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Physics in the World Workshop at Imperial College London
(28 July 2025)

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Science without the words, is no science at all. The physics workshop taught us that scientific arguments not communicated effectively are trivial in fields of research. Therefore, on top of creating five different workshops relating to physics and maths, we developed our skill in effective scientific communication.

Our goal was to create a project to further the curiosity and interest of Year 8 students in STEM. We began planning the workshops by asking ourselves, how do we engage a younger audience if they might not like science? Interactivity, presentation, and choice of topic were key ideas we thought about before settling on ideas ranging from networks and nodes, to using a gyroscope to explain the conservation of angular momentum.

We then moved on to developing our projects but found that progress was often not linear. From this, we unfortunately learnt that many physics experiments initially do not go as planned in practicality, so we looked for ways around the issues, such as attempting different setups, or using alternative equipment.
Enoch explained networks in mathematics to the students by introducing the 7 bridges of Königsberg. Josh and Anton’s workshop introduced the basics of aerodynamics and an equation using toy
trains.

The topic of density was explored by drawing on plates with whiteboard markers and watching the drawings float in Niki and Rose’s workshop. Niki shared that, ‘working on this workshop has taught me how to become a better science communicator through utilising analogies the Year 8s may be more familiar with to explain complex concepts.’ Luis and Chidum built up to the concepts of linear and angular
momentum, then looked at how these are applied throughout engineering and day to day life such as in satellites, whilst Cynthia and Oscar used a Wimshurst generator and the principles of electric fields
to accelerate a ping-pong ball in a circular path.

In the end, we were all able to take away not only the experience of planning and organising a STEM-related project, but also the invaluable skill of scientific communication. In particular, we were able to utilise the skills of delivering a 15-minute lesson that keeps a non-academic audience watching engaged, whilst maintaining the details of the principle behind the mechanisms of the project.

We would like to thank Jasmine Ajaz, whom the physics workshop would not have been possible without. We would also like to say thank you to Varuna, for coordinating outreach and giving us this opportunity to push ourselves beyond the school curriculum.
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