day as if it were yesterday. (One hundred years before, 1866, was one of those annus mirabilis years in science where so much was happening that would change the world, we live in. Darwin was advancing his work on natural selection while unbeknown to him, an Austrian monk, Gregor Mendel, was carefully collecting data on peas which would lay the foundation of what we now call genetics.) Eleven years on, I left the university world of chemistry and arrived at Bedales in September 1977.  It was then I discovered that 1966 is also an important year in the history of Bedales, as it was the year of the inaugural Eckersley Lecture.

Thomas and Peter Eckersley were students at Bedales shortly after the school’s foundation. Thomas, 1886-1959, was a student here between 1897 and 1904. Peter, 1892-1963, was at Bedales between 1902 and 1911. They enjoyed science tremendously and the teaching they received engendered a sense of discovery and investigation in both of them. While here they became interested in the emerging field of radio transmission and carried out some amazing experiments. The photographs below show them at ‘Wavy Lodge’ (a hut near the present-day Music School) where they carried out some of their experiments on radio transmission. Their great friend in this enterprise was Bob Best whom I was pleased to meet at the lectures of the late seventies, still as enthusiastic as ever.

Both Eckersley brothers went on to have distinguished careers: Peter became Chief Engineer when the BBC started in 1922. Thomas, who went to University College London, where he studied engineering, then went on to Trinity College, Cambridge, where he studied mathematics. He then joined the Marconi Company where he stayed most of his career where he carried out important research in the field of Radio waves becoming FRS. His work was concerned with how atmospheric effects affected the transmission of the waves. He went on to win the prestigious Faraday medal in 1951. To give an idea of the importance of this award it can be noted that the winners in 1950 and 1952 were Sir James Chadwick, discoverer of the neutron and Nobel Laureate, and Berkeley physicist Ernest. O Lawrence, inventor of the cyclotron and Nobel Laureate, respectively, two of the better-known Nobel Prize winners. The contribution by the brothers in the field of Radio transmission is extraordinarily significant, and something that Bedales can feel very proud about.

The lectures were set up by a group of Old Bedalians as a memorial and tribute to the outstanding contribution to scientific progress and thinking made by the Eckersley brothers. They are meant to have a broad appeal and stimulate interest in, and appreciation of science, rather than just record scientific research. It was always hoped that non-scientists would find them of interest. It seems appropriate that several directors of the Royal Institution have delivered the lecture as one of the aims of the ‘discourses’ at the institution seem very similar to the aims of the Eckersley Lecture.

The first lecture was given in 1966 by Professor Sir Lawrence Bragg who won a Nobel Prize for his pioneering work using X Rays in the elucidation of chemical structure. Indeed Bragg’s father also demonstrated the use of X rays in medicine. It is hard to overstate the significance of this first lecture.

In 1966 it would have been difficult to find a more senior, or more famous, scientist in this country, or indeed the world, than Lawrence Bragg, the first person to deliver the Eckersley lecture. Not only was Bragg a Nobel laureate but at the time he was the only person to have won the prize with his father, William Henry Bragg. What is more, since their discovery, the use of X rays, in structure determination, is one of those things that has changed all our lives. He won the prize as far back as 1923 as a member of the Cavendish Laboratory in Cambridge, a location that was virtually rewriting science for the twentieth century. Like his father, the younger Bragg went on to head the Cavendish, and become director of the Royal Institution.

To further emphasise Bragg’s pre-eminence, it is important to realize what point his use of X rays in structure determination had reached at that time. Several people in the Cavendish were working on the elucidation of enzyme structure, most notably Max Perutz and John Kendrew. Both went on to win the Nobel Prize for their work on the structure and function of Haemoglobin, the vital oxygen carrying protein in blood. At this time their work represented the cutting edge of science. Another duo in Bragg’s sphere were the pair Watson and Crick who were working on the structure of DNA. Their eventual publication of the structure, which marked the advent of Molecular Biology, is seen as the greatest discovery of the century. It was Bragg who proposed them for the Nobel Prize.

Watson and Crick were awarded the Nobel Prize for their work in Bragg’s laboratory in 1962. Their work would throw dramatic new light on the fields set up by Darwin and Mendel in 1866. The work in Bragg’s team was reaching towards the very heart of life itself.

When Bragg came to give the first lecture in 1966 it would be hard to think of a more eminent person in British intellectual life.

The subsequent list of speakers is very much a who’s who of British science with names like Colin Blakemore, Herman Bondi, Ken Pounds, OB Sebastian Pease, Nobel Laureate Max Perutz, Dame Jocelyn Bell-Burnell and Sir Roger Penrose among others.

I must say something here about Bas Pease. Bas gave the Eckersley lecture in 1982 entitled Nuclear Energy and the Future. Bas had a glittering scientific career becoming head of the project doing research on nuclear fusion. He may be the leading scientist that Bedales has ever produced. Bas was a powerful supporter of the Bedales Science Department and we were all pleased when he came to the opening of the new science buildings in 2001.

The 2006 lecture was given by one of my previous mentors Professor Brian Johnson FRS, formerly Head of Inorganic Chemistry at Cambridge and Master of Fitzwilliam, and also a governor of Bedales. When I wrote to him thanking him for coming, he said that for him it was an honour to join such a distinguished list of speakers. I think the founders of the lecture can be proud of what they have set up. The Eckersley brothers would also be proud of what goes on in their name and that science thrives at Bedales. 1966 was indeed an important year in the life of the school.

Downland wildlife on the Powell Day walk

By Mary Shotter, Biology Technician

The wooded slopes and rolling hills of the South Downs are a very special landscape and provide a habitat for a wide and interesting variety of species, so Powell Day provided a perfect opportunity to see them at their best in the early spring sunshine.

Not far from the start point in the Queen Elizabeth Country Park, as we climbed gradually along a valley between War and Holt Downs, the browns and greens of the landscape were punctuated by a large patch of bright yellow coltsfoot, one of a few plants with the unusual habit of flowering before any leaves emerge. It is the leaves from which its name derives – when they do eventually unfurl in April they are large and hoof shaped.

Along the track were also patches of Juniper, the berries of which are used for flavouring gin. Once common, it is now a rare sight, due to habitat loss.

The colourful bracket fungus, turkeytails, covered piles of logs besides the chalky tracks. Further along between Buriton and Ditcham, at Coulters Dean, the path turned off the South Downs Way and past a field and grassy bank which was dotted with huge mounds of yellow meadow ant nests. Each one will house between 8,000 and 40,000 ants, feeding their larvae on the roots of Downland plants such as wild thyme. From here the track wound uphill through beech woodland, carpeted with wild garlic, the smell of which became obvious as it was crushed beneath our feet.

On the open grassland of Ditcham Park, skylarks were singing, hovering effortlessly, high above the ground, then parachuting down onto the fields, before ascending again. A lone red admiral butterfly flew past – most red admirals are migratory but a few like this one, will have hibernated and emerged into the early spring warmth in search of nectar. In the more open landscape around Chalton, buzzards and a lone red kite flew overhead, watching as we re-entered the Queen Elizabeth Park and after three hours made our way past yew and pine trees down to the finish.

Bedales launches Greenpower team

By Alex McNaughton, Head of Product Design

Thanks to the generosity of the Bedales Parents’ Association (BPA), this year the Design department has brought the Greenpower Competition – a significant and highly competitive design and engineering competition for secondary schools – to Bedales.
 
The Greenpower Education Trust is a UK based charity which gets young people enthusiastic about science and engineering by challenging them to design, build and race an electric car. Established in 1999, Greenpower now work with 300 schools, with around 500 teams participating in the competition’s classes: Formula Goblin (for children aged 9-11); Formula 24 (for children aged 11-16); and Formula 24+ (for young people aged 16-25). 
 
As a number of Bedales students from Block 3 to 6.2 have a keen interest, aptitude and sympathy for design, technology and engineering, many of whom have previously expressed a desire to take part in the competition, we saw an opportunity to launch a Greenpower team – initially in the Formula 24 category – for a group of students to work throughout the year to build and improve a vehicle to race at nationally organised events, which are hosted at top race circuits such as Goodwood, Dunsfold, Castle Combe and Rockingham.
 
Our Greenpower team is open to anyone in school who wishes to participate – students and staff alike. As well as offering a practical outlet for students who have either not chosen or been able to choose to study Design, it gives students who are going on to study an engineering discipline at university a fantastic way to bolster their UCAS application and CV. The project also promotes cross-curricular collaboration, with the Physics department contributing time and expertise.


 
To get the team up and running, the BPA kindly funded cost of a complete kit to build a functioning vehicle, bodywork and battery charger for the vehicle, specialist tools and safety clothing for drivers and pit crew. This year we are learning many valuable lessons by rebuilding and improving a second hand kit car. Our long-term plan is to build a car from scratch to compete annually, continually improve our vehicles to make them more efficient and highly competitive. 
 
We currently have a team of 12 eager and motivated students from every year group who meet each week to build and develop our car for the 2022 season. The first race is in April which we are on course to compete in. 
 
The Greenpower Competition is fundamentally about producing an energy efficient electric car. It is ideally placed to promote and practically demonstrate the increasingly important and prominent issues of sustainability and the vital role of technology within this field.

Brain Day with Dr Guy Sutton

By Lily Brough, 6.2

On Thursday, A Level Psychology and Biology students were joined by Dr Guy Sutton for ‘Brain Day’. It was an inspiring day full of talks, ranging from the effects of drugs on the brain, criminality, brain trauma and the future of the brain. We even got to witness a live dissection of a sheep brain, exploring the different areas of the brain. The day showcased the far-reaching impacts of psychology and neuroscience and its relevance to many unsuspecting aspects of life.

The morning saw a detailed introduction to the structure of the brain, as well as the concepts of neuroplasticity and imaging techniques. This included contemporary studies on the effects of COVID-19 and the Abracadabra project, which studied the long term effects of cognitive stimulation in socioeconomically disadvantaged areas. This was followed up by an informative look at the effects of drugs such as cannabis and ketamine on the brain. It was especially interesting to learn of the vastly different effects various forms of cannabis can have – THC causes cognitive impairment, while CBD can be used as a treatment for epilepsy, for example. Just before lunch, we had a look at various neuroimaging techniques. Students particularly enjoyed the vivid images produced by diffusion tensor imaging (DTI), as well as the extremely complex connectomes being created.

After lunch, Dr Sutton explored possible explanations of schizophrenia before giving a powerful talk on the ‘criminal brain’. Looking at different case studies, we were able to explore the complexity of the causes behind crime and the debate of free will. This revealed the philosophical questions that underpin both psychological and neuroscientific research. After this, we had the exciting brain dissection, which gave us a chance to see the structures discussed during the day. Everyone was intrigued by the strange texture of the brain and enjoyed inspecting the hippocampus and cerebellum.

To end the day, there was a talk on the future of the brain, with the discussion of neuro-bionics and the impending fusion of the brain and technology. This sparked much debate about the ethics and morals of advancing research and left us thinking about the future of neuroscience.

By Pip Stamp, Teacher of Psychology

I was extremely proud of our students on Brain Day. To quote Dr Guy Sutton: “I always enjoy visiting Bedales. I was particularly impressed this year, given what has happened over the past 18 months, of how attentive and receptive the students were. They engaged fully, asked some great questions and equally, answered my questions with intelligent and thoughtful responses. Generally, a really delightful, attentive and polite audience and I very much look forward to visiting again.”

The Chemical History of Nicotine – Science Lunchtime Lecture Series

By Mary Shotter, Biology Technician

As part of the Science Lunchtime Lecture Series, A Level science students and members of 3i were joined by Dr Harry Pearson, former Bedales Housemaster and Head of Science/Chemistry, in the Simon Lecture Theatre to explore ‘The Chemical History of Nicotine’.

The intellectually stimulating talk began with the discovery of the New World by Christopher Columbus in 1492, where European explorers were offered a ‘fuming material’ called zikari, made from the leaves of the plant Nicotiana tabacum by indigenous people. Harry’s talk then led us to 1560s Paris, when diplomat and scholar Jean Nicot de Villemain brought in seeds from the Americas and introduced the plant to France. Paris Society was polarised by this new ‘magic’ substance, now named ‘nicotine’ after Jean Nicot.

From France, Harry took us to 1800s Germany, where nicotine was first isolated in Heidelberg University – its chemical structure being determined in 1891. After an in depth look at nicotine’s chemical properties and the use of nuclear magnetic resonance (NMR) to determine the molecular structure, the talk concluded with a look at nicotine’s effects on the body, the work of Sir Richard Doll – the first scientist to discover the link between smoking and lung diseases in 1954 – and brought us to the present day with the introduction of nicotine patches and vaping.

Harry’s talk focused not only on the science of nicotine, but also encompassed many other topics, including stories of Bedales past, the difficulty of learning German and the witty quotes of Mark Twain.

The next Lunchtime Lecture take place on 12 November, when Dr Tim Mason of Portsmouth University will speak on ‘Edward Jenner and the Story of Vaccines’.

Biodiversity update – Moths

By Mary Shotter, Biology Technician

Moths are declining in the UK. Studies have found the overall number of moths has decreased by 28 percent since 1968. The situation is particularly bad in southern Britain, where moth numbers are down by 40 percent. Many individual species have declined dramatically in recent decades and over 60 became extinct in the 20th century.

These alarming decreases in moth populations are not just bad news for the moths themselves, but also have worrying implications for the rest of our wildlife. Moths and their caterpillars are important food items for many other species, including amphibians, small mammals, bats and many bird species.

The reasons for the loss of moths are likely to be many and complex, including changes in the way we manage our gardens, pesticides, herbicides and light pollution. Climate change appears to also be affecting moths.

However at Bedales moths appear to be doing very well. Over the last few months, I have been putting out a ‘light trap’ once a week to attract moths and have so far found just over 100 species, including 4 types of hawkmoth – elephant, pine, poplar and the giant privet hawkmoth which has a 12cm wingspan.

Many of the moth species we have at Bedales are masters of camouflage – such as the Buff tip, which disguises itself as a birch twig and the Flame which has evolved to resemble a broken stick.

My favourite to date has to be the wonderfully named Merveille du Jour which translates roughly as ‘the best thing I’ve seen all day’ –  pictured above (bottom right) merging into lichen on a fence behind the science department.

Many moth caterpillars feed on grasses and it appears that the policy of keeping  areas around the school uncut is reaping rewards for both moths and the many other species that depend on them.

Students hear from leading Oxford researcher on cell regeneration

By Liz Stacy, Head of Chemistry

Giving students the opportunity to see science in action is not easy during these strange times, but the University of Oxford did a brilliant job this week by holding a virtual chemistry conference.

Sixth Form chemists and biologists were treated to an excellent talk by Professor Angela Russell, on the subject of ‘Cures from within: can we use chemistry to teach the body to heal itself?’ Her research is looking into creating a molecule that can stimulate the body’s own ability to regenerate cells. Her target disease is Duchenne Muscular Dystrophy, which primarily affects boys; those with the condition are unlikely to live beyond their early twenties due to the muscle degeneration that affects organs, including the heart and diaphragm.

Angela took us through the breakthroughs and setbacks she has experienced, as well as the direction in which the research is currently heading, which looks very positive. It is a hugely significant area of research as it opens up the door to being able to use the same kind of treatment for diseases like Alzheimer’s. 

Angela talked about setting up a private company, highlighting the importance of the link between academia and the private sector in being able to bring this kind of research to life.  Most importantly, when asked about which degree is best to study, she said that in her opinion Chemistry was much more useful than Biochemistry or Medicine for this particular area of research. Please make a note of that all Sixth Form chemists!

Bedales, biodiversity and lockdown

Biodiversity

By Cheryl Osborne, Teacher of Biology

Lockdown will be one of those defining moments. We will all remember where we were and what we were doing. For me, it will be the transition from standing in front of a class of children in my lab, to sitting staring at a computer screen on my sofa – an alien world and one that I am not enjoying! However, it hasn’t all been bad. The stillness and quiet has let nature be heard and during lockdown both Mary Shotter, our Biology technician, and I have immersed ourselves in it.

Mary has taken a biodiversity study of the Bedales site, and I have been taking photos of the wildflowers during my daily walks in the vicinity of Bedales. From these walks, I have put together some wildflower quizzes that have been available on the B-More Teams channel. I have really learnt a lot doing this and seen flowers that I hadn’t noticed before. My husband and I have been lucky, living close to school and the Ashford Hangers. The unnerving quiet of a deserted A3, which we walked over daily in those early days, allowed the birds and the rustling of the trees to be heard and heightened our awareness of nature all around.

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Block 3 explore ecosystems for Ecology project

Ecology 1

By Cheryl Osborne, Teacher of Biology

In the five weeks before half term, Block 3 students were engaged in a project for Biology, researching an ecosystem. They chose their own ecosystems, which ranged from rainforests to cold deserts, coral reefs to wetlands. They were asked to identify three habitats within their ecosystem, to look at the biotic and abiotic factors affecting each habitat, and then finally to look at the adaptations of three organisms within each habitat.

The project enabled students to be independent in their learning and to be creative. They learnt research skills and the need to reference the websites that they used. Those who looked at the marking criteria carefully performed really well. The projects were presented as PowerPoints, word documents, posters and even a website (which can be accessed here).

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Block 3 get creative for Atomic Models Project

Atomic-Models-lrg

By Olly Hoult, Teacher of Chemistry

This week the Chemistry Department instructed Block 3 to construct models an atom and an ion as part of the Atomic Structure and the Periodic Table topic. What makes Chemistry such a challenging subject is that it involves studying a broad range of abstract concepts. Learning about atoms and ions is an example of this.

The building blocks of the universe are so small they are almost impossible to visualise. Therefore scientists use models to help conceptualise the mysterious quantum world. The model of the atom is ever evolving as scientists produce new experiments which question previously accepted theory. We believe model building is a necessary tool in science teaching as it gives students a more authentic experience of the scientific process while as teachers it gives a more detailed insight into what students have learned from this topic. In these challenging times of remote learning we also felt the task was useful as an exercise to get students off their screens and really let their creativity take over.

Joel Edgeworth has this to say about his model: “For my atomic model project I made a neutral neon atom and a positively charge Sodium ion. For my project I used pizza boxes and the stands which the pizzas are held on. I made two models for each particle, the nucleus and the electronic configuration, and I used a tea grain to show the relative size of a nucleus in proportion to the rest of the atom / ion.”

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