Impact case study database

Atomic force microscopes have been commercially available since the early 1990s. Since then, several companies have built and sold AFM instruments, including Bruker (US), Agilent (US), JEOL (Japan), Park Systems (South Korea), Oxford Instruments (UK), Nanosurf (Switzerland), Hitachi (Japan), Horiba (Japan), WITec (Germany), NT-MDT (Russia), NanoMagnetics Instruments (UK) and Nanonics Imaging (Israel). Such instruments are now routinely used for surface analysis in academic and industrial research. In 2019, the AFM market was worth USD441,000,000 and is projected to reach USD586,000,000 by 2024 ( S1). By various acquisitions and further developing AFM, Bruker has become the market leader in this field. Its Bruker Nano arm of the business, which Professor Hoogenboom has been collaborating with for AFM, accounted for approximately 30% (USD632,700,000) of the company’s USD2,100,000,000 revenue in 2019 ( S2).

Key parts of the commercial success of Bruker’s AFM instrumentation have been the continuous technology development towards achieving high-resolution imaging with decreasing amounts of user input, and of AFM probes that are of more consistently high quality. These developments have been inspired and supported by research at UCL and led to improvements in instrumentation; protocols for benchmarking the quality of AFM instruments as demonstrated by double helix DNA imaging; and guiding the development of a new AFM probe.

Contributions to improving Bruker’s AFM instrumentation

The relationship between UCL and Bruker emerged in 2012 stemming from AFM instrument development in Professor Hoogenboom’s lab ( R1). This led to the establishment of a joint development agreement between UCL and Bruker, with the overall aim to improve Bruker instrumentation to realise the high resolution achieved in published work from UCL which demonstrated DNA double-helix imaging. The collaboration with Bruker involved improving a beta-version of a Bruker AFM microscope. The instrument was modified to reduce the noise in the optical detection of the AFM probe and it included a new proprietary method of cantilever actuation and imaging mode, named “PeakForce Tapping”.

Guided by investigations at UCL and at its headquarters by UCL researchers, Bruker used data from these experiments to improve its equipment, as well as the robust and reproducible characterisation of DNA at double helix resolution on Bruker instruments as detailed in their published paper ( R2). The resulting methods have continued to be used at Bruker as a standard protocol to optimise imaging parameters.

Developing benchmarking methods to demonstrate high quality instrumentation and improving promotional material

To guide and demonstrate the success of improvements to instrumentation and/or methods, well-defined benchmarks are needed. An ideal benchmark is representative of a large class of AFM samples (actual and potential) that are inexpensive, widely available, easy to prepare for AFM; and sets a high bar for instrument performance. The Hoogenboom group’s research on imaging DNA and resolving the major and minor grooves of the double helix has become the benchmark in the Bio AFM market; as the criterion of double-helix resolution puts high demands on the way in which AFM probes are actuated and detected and on the quality of the probe. The high-quality DNA double-helix imaging provided an accessible and easily recognisable benchmark for Bruker’s PeakForce Tapping mode against its competitors and strengthened Bruker’s position with respect to competitors. The Director of AFM Product Management and Applications Development at Bruker Nano Surfaces stated: “As a result of the improved sample preparation protocol and the quality DNA double helix images Dr Pyne had captured, we were then able to use these images, benchmark PeakForce Tapping Mode against peer methods and provide proof of performance in some of our tender responses” ( S3).

Furthermore, Bruker used the research and protocols pioneered by the Hoogenboom group as input for an application note 142: Imaging of the DNA Double Helix with PeakForce Tapping Mode Atomic Force Microscopy ( S4) and promotional material as exemplified by the cover illustration of the 2013 edition of the journal Microscopy & Analysis ( S5). The application note and promotional materials have been included in presentations by Bruker’s representatives, as they served to demonstrate the performance of Bruker instrumentation to existing and prospective customers; therefore widening the use and customer base of the company.

Improving training and development for company employees and customers

In the wake of UCL’s publication on DNA imaging ( R1), Dr Pyne from UCL travelled to Bruker Nano’s R&D Headquarters in Santa Barbara, California in 2015 where she delivered hands-on training, based on the methods for high-resolution DNA imaging developed at UCL to ten of their approximately 40 Application Scientists representing each of Bruker’s sales regions (NA, EU, APAC, Japan). A Senior Sales Engineer at Bruker UK confirmed learning from the workshop has continued to be used “These Applications Scientists have all used this training as part of their customer systems demonstrations and several have provided the same training to other Apps Scientists in their respective regions.” ( S3)

Dr Pyne also provided a written manual to Bruker’s application scientists, enabling them to demonstrate Bruker instrument performance to customers worldwide. Bruker’s Director of Product Management and Applications Development commented: “The manual on the scanning parameters for single molecule DNA, co-authored by [UCL scientist] Dr. Alice Pyne and Dr. Andrea Slade (Bruker), has allowed this invaluable knowledge to be passed on within the company (including to Bruker staff in EMEA, USA, Japan and Asia Pacific regions) and to customers alike” ( S3). This manual has provided “reference material to assist them [customers] in high-resolution imaging studies of their own samples”, which has facilitated the delivery of Bruker’s “larger goal […of] enabling our customers to do more new and exciting research” ( S3).

Impact on development and sales of AFM probes

In addition to AFM instrumentation, Bruker also develops and sells AFM probes to use with its own and other AFM systems. Complemented by experiments carried out by UCL scientists in London and Santa Barbara, the UCL research on DNA imaging facilitated Bruker’s development, testing, and benchmarking of new lines of AFM probes ( R1, 2). The impact of the Hoogenboom group’s work on directing probe development is corroborated by testimony from Bruker, “the knowledge gain from the collaboration with Dr Pyne and Professor Hoogenboom has led to focused investment” and that “During our collaboration, Alice [Pyne] was a member of the Bruker Team who, together with Bruker Probes Engineers, Dev Apps Scientists, and Sales Apps Scientists, worked on the development of specialized high-resolution imaging AFM probes” ( S3). The most tangible result of this has been the development of what is now Bruker’s PeakForce-HIRS-F-A/B product line ( S6). These probes were first launched in 2015 as a direct result of Dr. Pyne’s benchmarking and prototype evaluation work on DNA and generated a new source of revenue for the company. The probes were the first to specifically enable high-resolution imaging on single biomolecules as they were designed for robust double helix imaging. Due to the high technical specification of these probes, they are sold in multiples of 10 at more than GBP50 per probe. This is more than double that of other probe models available from Bruker. The PEAKFORCE-HIRS-F-B probes are advertised as “ The world's first probe targeted at delivering high resolution on single biomolecules” and are recommended for “…highest resolution fluid imaging of individual, isolated bio-sample such as resolving the DNA double helix - the BioAFM market's standard for demonstrating highest resolution performance” ( S6). A Senior Sales Engineer at Bruker UK said: “Our [Bruker’s] customers have confirmed that these probes are indeed very useful for AFM studies in molecular biology and we continue to offer them as part of our high-end probe catalogue” ( S3). In 2017 the Bruker Nano Group reported a USD58,400,000 increase in revenue on the previous year. Much of this increase has been “driven by solid performance in academic and industrial materials research markets for our X-Ray, nano surfaces and nano analysis tools” ( S2). This increase also corresponds to the introduction of PeakForce Hi-Res F-A/B series demonstrating that sales from the line have contributed to the increase in Bruker’s revenue.

There is a clear appetite from the public for accessible information about cutting-edge physics, which helps inform and raise the quality of public discourse around science and research in general; this is perhaps more obviously crucial now than ever before given the challenges we face. UCL contributions to the physics programme of the CERN Large Hadron Collider and related public engagement activities have both met and further stimulated this appetite. This research addresses fundamental questions about the nature of the universe via experiments, deploying advanced technology and engineering. It has led to improved understanding of particle physics concepts and, more widely, of the nature of scientific evidence among the public and pupils, which has changed attitudes, influenced public discourse, and encouraged uptake of opportunities in STEM, as evidenced below.

Increased public understanding of particle physics through blog, books and media activity

Professor Butterworth’s Life & Physics blog began as a record of the research behind the Higgs boson discovery in an effort to present science and discoveries in a more accessible way. The blog was hosted by The Guardian website between August 2010 and August 2018. Subsequently, the blog moved onto Wordpress with associated articles on the Cosmic Shambles network, a platform for people who want to find out more about our universe through science, art, history, philosophy, music and literature. From August 2013 to December 2020, Life & Physics posts discussing UCL research have been published weekly attracting 3,700,000 unique visitors (with peaks of approximately 20,000 per day) from many countries, including the UK, USA, Germany, France and Australia ( S1).

Readers acknowledged the value of the research on particle physics discussed on the blog and the technological advancement it led to: “The physics is important from a fundamental understanding of the nature of matter in our universe and the technological advances have been monumental in the collider and detectors structure”, one comment read, “It's knowledge for the sake of knowing things. I think that's worthwhile. In some ways it's what makes us human” ( S2). Although the benefits of fundamental research on particle physics are not immediate, these blog posts improved readers’ understanding of particle physics and its potential: “Learning how to manipulate the Higgs field may also bring about technologies we can't even dream of today,” read one comment, while another said, “Explain why we need to prove Higgs boson exists as at all, why not just believe the theory and move on and start to take advantage of whatever it can be used for? If it has some uses, let’s start applying the science to develop the uses” ( S2). Furthermore, UCL’s research described in the Life & Physics blog provided a resource for physics teachers to engage students with STEM subjects and led to changes in teaching practice. A secondary school teacher commented: “These posts [on the Life & Physics blog] were not only the perfect source for being up to date with new discoveries in particle physics, but also an inspiration and a great resource for teaching physics. Indeed, I have used Professor Butterworth’s articles during physics classes on many occasions” ( S3).

Butterworth’s other public engagements with broadcast media in response to public interest included television and radio appearances where he discussed his underpinning research. These include Infinite Monkey Cage (BBC4; 04/07/2017), Today Programme (04/01/2017, 16/01/2018, 27/03/2019), BBC Inside Science (03/09/2015, 29/04/2016, 17/05/2018, 21/06/2018, 28/06/2018). Each episode of Infinite Monkey Cage featuring Butterworth gathered approximately 2,000,000 listeners and 400,000 podcast downloads ( S4).

The large readership of the blog and the positive feedback evidenced a clear public interest in physics. Consequently, Butterworth wrote two books – Smashing Physics (published on 7^th May 2015) and A Map of the Invisible (published on 6^th September 2018) – that provided a systematic explanation of his research in particle physics to the public in an accessible way. Smashing Physics and A Map of The Invisible have been published in the UK, the US, China, Germany, Taiwan, France, Italy and Russia, with over 36,800 copies and 22,000 copies respectively sold ( S5). The Royal Society acknowledged Smashing Physics for making “the most advanced science around seem within our grasp” and shortlisted it for the Winton Prize ( S6). Reviews of A Map of the Invisible evidence improved understanding of particle physics concepts by its readers: “It [ A Map of the Invisible] has lots of information regarding particle physics put in a way that's easy to understand for anyone who is new to the field”, and “I've been teaching myself about the quantum world for two years and the analogies used in this book provided more than a handful of a-ha moments” ( S7).

Additionally, in response to demands from schools internationally for accessible content on physics research, ATLAS and TED created the animation lecture What’s the smallest thing in the universe, detailing Higgs research conducted at UCL and ATLAS . Between its publication on 18^th November 2018 and 15^th November 2020, the video reached a viewership of approximately 678,000 and received 904 comments. The animation increased viewers’ understanding of matter and fundamental particles and inspired them to learn more about the subject as evidenced by viewers’ comments: “I've always wondered what the particles that are smaller than subatomic particles were. I also really love how you can explain complex concepts in a really simple way that people can understand and that can be easily accessed,” one said. Another noted, “I have known about the elementary particles for years but this quick video just gave me more info about the interactions of the particles then I ever knew. Now it's time for more advanced vids” ( S8).

Inspiring public and school children through talks about particle physics

Approximately 15,000 people attended talks at which Butterworth and his team discussed the Higgs and related research, including Nine Lessons and Carols for Godless/Curious People (2017 and 2018), End of the World Show (2017), New Scientist Live (2018), British Science Festival (2018), and Royal Institution public lecture (2018). Butterworth also took part in Sceptics in the Pub events between 2014 and 2019 (9 events; 40-50 participants each), where the audience engaged in discussion of his research on the Higgs boson. The organisers for New Scientist Live (2018) highlighted the contribution from Butterworth to the event: “We had 40,000 attendees this year... and the Cosmos stage had 10,595 attendees over the course of the event! […] It was incredible to observe the festival come to life and watch visitors engage so fully with all the talks and exhibits. We want to thank you for taking the time to prepare and present a talk that was both engaging and informative” ( S9).

Members of the UCL High Energy Physics group, including Professor Butterworth and his team, delivered at least 20 ATLAS-related school talks since January 2015, reaching approximately 1,200 Year 9-13 students in total. Students were interested and engaged in lectures that covered particle physics and aspects of researchers’ work as evidenced by a teacher’s testimonial: “Approximately 50 of them [students] from year 9-13 attended the lecture that covered not only principles of physics and insights about the ATLAS experiments, but also aspects of the day-to-day life of a researcher. Students were very interested and engaged in the lecture as evidenced by a lively question session after the lecture and a positive feedback. This was an excellent preparation for our trip to LHC and an inspiration for our students. Out of the students in year 12 and 13 during that academic year (2015), 4 of them decided to read physics and 9 chose engineering at university” ( S3). Another teacher confirmed that students found “the lecture of the professor as very informative and that [the lecture] had given them a better understanding of the particle word” ( S10). Such engagement effort has contributed to an 66% upsurge of applications to UCL undergraduate Physics courses from the schools that Butterworth and his team have given talks to between 2012/2013 and 2019/2020.

The Sun plays a central role in all our lives, from the more apparent provision of heat and light to the much less well-appreciated impact it has on our modern technological systems. The phrase “space weather” is now used to describe changes in the near-Earth space environment, driven by the Sun’s activity, that lead to these technological impacts. Through her public engagement programme, Green’s research has increased awareness and knowledge of space weather and solar physics across a range of audiences including schoolchildren, the public and other stakeholders, such as the Met Office.

Increased understanding of solar physics among school children

Green effectively shared her research on coronal mass ejections (CME) with more than 90,000 people (students aged 5-18 and science teachers) at more than 45 face-to-face school events in the UK from 2014 to 2020. Fifteen of these outreach events had over 1,600 GCSE students in attendance. Topics discussed during these engagement activities raised understanding of solar physics research findings and stimulated interest among students and teachers, as demonstrated by the feedback given by audience members. The Co-Principal in one of the secondary schools acknowledged that through the lectures the students’ knowledge of solar physics had broadened beyond the national curriculum ( S1). The lectures inspired both students and teachers, and led to establishing a new after school club “Intro to Astrophysics”. In their feedback, students commented that “Prof Green made complex physics seem accessible” ( S1). One of the teachers found the presentation by Green “fascinating and enjoyable by all, she had the ability to make a hard topic easy to understand by all”, and said “I found the talk about magnetic flux ropes by Professor Lucie Green the most interesting and useful because I didn't previously know how CME's worked or what caused them” ( S2).

Inspiring female students to pursue studies and a career in STEM

Green’s public engagement activities had a significant influence on female students by increasing their understanding of solar physics and changing their perception about becoming a physicist. After “Star Gazing Party”- STEM Festival Week in 2019, a teacher commented: “Our Year 10 female students had mentioned that it was wonderful to see such a successful female scientist” ( S1). This style of engagement event led by Green inspired females to pursue studies and a career in physics and contributed to an increase of 11% (from 21% in 2012/2013 to 32% in 2019/2020) female student intake to physics at UCL during the current impact period. In addition, the female entries to physics course at UCL were 9% higher compared to the national level (23%) of female entries to university physics courses in 2019/2020. One of the female students acknowledged how Green’s talk increased her awareness and ignited her interest in physics: “I attended a GCSE science live talk you gave a few years ago where hearing your passion for solar physics started my interest in physics. Your talk (on solar physics) really allowed me to imagine myself as a woman in physics and also gave me the idea to do solar physics for this project”. A current female PhD student in solar science commented that Green’s talk increased both her interest in physics and her confidence to pursue her studies: "I was struggling with AS physics and debating whether to drop it after AS level (only a few women in the class, didn't feel clever enough etc.) but after your talk I decided to carry it on to A level which I really enjoyed!" ( S2).

Increased understanding of solar physics among the public

Green discussed her research during 85 events for adult learners or family audiences carried out between 2013 and 2020. Direct engagement included talks at science festivals (Cheltenham Science Festival, Astrofest, New Scientist Live, and the Winchester Science Festival), literature festivals (Fairford Festival of Fiction, Harrogate Festival, and Hay Festival), science centres, poetry evenings and arts events. Audiences expressed appreciation for Green’s talks on solar physics, as evidenced by the comment “Thanks again to @Dr_Lucie for a fascinating and fun talk last night about the Sun. Flux tubes are a fascinating subject!” ( S3). Recognition of Green’s excellence in communicating her research with school children and the public led to the award of the Lise Meitner Medal and Prize from the Institute of Physics in 2017.

Research-inspired exhibition

Within the UK physics community, Green’s expertise in solar physics made her a natural choice to become the first astrophysicist on the advisory board of the Science Museum in 2012. In her position as a board member, Green has contributed to the strategic direction of the museum’s cultural offer by embedding knowledge of cutting-edge solar physics, and space science as a whole ( R1-R6), in the institution. The Science Director commented: “After series of discussions with senior staff at the Science Museum and other board members about the current developments in astrophysics and space science, notably research related to solar storms, Professor Green inspired one of our blockbuster exhibitions - The Sun: Living with Our Star. Professor Green became a member of the exhibition committee and her expertise and knowledge about solar physics were invaluable in the process of curation and the success of this exhibition” ( S4).

The exhibition was open to visitors from 6^th October 2018 to 6^th May 2019 at the Science Museum in London and from 18^th July 2019 to 5^th January 2020 at the Science and Industry Museum in Manchester. During this time, 69,000 visitors viewed and engaged with it. In their feedback, visitors appreciated how the exhibition helped them to understand a variety of topics related to the impact of the Sun on our lives through space weather: “it [the exhibition] looks at future problems caused by the sun, namely solar storms, and there was an excellent quiz for everyone to learn about what we would need in the case of a solar storm”, “enjoyed an interactive display on surviving a solar storm where visitors guess what they might need the most to cope” ( S5). Moreover, the exhibition was featured in 78 dedicated articles (including the Guardian, New Scientist, The Evening Standard and Time Out), 2,270 exhibition mentions and 41,989 tweets ( S4).

Research-inspired poetry and books

Green worked closely with the poet, who had a one-year residency at UCL Mullard Space Science Laboratory (MSSL) in 2014. This collaboration inspired him to publish his book Sunspots (published in 2015 by Penned the Margins). The poetry in the book directly draws upon and discusses Green’s research into solar eruptions and magnetic flux tubes. The author acknowledged the influence of the underpinning research on his work: “I was able to add depth and richness to my book Sunspots, which increased its quality and helped lead to strong sales and a successful tour of my one-man show based on the book” ( S6) . The poems in Sunspots gave readers a new perspective and understanding of solar physics, evidenced by reviews: “His [the poet’s] knowledge of Sun-science comes through in his application of scientific concepts and language, and his poems reveal the nature of the Sun via its interaction with us and with the broader universe”, “The whole concept is fascinated and faced with both poetical and scientific expertise” ( S7).

In 2016, Green published her own popular science book 15 Million Degrees: A Journey to the Centre of the Sun that has been translated into Dutch, German, Italian, and Chinese, and has sold 12,000 copies in the UK alone ( S8). The book provides readers with an overview of solar physics over the centuries and discusses her research ( R1, R2, R3). Readers recognised that this book changed their understanding of solar physics, as evidenced by the reader comment: “[the book] explained some key concepts that I had struggled to get my head around for many years” ( S8). In addition, readers confirmed that the book increased their knowledge and awareness: “It [the book] was written so that a non-academic like myself could understand. I never realized how amazing and dynamic our Sun is. And how integral magnetic fields are to everything” ( S8) .

Influencing organisational change and knowledge of space weather forecasters

The underpinning research ( R1-R6) has been translated into training for space weather forecasters and stakeholders from across the space weather sector. For example, Green led training sessions on her solar physics research at the Flarecast workshop in 2017 (30 attendees), the European Space Weather Week in 2014 (350 attendees) and training schools for forecasters at the Met Office Space Weather Operations Centre (MOSWOC) in 2017 and 2018 (8 attendees). The longitudinal engagement with MOSWOC contributed to changes in the organisational culture. The Senior Operational Meteorologist and Lead Space Weather Adviser at MOSWOC commented: “The Science of Space Weather training programme (…) provides our forecasters with a better understanding of the science of space weather (…). In the last seven years the Met Office has transitioned from an organisation not involved in space weather to becoming genuinely influential globally in this important field. Our collaboration with UCL has helped that transition immeasurably” ( S9). Currently, MOSWOC relies heavily on the use of images of the Sun and their interpretation to forecast space weather related to events such as CMEs. Hence, the underpinning research that was communicated at the training events increased forecasters’ knowledge and the competences required for their role, as evidenced by comments: “Information on sigmoids was great for helping understand how flares work” and “A useful in-depth understanding of magnetic reconnection and flux rope emergence” ( S10).

In 2018, Green raised awareness of the impact of space weather by giving talks to 50 policymakers in the Department for Business, Energy & Industrial Strategy (BEIS) Science & Engineering Network (SEN) and to the Department for Exiting the EU (DExEU), both discussing research in ( R1-R5). The feedback evidenced increased knowledge among policymakers: “it (…) certainly taught me more about coronal mass ejections than I ever knew before!” ( S10).

ORBYTS began with a single researcher-school partnership in 2016 and has now reached over 1000 students at 30 partner schools. It has enabled more than 150 school students to author 10 scientific publications. Nine out of ten schools with paper authors are state schools, and eight of the published schools have one or fewer physics teachers at the school, with two having no physics teachers at all. The majority of students undertaking ORBYTS research projects are from backgrounds that are under-represented in science, and over 50% of UK pupils undertaking ORBYTS research projects are either eligible for pupil premium/free school meals, or are refugees or in care. The gender ratio for the programme in 2018/19 was approximately 50:49:1 Male:Female:Non-Binary — far more equal than the 80:20 male to female gender ratio at physics A-level in the UK, which reduces further professional science.

By integrating school students into the research process, ORBYTS has had three main areas of non-academic impact: 1) increasing aspiration and science capital for under-represented groups in science; 2) improving transferrable skills and attainment; and 3) deepening teachers’ specialist knowledge of astrophysics. The team has now helped to set up similar programmes across the UK and globally.

Increasing aspiration for under-represented groups in science

The UK faces chronic diversity issues in physics, in terms of gender (only 20% of students studying physics A-levels are female), ethnicity (94% of physics academics are white), and socio-economic background (0.6% of students on Free School Meals (FSM) achieved A* in a science GCSE vs 3.5% for non-FSM). From the 150 school students the programme has supported to author scientific publications, more than 40 ethnicities are represented. By directly targeting under-represented groups, ORBYTS has impacted the aspirations and science capital of students in those groups. Through their research projects and repeated meetings with relatable science role models, ORBYTS pupils gain an authentic and deep understanding of the scientific process and what it is like to ‘be a scientist’.

The programme positively reframes scientific work and increases student confidence – a key factor in limiting girls’ uptake of physics according to the Institute for Fiscal Studies. The Chemistry Teacher at St Gilgens School said, “More than half of the students in the project are female—of these more than half are not currently studying physics. At a level where some students had "checked out" of physics (…) our project proved inclusive and kept girls from a broad range of backgrounds and subject choices believing that physics had something they could contribute meaningfully to… The confidence building I've seen them go through in the last few months has been amazing” ( S1). A teacher at Marymount Girls International School and Holy Cross Girls School, said the programme delivered “highly-engaging and challenging astrophysics extension activities” at the girls’ school that the school “would not have the time, brainpower or focus to be able to deliver” on their own ( S1).

Students also attested to an increase in both scientific knowledge and confidence. A pupil from Higham’s Park School said, “ORBYTS has improved my self-confidence drastically” and “has opened many doors for me in terms of leadership roles and placements” ( S3). Another ORBYTS student at Tiffin Girls School pointed to how it exposed them to life as a scientist: “We were dealing with data that we hadn’t been exposed to before, gaining an insight into what it would be like to be a scientist or astrophysicist” ( S4).

The consequences of this engagement with relatable role models and the scientific process has been that ORBYTS research projects directly increased uptake in STEM courses amongst groups who are under-represented in science. A teacher at Marymount Girls International School and Holy Cross Girls School said that “EVERY student who took ORBYTS while on their final year of GCSE decided to take Physics at sixth form”, creating a 100% increase on previous 6 years of A-level physics uptake, which he called “a tremendous show of the programme’s success” ( S2). Another student said, “When I began my course I thought I might go into a philosophy field at university but the experiences I've had over the last two years helped to change my mind and I now have a number of offers of places for Mechanical and Civil Engineering courses. The ORBYTS project opened my eyes to the possibilities of science and increased my passion for the subject” ( S1). The Head of Physics at Preston Manor School noted that involvement with ORBYTS has even helped students with their university interviews: “In the past two years our students at Preston Manor have managed to have two publications which has helped them in their university application forms and they have been asked about it in their interviews” ( S5).

Even those students who do not go on to study sciences still report that their involvement in an ORBYTS research project has given them a life-long appreciation of science. A year 13 ORBYTS student at St Gilgens (and author on Wibisono et al. 2020) said, “I never thought Physics could be something I could do. Just being part of it showed me more possibilities of science I'd never even thought of and sparked interest in other parts of science which I will never forget” ( S1).

ORBYTS impact on transferable skills and student attainment

Teachers pointed to the plethora of hard and soft skills their students have developed as a result of engaging with ORBYTS: “All but two students in the project speak English as a second language - their levels of scientific literacy and their scientific vocabularies have grown immeasurably. […] The team have also picked up a lot of transferable skills around the basics of coding for data science” ( S1). Another said: “it is the set of skills they are learning that really sets this apart – advanced algebra, python programming, applying neural network and artificial intelligence principles, intense teamwork and friendly competition” ( S1). This is echoed by: “[m]ore important than this stretching of understanding and even the glimpse of life as a researcher are the skills the students develop such as teamwork, resilience, organisation and not being afraid of asking questions!” ( S3).

Students were especially enthusiastic about the skills they gained through ORBYTS. An ORBYTS student said, “I learned about simple computing language (python) for analysis and realised it can be used by anyone - I had no idea about coding but now I realise it's something I can actually do” ( S1). Another said that “this project helped me learn how to analyse data and work in a team and present the data like when we went to the science fair. I've never done anything like that before and I didn't think I'd be able to understand it enough to do it but it was something I really enjoyed” ( S1).

A teacher noted that these skills had translated into higher attainment for students at his school. For example, despite the socio-economic challenges of their area and a shortage of physics teachers (only one in the school), the 2017/2018 Higham’s Park school ORBYTS cohort achieved progress from GCSE to A-level physics grades that was in the top 1% across the UK. The ORBYTS research project is cited as a major contributing factor ( S3).

ORBYTS impact on teacher specialist knowledge and motivation

While the school students directly involved in the research have clearly gained both skills and scientific knowledge, involvement with ORBYTS has also improved teachers’ motivation and specialist knowledge which is particularly valuable because many of the partner teachers are not physics subject specialists. A teacher involved with project said it had been “very refreshing” to be involved in ORBYTS: “After many years of teaching the GCSE and A-level syllabus, it was exciting to think about a new area of science. Meeting the PhD students and course coordinators reconnected me with the excitement of studying science at university level and reminded me what science education can be about. Given the very high rate of loss of science teachers from the profession, having such opportunities for re-energising teachers can be very important for recruitment and retention of teaching staff” ( S6).

Another teacher notes that it had not only enhanced his motivation to teach, but even changed his teaching practice itself, as well the subject knowledge of other teachers in his school: “As for how useful I've found the project - in a tough year with significant professional challenges to overcome, this has been a real ‘get me out of bed in the morning’ kind of project. […] The project has fed back down through the school with ORBYTS members giving presentations to lower year groups and it's even changed my teaching to my 13 year old students - all my magnetism stuff is now fed through the lens of the importance of our magnetic field and what the aurora on Earth tell us about the conditions necessary for life here. Multiple other staff have become involved and have had valuable subject knowledge gains and through the school publications the wider school community - parents have also become enthused and are talking with their children about the project even if they're not directly involved. ORBYTS is definitely one of the coolest things I've been exposed to in my 15 year career” ( S1).

Spread of ORBYTS programmes across the UK and globally

ORBYTS projects are now being piloted at Lancaster University and Northumbria University. UCL researcher William Dunn ran an ORBYTS project from Harvard (published in ( R6)) and now runs a similar programme with a partner school in Austria. Clara Sousa-Silva (author of reference ( R1)) is now running the Harvard version, directly informed by the ORBYTS model ( S7). The ORBYTS team has also been involved in discussions with Universities in Australia, the Netherlands, Hungary, and Austria to start further pilots.

UCL research into the emergent field of quantum biology has stimulated significant public interest in this topic and increased the level of knowledge about quantum physics in school pupils, students and wider global non-academic audiences. UCL researchers have featured in television programmes, participated in exhibitions and music festivals, delivered a significant number of public talks worldwide and given interviews for press and blog articles, which have together engaged more than 2,000,000 people worldwide with quantum physics.

Television

Olaya-Castro’s research on quantum effects on photosynthesis was featured in The Secrets of Quantum Physics – the first ever TV programme to cover the topic of quantum biology. It aired on BBC Four for the first time on 16 December 2014, and 7 more times with a total audience of about 800,000 viewers ( S1). Due to popular demand, the episode is also available online via YouTube and Dailymotion, and it has been watched approximately 1,864,425 times overall, with more than 16,400 comments and an overall 93% positive rating as of December 2020 ( S1).

Olaya-Castro’s research was also highlighted in Magic Numbers: Hannah Fry's Mysterious World of Maths, which was aired twice on BBC Four in October 2018, with a total audience of 369,000 people ( S2). Moreover, the same episode has been watched on YouTube 381,087 times with over 3,700 comments and an overall 96.7% positive rating ( S2). The director of the programme commented: “Prof Olaya-Castro's contribution to the programme played a crucial role, creating a greater understanding among the general public of fundamental biological processes, and demonstrating how science research (which can sometimes seem quite esoteric) has a relevance to all of our lives - in this case quite literally!” ( S3).

These shows were the first to bring quantum effects in biology to large general TV audiences and stimulated extensive public discussion about quantum biology as evidenced by the many comments posted online.

Exhibitions and music festivals

Olaya-Castro’s research, and her track record in public and media engagement resulted in a successful proposal to exhibit the stall Quantum secrets of photosynthesis (QSOP) at the Royal Society's annual Summer Science Exhibition (RSSE) in 2016. The participation reflects a strategic decision to target this event as a vehicle for optimum science communication, whilst at the same time building a lasting legacy on the initial development by reusing resources produced for the RSSE.

In July 2016, the RSSE saw a larger-than-average attendance ( S4) from 14,371 visitors (gender-balanced), made up of GCSE and A-level students (2,697 from 140 schools and colleges), teachers (328), VIP guests (1,425) and other members of the public and media representatives (10,085). The Executive Director of the RS, Dr Julie Maxton, has personally thanked Olaya-Castro for the exhibit, saying: “the exhibit offered a unique insight into the collision between plant science and quantum physics” ( S4). Indeed, among the student visitors (79% of whom were from non-independent schools), 80% of them agreed that the exhibit (i) increased their interest in science; (ii) allowed them to discuss research with practicing scientists; and (iii) developed their understanding of science ( S4).

Alongside the exhibit, significant web-based resources were developed, all of which have a life after the exhibition. These included the exhibit websites and social media profiles ( S5), as well as a web-based interactive resource. The video of the QSOP exhibit had been watched approximately 3,500 times by December 2020, with a 100% positive rating ( S5).

To further expand the reach and impact on non-academic audiences, Olaya-Castro’s group used the successful experience of the 2016 RSSE to create a similar mobile exhibit on the QSOP appropriate for audiences attending music festivals. The group conducted several engagement activities at Glastonbury (June 2017 and June 2019) and Green Man (August 2017) music festivals and the UCL Bloomsbury Festival (October 2017). These events were attended by 135,000, 175,000, 20,000 and 25,000 people, respectively ( S6). The attendees were families with young children, teenagers, and adults between 18-24 years old. These engagement efforts result in improving teaching practice and encouraging scientific interests, evidenced by comments from a primary school teacher who was going to “ implement elements learned at the exhibition in her class”, and from an adult audience that “had been turned off by science by negative experiences in their early education, however […] the QSOP stand and staff definitely made them feel positive towards science in general”. Many conversations were carried out with parents whose children were thinking of science as a career option, and after visiting the stall they understood a lot more about what scientists actually did and how interesting it was, and they said that they “ would relay this new-found knowledge to their children” ( S6).

Public talksOlaya-Castro regularly delivers public talks worldwide to communicate her research. Her public speaking has impacted audiences in the UK, Colombia and USA.

UK: Her talk on the role of quantum effects on photosynthesis at the Royal Institution (Ri) in March 2015 and the subsequent Ri Science Podcast were listened to 5,732 times ( S7). Among the attendees, 86% “ learned something new”, 83.3% “wanted to find more about the subject”, and 58.1% “ felt more confident about discussing this subject with others”. The high quality engagement enticed the audience to learn and participate; as evidenced by the participants’ comments: “Quantum Biology is now fully accepted as part of mainstream science.’‘ “Some quantum biology is well established, it's not all Blue Sky thinking”, thus confirming that, following Olaya-Castro’s public engagement activities, a change of attitude towards quantum biology took place, from being understood as a niche field to mainstream and applied science ( S7).

Her talk at the UCL Annual Physics lecture in December 2017 engaged alumni and the recording on YouTube has been watched 2,944 times with a 97% positive rating ( S7). A talk in November 2019 at King’s Place as part of the series “Bach, the Universe & Everything” engaged about 300 people consisting of families with early teen children. One of the organisers said: “We’ve had such great feedback” ( S7). A female member of the public communicated via email saying: “your talk was among the most engaging scientific communications I have seen” and requesting guidance to pursue postgraduate studies in this field ( S7).

Colombia: Olaya-Castro was also invited to speak at the second TEDxBogotaMujeres event in Bogotá (Colombia) in October 2016, in which she discussed her work on the quantum effects on photosynthesis and her career path as a female scientist. The event was sold out and had a live audience of 820 people, and 7,442 online views ( S8). The scientific and inspirational content influenced a teacher (translated from Spanish) to “share it with students” ( S8). The demographic of the TEDx participants were business women between 25-50 years old, students, and NGO workers. The organiser of the TEDx event, said the talk was “ motivating and inspiring. [Alexandra] makes a clear call to the need of change, inviting the audience to choose "the option b", (…) moving people to try to fight and achieve what they love, overcoming the obstacles of life” ( S8).

On this topic, director of the Magic Numbers event also commented that “Prof Olaya-Castro is an inspiring role model; her enthusiasm, passion, knowledge and cutting-edge research are subtly promoting both the rewards of a career in science research, and the message that gender is no barrier to success” ( S3). Although they are not the only factors, Olaya-Castro’s inspirational efforts have contributed to the 12% increase in female student enrolment in physics in UK universities from 2013/14 to 2019/20 ( S9).

Olaya-Castro has delivered talks on her research at a wide range of universities in Colombia covering different socio-economic groups. Engagement of this kind is only nascent in Colombia and therefore her activities have impacted both disadvantaged and more privileged groups. Her talk at the Universidad Nacional (Bogota) in 2019 engaged over 400 undergraduate students many from low socioeconomic backgrounds, studying a variety of subjects ( S10). Her talk at the Universidad de Los Andes in April 2018 engaged about 70 science students. The recording of this talk in Spanish has been watched on YouTube 1,741 times, with a 98 % positive rating ( S10). [Text removed for publication].

USA: In partnership with UneteLatino, a charity based in Central Florida (USA), Olaya-Castro delivered a series of talks on her research to over 400 students at the Colonial High School and the Valencia College, who are of Latin American and other ethnic minority backgrounds. She also held an open Q&A session about her research with public members of the Latin community in that area in February 2020. The recording of this conversation in Spanish has been watched 2,700 times with positive comments (translated from Spanish) *“ very educational and interesting”* ( S10). This was the first time such public engagement with science event took place in this community.

Media coverage and blogs

Olaya-Castro’s research was featured in an interview in the Colombian newspaper El Espectador in March 2019 as one of the first women scientists to be featured in this newspaper (which has been shared on Facebook 11,108 times with 100% positive rating). This media coverage has generated much international exposure of the research to Spanish-speaking audiences worldwide.

Her research was also presented in the Basque blog ‘Mujeres con ciencia’ in March 2018. The Basque blog aims to encourage scientific vocations among the youngest by introducing science pioneers and women from STEM. The website had received more than 650,000 visits, and its Twitter and Facebook accounts are currently followed by 53,700 and 46,500 people, respectively ( S10).

A live interview on BBC world news in December 2017 ( S10) allowed the participants to listen to Olaya-Castro speak about quantum science and photosynthesis and ask questions. The BBC interview has been watched on Facebook 44,000 times and subsequently shared 341 times with an overall positive rating of 99.5%. This interview has sparked significant international public discussion. Comments from both North and South America include (translated from Spanish in some cases): “It’s great to listen to all that information. You make it easier to understand. Great work!”; “ What I am learning is new! I am very glad to know that there are warrior people like her… keep going!”; “Congratulations! Very inspiring!” ( S10).

MSSL research has underpinned improved performance of T-e2v devices. Since 2013 it has enabled the company to win major contracts, led to improvements in its CCD technology, and enhanced its standing in the space market. The e2v relationship with MSSL and UCL has been one of the foundations of T-e2v space science imaging business ( S1).

Improved commercial performance and competitiveness of T-e2v

The success of space missions is critically dependent on the performance of the CCDs, since their main data product is the output from these devices. Hence, reliability of the CCD devices and their performance are of utmost importance to space agencies and sponsors of space missions.

The primary beneficiary of MSSL’s body of research is T-e2v Ltd., a UK-based company that develops a range of innovative technologies including CCDs. The company employs 1,600 people, roughly a third of whom are scientists and engineers. Its annual sales were approximately GBP147,000,000 in 2018.

[TEXT REMOVED FOR PUBLICATION] The Gaia and Euclid missions have included the largest and second largest CCD focal planes ever built for space, with 109 and 36 CCDs, respectively. Including 26 cameras, the PLATO mission is equipped with 104 large CCDs and will be the largest number of pixels used in a detection system (>2,000,000,000,000), twice that of Gaia, the record holder before PLATO.

MSSL’s engagement with T-e2v has also enhanced the company’s standing in the competitive space market and has assisted them “in becoming Europe’s dominant and preferred supplier of CCDs for space science applications” ( S1). Indeed, the track record that T-e2v has secured as a result of the research collaboration, is unrivalled. “The enhanced reputation and improved capability that this experience has built at T-e2v has made possible for the company to be a credible supplier to the next ESA science missions”. [TEXT REDACTED FOR PUBLICATION]

( S1).

Improved understanding of space missions requirements and technical capabilities

In addition to enhancing T-e2v’s reputation and helping them to secure large contracts, “the symbiotic relationship between the company and MSSL has led to an improved understanding at T-e2v of mission science requirements and their implications for CCD design” ( S1). The insight that the MSSL team have brought to T-e2v on the mission science requirements and how these translate into CCD performance needs, have enabled them to better understand how to design and optimise detectors for particular applications. The company acknowledged these insights as “invaluable in allowing [them] to address other customers with similar requirements and being able to offer solutions rather than simply asking questions” ( S1). T-e2v stated that “in this high technology marketplace this [understanding of space mission requirements] is a very strong selling point” ( S1).

T-e2v note that “the strong technical liaison between MSSL and the Lockheed Martin Solar Physics group, enabled them to supply CCDs into several programmes from SXI on GOES, to all of the Hinode instruments, the HMI and AIA instruments on the Solar Dynamics Observatory” ( S2). Through this, the company has built its experience and capabilities for Solar Imaging. As a result, T-e2v has been able to “address requirements for NASA Explorer Mission IRIS (the Interface Region Imaging Spectrometer), Solar Terrestrial Relations Observatory (STEREO) and the National Oceanic and Atmospheric Administration’s Solar Ultraviolet Imager” ( S1).

The drive to exploit the latest technology to tackle more and more ambitious problems means that successfully delivering complex engineering projects with limited time and resources is a major challenge. This is particularly true in the space sector due to the remote and hostile environment. Here, the complexity of systems and the nature of the development approach make projects susceptible to large cost and schedule overruns. Projects at NASA, for example, are consistently delivered with an average of 27.6% cost overrun and 13 months of schedule delay ( S1), and the European Space Agency has long recognised the need for “implementation of measures to better control projects’ costs and planning” ( S2).

To address these challenges, the TMG has, since 2008, developed a portfolio of training courses in systems engineering and project management. The courses are underpinned by the principles derived from the TMG’s experience in space instrument developments and their research into systems engineering practice across a range of sectors including space, transport, health and construction. There is a common focus on delivering value in the face of unpredictable or changing requirements, as today’s complex projects demand. Integrating insights from the research described above reinforces the credibility of TMG staff as thought leaders, enabling them to bid for and win commercial contracts to train systems engineers and project managers. Extending their experience in delivering training for industry, TMG has also offered Master’s apprenticeship programmes for PA Consulting in Systems Engineering (since 2019, 15 apprentices) and Transformation Leadership (since 2020, 30 apprentices).

These training courses ultimately improve performance and competitiveness of a range of companies, including some of the world’s largest aerospace, defence and engineering companies. This know-how has received an even wider audience with TMG’s contribution to the International Council on Systems Engineering (INCOSE) Systems Engineering Competency Framework, which is the only standard that has been adopted worldwide in the professional certification of systems engineers.

Impacts on practitioners and professional bodies

Three TMG members - Professor Alan Smith (at UCL since 1990), Professor Doug Cowper (Visiting Professor since 2017) and Dr Ady James (at UCL between 1988 – 2019, now at University of South Australia) – took part and led the INCOSE working group on the core competencies of systems engineering, with Professor Smith chairing the working group during its formative phase. Based on their knowledge and experience of systems engineering, underpinned by the research in references ( R1) to ( R4) above, they contributed significant insights to this group and development of the Systems Engineering competency framework to improve the practice of Systems Engineering. The framework was adopted worldwide by INCOSE in 2010 and continued being used to date ( S3), including in the professional certification of systems engineers, and applied across 16 companies as a basis for career development and standardisation of systems engineering practice. Major organisations that have used the framework include Thales, General Dynamics, BAE Systems, Atego, Bombardier and the Ministry of Defence ( S3, S4).

Improvement in the performance of organisations through the provision of training The TMG has developed and delivers a range of tailored continuing professional development courses for industry in the areas of systems engineering, project management and technology management. Between 2014 and December 2020, 76 of these courses were delivered across Europe , North America and Asia to 19 customer organisations, including the European Space Agency (ESA) ( S5), Jaguar Land Rover PLC (JLR) ( S6), National Physical Laboratory ( S6), Marshall Aerospace and Defence Group ( S6), PA Consulting ( S7), Leonardo S.p.A ( S8), BAE Systems PLC, Airbus SE, Ultra Electronics, Fusion for Energy, Shift2Rail, OFWAT and Transport for London. The number of trainee-days per year (number of courses x number of days x average number of trainees per course) increased from 360 in 2014 to 1964 in 2020 and totalled 7148 trainee-days in 2014-20.

One of indicators of impact is the overall cost of the training to the company, which includes direct costs (charged by UCL) and the staff-time of delegates (salary assumed to be GBP100,000 per year per delegate including overheads). The direct costs are GBP1,900,000 and the staff costs are GBP3,249,000 giving a total of GBP5,149,000 between 2014 and 2020. Companies have been prepared to invest this level of resource with an expectation that this will lead to an improved performance and greater profitability. The TMG has been successful with meeting this expectation as evidenced by a large amount of repeat business. Several of the customers, including the European Space Agency (ESA), have been using the courses provided by TMG throughout the five-year period covered ( S5).

Training courses are developed to meet the client’s needs and deliver maximum impact for participants and clients. A training programme developed in 2012 for the ESA focused on developing the capabilities of senior project managers ( S5). The impact on professional development of managers was evidenced by evaluation conducted before and after the training. In addition to participants who rated their own competence against a range of 33 categories relevant to the project management tasks, line managers evaluated the competence of participants. Training participants reported improvement by 14.1% across the 33 dimensions while their managers’ ratings increased by approximately 50% after training compared to pre-course evaluation. Subsequently, TMG secured a two-year contract in 2014 (EUR200,000) and three-year contract in 2016 (EUR160,000) to deliver the Systems Engineering training at the ESA. In total 54 project managers at ESA benefitted from professional development training provided by TMG ( S5). In November 2020, ESA sent UCL a Contract Change Notice (EUR450,000) to extend the training programme again for a further 5 cycles over 10 years, so the contract overall now spans a period of 18 years from 2012 to 2030 ( S5). This reflects the high perceived value of the programme, which has become a focal point for the career progression of ESA project managers and has led to changes in how project managers are trained, whereby, since 2016, all new and potential senior project managers (managing programmes worth over EUR50,000,000) are expected to complete the programme.

In 2015, PA Consulting contracted TMG to deliver PA’s Systems Thinking & Engineering Academy, following a competitive procurement involving over 50 UK universities. PA’s Systems Thinking and Engineering International Business Lead commented: “UCL was selected because of the applicability of their postgraduate programmes to real-world systems thinking and engineering, as well as their culture fit with PA and our clients. The academy completed with over 40 engineers (PA consultants and clients) finishing the programme. The programme has been a fantastic success for PA with delegates going on to lead some of our most significant engagements with major clients. The Systems Thinking & Engineering Academy played a key role in generating the Thought Leadership and showing PA’s insights when bidding for Virgin Hyperloop One, where PA now runs the Systems Engineering function” ( S7). This Academy was the inspiration for a Masters degree apprenticeship in Systems Engineering that took a first cohort of 14 PA apprentices in 2019. The successful relationship has since deepened through a second, larger, apprenticeship programme in Transformation Leadership introduced in 2020, as explained by PA’s Senior Learning and Development Specialist: “Over the last two years we have been working with Professor Emes and UCL to develop the Transformation Leadership Master’s Apprenticeship for senior leaders – another bespoke apprenticeship programme that will see over 100 PA people gain expertise, knowledge, skills and behaviours in a subject that will help us transform and develop global business to meet immediate and future challenges. UCL’s insight in developing this programme has been invaluable” ( S7). They added: “Both of these [apprenticeship] programmes are core to enabling PA to deliver ingenuity to our clients, who face complex and wicked problems, such as our recent work at the centre of the UK’s Ventilator Challenge in response to COVID” ( S7).

Leonardo, an international electronics company, has also benefited from the training provided by the TMG. A range of courses in Engineering for Complex Systems have been developed and delivered at foundation, experienced and senior management levels. These were delivered to approximately 100 participants between 2014 and 2018. Leonardo’s Chief Technical Specialist in Systems Engineering commented: “(…) the training is adding huge benefits to the company in many ways” ( S7). The impacts on Leonardo that he identified are evident across the whole organisation on all levels: “The message of Systems Thinking and using the principles to add value to the wider company is gradually percolating to senior managers. Last year we used such principles to actually redesign part of our organisation and processes. (…) Engineers are becoming aware that the old way of thinking isn't enough today. Just that realisation is significant as they are asking questions or performing additional analysis that wouldn't normally be done’’ ( S7). The training is changing attitudes and the way that engineers see their jobs. As the result of the training, engineers at Leonardo understood that their role at the company is more than technical and included aspects such as leadership, time and cost management. Moreover, employees gained “a wider cross-discipline appreciation of Systems Engineering principles and of each other's discipline too” ( S7).

Formulations and methods developed by MSSL’s researchers were used alongside colleagues within the EHT to produce theoretical images and provide a scientific interpretation of the first image of a black hole ( R1). The research underpinning this image was featured extensively in the media which stimulated public interest in black holes via news as well as popular culture programmes which have reached millions of people through print and visual media. This resulted in the new depiction of black holes on special editions of UK coins and stamps. Dr Younsi has also given over 50 talks at schools and with industry on the work of MSSL, the EHT project, and research processes. These public engagement activities have raised the awareness of black hole research, its applications, and the importance of global collaboration. This has subsequently brought greater public attention to astrophysics and physics.

Enhancing public visibility of black hole research and astrophysics through media activity

Following the publication of the first image of a black hole by the EHT ( R1) in April 2019, underpinned by UCL research described in Section 2, there was intense media coverage of this historic event reaching diverse audiences and improving public awareness, knowledge and understanding of the field. As UCL is the sole UK representative of the EHT project, Dr Younsi received media requests to provide expert scientific commentary on black holes and astrophysics to local and national newspapers, radio stations, entertainment magazines and television shows. This media engagement resulted in Dr Younsi establishing lasting relationships with several prominent science journalists at the BBC and The Guardian, leading to repeat interviews about black holes. For example, in April 2019 Dr Younsi appeared on both BBC Breakfast (2,000,000 viewers) and BBC News (468,000,000 global weekly reach) to provide expert commentary on the publication of the first images of the black hole ( S1). Dr Younsi’s underpinning research also garnered public interest from several other online news outlets, including New Statesman and Channel 4 News. Interviews on MSSL research and the EHT black hole project have also appeared in major national newspapers including The Telegraph (363,183 daily circulation), The Times (417,298 daily circulation), Sun (1,200,000 daily circulation), Daily Mirror (716,923 daily circulation), Daily Express (315,142 daily circulation), iNews (233,869 daily circulation), Yorkshire Post (18,534 daily circulation), Scotsman (16,349 daily circulation) ( S2). As an example of the reach of Dr Younsi’s black hole research [TEXT REDACTED FOR PUBLICATION].

Public interest in the science of black hole research has also permeated into other cultural and entertainment-driven outlets reaching a wider breadth of audiences. For instance, Dr Younsi’s research has contributed to magazine articles for the BBC’s Sky at Night Magazine (UK, circulation 23,453), Computing (UK circulation of 115,431), as well as lifestyle and cultural magazines such as the Rolling Stone (North America, circulation of 700,622) and Vice (North American based, circulation 900,000, worldwide) ( S3). Dr Younsi also provided a quotation for the BBC’s comedy quiz show Have I Got News For You ( S3) and has given live expert commentary about his research to BBC radio stations, The Guardian’s Science Weekly Podcast and Mark Dolan’s talkRADIO show ( S4).

Since 2018, Dr Younsi has provided technical consultation on producing scientific images and movies for national and international scientific documentaries, which has been informed by the research outlined in Section 2. For example, Dr Younsi provided expert advice to Windfall Films (for the BBC) on “How to see a black hole: the Universe’s greatest mystery”, which tells the story of how the first-ever image of a black hole was captured by the EHT. Other documentaries in which UCL expertise on black hole imaging has contributed to includes TBS (Japan) “TBS special program new space-age”, and TV Noe “Through the depths of the Universe” (Czech Republic). The total audience numbers reached by these television and newspaper activities is in the tens of millions.

Online programme productions include videos of research conducted at MSSL and has been included in documentaries on YouTube channels, such as “skydivephil” (34,000 subscribers) and Veritasium (6,800,000 subscribers). These videos have stimulated tens of thousands of comments and online discussions. Scientific videos of Dr Younsi’s and Professor Wu’s research have been viewed more than 6,000,000 times, with Dr Younsi’s YouTube channel receiving more than 2,000 views per day from over 10,000 subscribers. Most visitors to the channel are from North and South America, Europe and East Asia. Online viewer and subscriber numbers have grown significantly since the April 2019 black hole image from the EHT ( S5).

The black hole image as a contributor to the commemoration of a learned society and an eminent scientist

As a result of the black hole image being of such historical significance and the wider public interest it has garnered, it was chosen to represent the field of astrophysics on memorabilia commissioned by the Royal Astronomical Society and the Royal Mint. Dr Younsi provided expert consultation to the Royal Mail and the creation of a black hole stamp by an artist, as part of a new collection: “Visions of the Universe” to commemorating the 200^th anniversary of the Royal Astronomical Society. The new first class stamp, released in 2020 is an artist’s depiction of a black hole, informed by Dr Younsi’s and Professor Wu’s calculations at MSSL. The calculations and consultation with Dr Younsi were necessary to ensure the image depicted on the new black hole stamp was physically accurate and consistent with the EHT black hole image ( R4), rather than purely providing an artist’s impression. The black hole image was one of eight images used to represent Britain’s contribution to astronomy and astrophysics. The black hole stamps were used by the Department of Physics at UCL to send offers of admission to prospective students, further engaging UCAS applicants with black hole Physics and the exciting, world-leading research opportunities available at UCL.

Dr Younsi’s research work at MSSL also attracted the attention of the Royal Mint and led to him working alongside them to produce a coin cover for a limited edition 50p coin depicting a black hole. The “ brilliant uncirculated coin cover” was limited to 7000 editions. The coin was struck by the Royal Mint to commemorate the life of Stephen Hawking, with black hole calculations ( R1-R4) performed by Dr Younsi featuring as cover art throughout ( S6). The sales and interest in both the black hole stamp and coin, resulting from research performed at MSSL demonstrated a growing public demand and curiosity to engage in black holes and astrophysics in general. According to the Royal Mail [TEXT REDACTED FOR PUBLICATION].

Increased awareness of MSSL black hole research and contributions to science education through public talks

Dr Younsi and Professor Wu have delivered more than 25 talks to thousands of secondary school students between 2015 and 2019 which has enhanced science education by demonstrating real-life applications of scientific theoretical concepts and frameworks to astrophysics ( R3-5). Audiences ranged in size from 50 to 300 and these talks have covered MSSL research ( R3) and have helped to stimulate interest and increase awareness of black hole research and astrophysics in general. Example feedback demonstrates that these talks have engaged students and stimulated their interest in astrophysics “[…], I just wanted to say many thanks for visiting our school. It was truly an amazing experience and one I'm sure my classmates won't forget. I hope you enjoyed delivering it as much as we did hearing it. The lecture inspired a few questions from my own dissertation which I hope you will be able to answer” ( S8).

Dr Younsi has given 21 public talks since April 2019 on UCL-led research ( R1-4) and the link between his research at MSSL on theoretical general-relativistic radiative-transfer calculations in strong gravity environments and how this was used to help create the first image of a black hole by the EHT. These have included repeat visits to scientific and astronomical societies, as well as at accessible science communication events such as the International Pint of Science Festival (2019) which is targeted at the general public and brings scientific research and discoveries to unusual venues such as pubs and cafés. Other events have included the Bloomsbury Festival in London (2019), Open Evenings at MSSL (2019), UCL’s ‘ It’s All Academic Festival’ (2019) and European Astrofest (2020), where Dr Younsi delivered talks to audiences of predominantly adults and families. The European Astrofest talk by Dr Younsi had an audience of one thousand people and improved the understanding of black hole research as evidence by the following comment from an attendee, “Your presentation was captivating and explained so much background to the audience, and allowed them to understand so much more of what they were looking at” ( S8) .

Dr Younsi’s research talks at Physics Open Days at UCL (2019-2020) with full capacity auditoria of more than two hundred people and streaming to reach an online audience, inspired students to further their scientific education, “A quick thank you for taking the time to chat with my son at the UCL open day. He was most impressed and now considering the extra year MSci ” ( S8).

Stimulating discussion on the application of black hole imaging research processes and global collaborations to business

The EHT project is an example of unprecedented global teamwork, bringing together technical, and theoretical expertise from 60 institutions, working over 20 countries and regions. In recognition of the black hole image ( R1) as one of the “finest examples of an achievement resulting from close collaboration by researchers from around the world”, the EHT was awarded the Group Achievement Award by the Royal Astrological Society. The award citation acknowledges that the EHT project “represents an important milestone in human ingenuity and scientific endeavour and is opening new doorways to study the physics of accretion around super-massive black holes in completely unprecedented ways” ( S9). The operational processes of such large-scale, multi-national collaborations are of interest to industry and MSSL’s research involvement ( R2) and ( R3) has gained the attention of the UK finance industry. As a result, Dr Younsi was invited in October 2019 as a Keynote speaker to the UBS Bank’s annual Technology Conference [TEXT REDACTED FOR PUBLICATION]. Furthermore, Dr Younsi was invited to give a cross-government seminar on black hole physics [TEXT REDACTED FOR PUBLICATION].