So you think you know about nuclear energy!

The Dalton Nuclear Institute at The University of Manchester is committed to undertaking research into nuclear technologies, training new graduate students as well as an engaging public outreach Programme. With the closure of the majority of Nuclear Power Plant Visitor Centres, there are now very few resources available to educate the public. The Nuclear Energy Exhibition at the Manchester Museum of Science and Industry (MOSI) is badly out of date, being established soon after Chernobyl. Consequently, we wanted to identify a successful model for public engagement that could help to communicate important nuclear issues and that might lead to a revamp of the Nuclear Energy Exhibition at the museum involving both real and virtual interactives.Building on the success of the 'So you think you can build a jet engine' public engagement programme the new proposal aims to identify best practices that have already been successfully trialled and apply them to educating young audiences and families about nuclear energy. Through a combination of a 3D visualisation model, complimentary 2D models, a physical model and other learning tools young audiences will be engaged and educated about the various challenges involved with the UK civil nuclear programme.Partnering with the Manchester Museum of Science (MOSI) and Industry will enable the project to benefit from their expertise and the exhibition space that is devoted to nuclear energy in the museum. Partnering with STEMPOINT Greater Manchester will enable the project to benefit from their existing networks of schools in the Greater Manchester area. They will also provide the initial training for our students and staff to become registered STEM Ambassadors.The project will develop a toolkit of resources specifically aimed at our target audiences - families with children between the ages of eight and fourteen and KS3/KS4 pupils and teachers. The emphasis is very much on engagement via hands-on, challenging, interactive exhibits, whether used in the Museum or face to face. This is in line with market research carried out by the Museum highlighting the need to provide an appropriate range of interactive exhibits to reinforce hard science . The project will develop presentations, discussion topics, simulations, spreadsheets, video clips and interactive tests challenging our audience to consider nuclear energy within the context of other sources of energy. Much of it will be closely related to research currently being undertaken within the Dalton Nuclear Institute, for example on waste storage, maximising fuel utilisation and decommissioning.

The depth and number of the engagements varies from one engagement activity to another. Much of our assessment of the potential impact is gained from the previous experience. Impact on the Young Engineers: Experience shows that many of trained engagement engineers become heavily involved in the project. Initially this is simply giving them the confidence and training to deal with their target audience, but many then go on to take a role in developing the engagement tools or become responsible for some activity within the program. It is envisaged that they will become STEM Ambassadors, and as such will remain in contact with STEMPOINT Greater Manchester beyond the lifetime of this project, perhaps going into schools or responding to outreach calls once graduated. This is especially timely given the lack of young role models in the nuclear industry at the present time. Debate Days: These are very intensive 6 hour engagements. Our experience gained to date shows that year 11 students take environmental issues very seriously and relish the chance to question experts, delve deeper behind the issues raised in the media and to come to their own conclusions. Exhibition visitors: the Jet Engine Experience tells us that many visitors spend no more than a few minutes engaging with certain aspects of the exhibit. Our strategy of attendees 'earning' EPSRC give-aways by completing a number of tasks has conferred a sense of achievement on our young visitors, who often engage in all 10 Jet Engine tools to complete their 'jet engine driving licence', who typically spend 20 minutes collecting their 'stamps'. We have given out over 3000 EPSRC giveaways in this manner and will adopt a similar strategy on the Energy Challenge. Engine Design Challenge: This challenge provides feedback on what they have taken from the 3D journey. Visitors receive a badge according to their performance on the Jet Engine they design - some try iteratively to discover what materials give each outcome (engine flies, explodes, smells, etc). Badges quantifying their ability to design and run a nuclear reactor will be awarded ('my lights went out', 'my reactor was safe', 'my reactor shut-down', etc). While some students can spend over 30 minutes most find that they can complete the challenge once in 3 minutes. For the nuclear challenge the aim will be to give students a feel for the competing demands of energy supply. Top Trump Cards: Our materials cards are just being reprinted (another 2000 packs). They can be used in a number of ways by schoolteachers. Initial feedback on the Energy Cards is very supportive. We have already identified 30 different energy sources (2000 initial print run); these cards will satisfy a need for allowing students to identify the strengths and weaknesses of different modes and to build up a broad portfolio of energy supply based on their personal preference. Our research shows that much can be gained from 10 minutes exposure at the end of a lesson. The wider impact and benefit of this project will be maximised by meeting the recommendations of the PPE Evaluation Report (2008). R23: We will submit a formal evaluation report building on the reporting and feedback undertaken each quarter and reported to the Project management Committee. R24 We will make available our learning outcomes to EPSRC through-out the project key learning outcomes from current and recently completed projects, hopefully by involvement in Regional PPE workshops (see track record). R25: We will make available case studies highlighting our work, including details of lessons learned, as exemplars of best practice for potential future applicants and to broadcast the societal benefits of EPSRC's activities more widely. R32: We will take up an ambassadorial role within the University of Manchester working with the Beacon for Public Engagement to promote public engagement and the training of DTC students in public engagement.