Saturday 31 March 2018

Tapering: towards an end, a beginning


It was about four years ago that I began to taper, flexibly. What has been surprising in certain respects is the nature and duration of the taper, with a corresponding joy emerging from the serendipity of the new. In this post I try to reflect upon the transition from full-time academic scientist into a ‘freelance’ scientist who is developing other interests, and the extent to which echoes from the former are still being enjoyed.

For very positive personal reasons, and after a cluster of re-alignments in research activity (e.g. here) and sensing a reduced scope for further innovations in teaching (e.g. here) I decided to become my university’s ‘guinea pig’ within a new scheme for ‘flexible retirement’. It worked well in terms of re-balancing my week and seemed a sensible initial step towards an eventual retirement in the more conventional sense of the term. Thus, for approximately 18 months I drew a fraction of my university salary and a complementary fraction of my pension. The eventual decision to retire from my post completely arose fairly organically from this interim stage. However, the final step brought with it at least one surprise – on the day of the retirement celebration planned by friends within my department. Catering had been organised, invitations sent out and I had begun to steel myself for the necessarily emotional aspects of the event. However, a police-issued order for a lock-down intervened: someone had called them with a (hoax) bomb threat. So no catering, and half my university friends/colleagues were locked in their own buildings; even my wife was stuck at a road block and unable to enter the campus. A kind soul remembered that there were some crisps (potato chips for those in the USA) and peanuts left over from a student reception the previous day, and the residual tea/coffee was augmented by the generous gift of a few bottles of wine which happened to be in the Head-of-Department’s office. I made a few impromptu remarks – my remarks tend to be impromptu – about how life is made of relationships, and that it would be the people I would miss the most: which I meant, and still do. Once the cordons were lifted, we all went our respective ways. I was retired.

Here, at the end of all things (Image adapted from https://imgur.com/gallery/OOTGg, with creative appreciation also to JRR Tolkien and to Peter Jackson. Feel free to interpret the image in light of my chosen title to whatever degree you believe is appropriate. For my part, ‘beginning’ is the title’s keyword: I simply wanted to be able to show an image that had about it a sense of ‘tapering’ from one state into another.)

In the two and a half years since that ‘interesting’ day I have accumulated abundant evidence of post-retirement opportunities – those utilising my disposition as a scientist as well as those in wholly new areas. I’ve reflected on this before, e.g. here, here and here. However, what was only partly anticipated at the time was the extent to which my former professional life as an academic teacher and researcher would roll forwards for as long as it has. The motivation for uploading this post derives from the fact that I seem to be approaching the point at which I can declare that I have indeed ‘cleared my desk’ in the metaphorical as well as the literal sense. Even my agreement, more than a year after retiring, to write the inaugural post for my Department’s new blog seemed to symbolise the extended process of tidying up. (Here, in its original form.)

One specific component to the pre-retirement discussions with my Head of Department involved an agreement to return for the Spring teaching term following my Autumn retirement date in order to teach a particular 24-lecture module. This would enable the Department more gradually to bring recently appointed early-career colleagues into play. I was content to do this; it was understood to be a one-off ad hoc arrangement with a specific and well-defined objective. Teaching undergraduate Physics students thereby ended completely a mere six months after I had retired. Defining an end to my former research endeavours is nowhere near as straightforward.

Setting aside the glorious-but-hard-to-cope-with day, about seven months after the date of my formal retirement, on which many colleagues and friends came together in generous celebration of my career (here) there have been references to write for former members of my research team as they move from success to success, and continuing to act as a sounding board for those colleagues I was privileged to mentor. I’ve also had a sprinkling of other ad hoc tasks associated with my career-long support for the UK’s major research facilities. Rather more extensive has been the effort to realise my hope to see any significant residual hard-won data analysed, interpreted and submitted for publication. This is not only of intrinsic professional importance to me and my former team members but there is, in my opinion, an ethical need to make sure that the publicly-funded research we undertook is properly peer-reviewed and openly published insofar as we are able to do so. The difficulty, and at the same time, the pleasure, of trying to move forward on this is that it depends crucially on those research scientists with whom I undertook the experiments in the first place. It has been a delight to have seen four post-retirement journal papers emerge thus far, and to know that the fifth – and probably final – manuscript was accepted for publication just a few hours before this very post was uploaded. Interestingly, this final paper is both the longest in terms of pages of text and the oldest in terms of the date at which the data was gathered. It relates to a hugely ambitious experiment a colleague (Jacqui Cole) and I conducted in the USA which yielded a complex set of data on rare earth glasses in need of a novel and bespoke approach to its analysis. It has taken us more than a decade to complete the task, even with invaluable input from a couple of talented early-career researchers. Out of the results of our work I will also be able to present a paper at the annual conference of the Society of Glass Technology in September (abstract here). Will the taper in post-retirement research activity conclude at that point? I’m working on the basis that it will, but I have learnt to hold such conclusions lightly. 
Heuristic diagram of the local atomic structure in a rare earth glass.
There is a postscript: ‘freelance research’ has yielded some unexpectedly sweet fruit. I have had the opportunity, since I retired, of contributing in a small way towards the conservation of the stained glass at Canterbury Cathedral (see here) and of contributing to the study of star-forming regions in our galaxy (see here). I presented the glass conservation issues at a conference eighteen months ago, and a manuscript derived from the ‘citizen-science’ observational astronomy project has recently been submitted for publication. Science goes on, as it surely must. I am delighted to be a part of that process even now, albeit in an increasingly novel guise as time passes. I am also pleased to be able to confirm that new outlets for creativity, outside of the conventional boundaries of ‘science’, have readily emerged in order to enrich life.

Young stars don’t collect additional matter from the surrounding disk at a uniform rate. A given star may have periods when its brightness increases quite significantly because the rate at which it is accreting new matter from the surrounding disk has increased markedly. There are theoretical models for all this, but a lack of data. This is where the citizen science project came in. (Image adapted from http://sciencewise.anu.edu.au/articles/accretion)



Friday 23 March 2018

Pick a Scale


Back in time, when I was still a salaried academic, one of the students in the course on Matter I taught [1] managed to derive a novel form of creativity from my lectures. I habitually made audio recordings – later, video recordings – of my lectures available to students for revision purposes (and to help with dyslexia etc; see here and other related posts) but this one student found another use for them. He cut snippets from my lecture recordings and dubbed them onto a piece of music. I only found out about it after it had travelled, viral fashion, around the student body. I took it as a compliment, and still do. In order that you can enjoy this as well I've uploaded it to YouTube, here: it benefits from volume and decent bass [2]. One of several things I learnt from his creativity is that I had, and most probably still have catch-phrases. There was one, however, that almost certainly led the pack in the context of this lecture course: “pick a scale” and its close variants.

Why? Because the most common cause of needless mistakes within their numerical exercises was the admixture of measurement scales and a confusion regarding the units associated with a given scale. Thus, someone might mix grams with kilograms and be out by a factor of 1000 – make this mistake more than once in a calculation, or do so in the context of an equation in which the mass, for example, appears more than once, and the results will be thrown even wider off the mark. It was a problem that dogged the students in this programme more than most simply because they were often older than the usual direct-entry undergraduates and/or came from a wider range of educational backgrounds. Many of them had, like me, grown up with measurement scales and units that were commonly used before SI units, the système international d'unités, held sway as our metric framework.
A ‘useful’ plastic ruler from my past: upper scale showing centimetres and their metric sub-division into millimetres; lower scales showing inches and subdivisions into tenths, twelfths and sixteenths.
Within my own formal education I had begun with imperial units (miles, feet & inches; pounds, hundredweight and tons; hours; degrees Fahrenheit …) and all the derived units that went with them or alongside them – like foot-pounds to quantify energy and pounds per square inch as the unit of pressure. Many of us in the UK will still think in those terms on a day-to-day basis; many more in the USA will follow suit. I was versed in these things until my mid-teens; even the wicket on the cricket pitches my father and brother played on, and my son still does, are precisely one chain long (stumps to stumps; one chain = 22 yards = 66 feet). However, by then I was veering towards the sciences, and therefore also mathematics, and metrication became the thing – we were required to familiarise ourselves with the CGS system: centimetres, grams and seconds, and associated units like degrees centigrade. We were obliged to change yet again within two or three years. By then I was in the final stages of my secondary schooling – senior years of High School within the USA, approximately – and had opted to specialise solely in the physical sciences. (I specialised because that was what one did back then, and it remains the norm in England today unfortunately. By preference I would have added English Literature and either Archaeology, Logic/Philosophy to the mix.) This time it was a blessedly less radical move into the MKS system: metres, kilograms and seconds, and their associated units. The final change, or at least I hope and believe it’s the final one, came when I became an undergraduate Physics student: MKS moved almost effortlessly into the SI system, which retains the same base units of length, mass and time.
My wife still uses these imperial-scale scales in the kitchen, as do I when following classic old recipes – particularly for jam (or jelly for those in the USA). The mass currently on the scales is one pound (1 lb); the others shown are ½ lb, 4 ounces (4 oz, i.e. ¼ lb), 2 oz and 1oz.
Thus, I could empathise with my students because I had seen even larger shifts in the way we quantify our measurements of our world than they had. However, empathy alone was of little benefit to them – hence the need for many reminders to make sure all the numbers they were using were associated with the same measurement system, preferably SI: whence was born a catch-phrase …

Lest anyone think this is an issue of minor irritation to a few early-years students, I’ll share with you the story of NASA’s $125M Mars Climate Orbiter from the late ‘90s. It burned up in the Martian atmosphere because engineers had failed to convert units from imperial to metric (see here). To bring it forward to today, just imagine the consequences of an analogous error in the software of a driverless vehicle. Scales and units are a non-trivial issue.
Mars Climate Orbiter 
Nothing in what I have said should be taken as a statement that the scales and units of former days were intrinsically inferior. I habitually use the metric system – almost always the SI – because it makes my life easier, both as a scientist and when in the kitchen or at my workbench, but these other scales have their strengths. Imperial scales are often quite intuitive for instance: a foot corresponds to just that – the average length of an adult foot, and an adult’s stride becomes a yard; the acre, a measure of area, was defined in terms of the farmland that might reasonably be ploughed in one day prior to mechanisation. The Fahrenheit scale, likewise, was established such that 0ºF corresponds to the lowest temperatures one might expect in Winter (- bearing in mind the parts of the globe in which the scale was being used) and 100ºF to the highest Summer temperatures to be expected. It’s all very sensible as far as it goes. Moreover, even now, and amongst a scientific community using SI units by default, there are ‘useful exceptions’. Astronomers and planetary scientists speak in terms of the astronomical unit, AU, for example, which is simply the average Sun-Earth distance; mass is often given in units of Earth’s mass or the Sun’s mass. Closer to home, although I perhaps ought to be employing the nanometre, nm, I still use a length called the Ångström when I’m discussing the separations between atoms: this was initially established as the diameter of a hydrogen atom – the smallest atom and therefore a useful ‘measuring stick’ in this realm. There are 10 Å in each nm.

For a useful compilation of scales and units, old and new, see here.

An obvious weakness in the historical scales, certainly as they were originally established, is that they could – and did – vary quite markedly from one community to another, much as the time of day varied within a country when all calibration derived from the Sun. Even after standardization was achieved there remained significant issues, not least with the English-speaking world. For instance, a gallon in the UK is not the same volume as a gallon in the USA: in fact it’s approximately 20% larger. However, these are well understood differences. More troublesome by far, to my mind at least, are those ad hoc scales/units invented ostensibly to help us understand something but which serve only to obfuscate and confuse. There is a depressingly long list of examples: measuring an area using a ‘football pitch’ as the unit, or a height in terms of Nelson’s Column in London, or a length in units of London buses, … My personal ‘favourite’, which I spotted in one of my grandsons’ books a few years ago, came from an author trying to convey the mass of one of the monoliths which make up Stonehenge by informing us that is was the same as 22 sheep! I can’t help but think that these inventions are counter-productive.


Footnotes
[1] I was teaching this within our Foundation Year programme which I helped to start back in the early ‘90s. The programme, inserted before the more conventional undergraduate degree programme, has offered a ‘second chance’ to hundreds of students in the succeeding years. I loved teaching within it, and the students I met whilst doing it.
It’s amusing to see that the lead text at the top of the current web page still has its roots in what I wrote for printed course booklets back then: this Physics evidently ages well.

[2] The music is Tractor Beam by Eat Static, which is used with their kind permission; the image is of Bulkhead by Rick Kirby and this stands outside the Marlowe Theatre, Canterbury, UK.

Image of Stonehenge adapted from http://www.english-heritage.org.uk/visit/places/stonehenge/ and the cartoon sheep are extracted from http://clipart-library.com/clipart/1686234.htm