Double standards in Singaporean Education.

Singapore has many surprises for an attentive observer: one area that is rich in such surprises is Singaporean education.

Singapore is a country that prides itself on its uniformity and conformity. Thus one would expect that all within its borders would be treated in the same way, with regards to educational opportunity. In an ideal world, everyone would have access to the opportunities they need. Yet, this is not so.

There is an educational scholarship scheme which many people may not be aware of. Its express purpose is to recruit scientifically and mathematically competent students from other Asian countries and bring them to Singapore. The ones that I have taught are about 95% PRC (People's Republic of China) mainland Chinese students and the rest have happened to be Vietnamese. I haven't met one from anywhere else.

These almost entirely mainland Chinese students are given free education in Singapore. They are given free accommodation. They are even given a monthly stipend on which to live. One particular group even had a paid holiday in Malaysia (probably to show them what a wonderful place Singapore was by giving them the contrast of poverty - since it was a poor area they went to), recently. They basically have a free ride of it, for their time in Singapore. They are even given a choice of where they might like to get a degree out of a selection of overseas countries. Singapore pays for it all.

I can see why they do this. It is so as to recruit scientific talent for Singapore's tech and science industries. The idea is that many of these students will come to settle in Singapore and work here. So, in that sense it is a smart move for Singapore. Yet, I am not particularly happy at this particular programme. Why? Well, because Singaporeans are not treated so well.

We have sought special provision for Ainan's scientific educational needs for over a year and a half, now. Long term readers will know that we have encountered a less than generous attitude in this area. At various times, we have been told: "It is resource intensive to give him practical chemistry classes" and "There is no funding available" and "Why don't you go to a private school and pay for it yourself?" (This last was said by a member of the Gifted Education Programme...a very unhelpful organization, in truth.)

In that entire time, we have managed to secure six practical sessions for Ainan out of the education system (at Raffles Insitution and Raffles College). We were also offered one hour a week at NUS High School of Maths and Science, last year, which we ultimately rejected, because it was of material (at early A level) which he had already covered - and they refused to let him take practical classes. It simply wasn't worth going there, since nothing new would be learnt. All in all, it is not much of a response to Ainan's particular needs.

Now, Ainan was born in Singapore. His mother is a Malay Singaporean - so Ainan has Singaporean nationality. Yet, the contrast between the way PRC science students are welcomed to Singapore and enticed by large bundles of money and educational freebies, and the way we have met obstacles and refusals of support, in Ainan's scientific education, could not be more marked.

I find myself puzzled. Ainan is Singaporean. These PRC imports are not. Ainan gets little support. The PRCs get everything. Surely, this is strong evidence of double standards in Singaporean education? To get what you need, here, you have to be a foreign student on a scholarship. If you are a locally born Singaporean, you need not apply, seems to be the message.

Perhaps they take Ainan for granted. They think that, because he is local, that he is theirs already. The PRCs, however, have to be won over to Singapore's side. The funny thing about this is that Ainan is much brighter than any of the PRC imports I have met and taught over the years. He has much MORE to offer Singapore in terms of scientific talent, than any of these PRCs (or Vietnamese) students. Yet, except for a few token exceptions, Ainan's needs have not yet been met by the Singaporean education system.

Double standards are never fair - nor are they wise. In pursuing this course of action, Singapore will recruit some scientifically talented PRC students - yes. However, they will also alienate LOCALLY DERIVED scientific talent - unless they SUPPORT THEM EQUALLY WELL. The fact is, however, they don't. If you are locally born talent, you can expect no special support of your gifts - or very little indeed, certainly not enough to optimize your intellectual growth. If, however, you were born in Beijing - expect every cheque book to be open. That is the clear message of this programme.

Ainan's education proceeds at home, with us. Were it not for our support, he would be receiving NO scientific education, at this time, from the Singaporean education system. Is that the way to nurture future scientists?

I am sure the story would be very different if Ainan was a PRC child showing the same gift. He would be flown in, with his mother (probably), given a house, a scholarship at a good school, and money every month to pay his way. Unfortunately, for Ainan he is locally born. What he gets instead, is a lot of bureaucratic delays and time-wasting from the educational establishment. Far from receiving a scholarship, we are repeatedly told that "there are no funds available" and no resources, either.

So, the lesson is this. If you have a special child and they were born in Singapore, you should emigrate to China, at once. There you should revoke your Singaporean citizenship and become Chinese - and then apply for the Singaporean scholarship programme. You will be welcomed with open arms and suddenly everything you need for your special education would be made available. For true authenticity, you should speak English exceptionally badly for the first couple of years back in Singapore, just to make sure that you don't look out of place (just like all the other PRC recruits).

We have had to make our own arrangements for Ainan, since the educational system has proven unwilling to do so. Every other special child we have heard of, has run into difficulties too. They share one thing in common: they were born in Singapore.

It would be good to see a Singaporean education system that allowed all children to flourish - and aided all along the way, to reach their potential. It is not enough to focus on grooming PRC children to become Singaporean: they need to give equally good opportunities and support to locally born talent too.

Otherwise a strange thing will begin to happen: just as the PRC "talent" arrives, the local talent will leave. That is precisely what has happened to some of the Singaporean gifted children that we are aware of. They haven't received what they needed in Singapore - so they left for America etc.

Now, is that a smart education policy?

If Singapore did more to nurture its locally born talent, they wouldn't have to recruit PRC students to make up for the shortfall in talent. They would have created it in their own backyard, instead.

The next step for Ainan has been arranged, and will be announced at an appropriate time - but you know what: we arranged it ourselves. Those in the education system whose responsibility is to attend to these matters did nothing to help us, at all. Were we less persistent, nothing would have happened.

The others that we are aware of did not battle on, to secure what they needed here: they just emigrated.

The priority should be: first look after locally born talent, then look to recruit overseas talent. They should not begin to do the latter until the former has been addressed. Otherwise, the result will be that one's own people leave, never more to return. The foreigners who replace them, have no real ties to Singapore. There seems little wisdom in that.

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged eight years and one month, or his gifted brothers, Fintan, four years and seven months, and Tiarnan, two years exactly, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, the Irish, the Malays, Singapore, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, gifted adults and gifted children in general. Thanks.)

Does Japan have a future?

Does Japan have a scientific future?

You may think this a strange question to ask since Japan, presently, has the world's second largest research industry (after the United States) and is known as a technological powerhouse, in commercial terms, at least. Yet, all is not as well as it seems.

The recent PISA comparative survey of the abilities of 15 year olds in 57 countries worldwide held some warnings for the possible future of Japan. If the results are any indication, Japan seems to be in decline. Japan's mathematical results were disappointing: they came in 10th, showing a steady decline over the past few years - having been 6th in 2003 and 1st in 2000.

That is not the worst of it, however. Japan fell to 6th place in science, having been 2nd in the two previous PISA surveys. That, in itself, may not seem particularly worrying - but another piece of information obtained from the thousands of students who took part is. Almost NONE of them want to be scientists. Only 7.8 per cent of Japanese students expected to be in a scientifically related career by the age of 30. This was by far the LOWEST scientific ambition of the youngsters out of all 57 countries. If young Japanese don't want to enter scientific careers, there will soon come a time in which there just won't be a Japanese science base.

It seems, from other information, that young Japanese are aiming for financial careers, instead. This doesn't bode well, however, in a technological and scientific era, that promises to become even more strongly technological and scientific as the decades pass and new technologies mature - such as nanotechnology and its associate, nanomedicine. Such technologies require a strong science base to sustain. It looks as if Japan is in grave danger of not having such a base by the time such technologies mature.

In contrast, the United States, while it came in the bottom half of the table, in Science, in terms of the abilities of its 15 year olds, actually, and surprisingly, came 3rd in terms of the AMBITION of its students. Many of them want to be in a scientific career at the age of 30 (even if most of them are not actually showing much ability at the age of 15). However, no matter what the ability of the students, without the wish to be a scientist, that ability will never translate into a scientific outcome.

Thus Japan has scientific ability, but no scientific aspiration, in its youth. America is in the opposite position, at present. Oddly, I think there is rather more promise in America's situation - since at least whatever ability there is, may actually translate into a scientific base, in the decades to come.

There are many problems in Japanese education, not least of which is the lack of investment in science. Apparently, the budget for science experiments in elementary school is 40 cents per student. It is no wonder that students are lucky to get to see any science in action at all. The results of this short-sightedness are beginning to show.

By the looks of it, the technological Japan of today, is staring ahead to a much less heady future.

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged eight years and no months, or his gifted brothers, Fintan, four years and five months, and Tiarnan, twenty-two months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, the Irish, the Malays, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, gifted adults and gifted children in general. Thanks.)

The 2006 Pisa survey on OECD education.

The results of the 2006 Pisa (Programme for International Student Assessment) survey have just been released. They make interesting reading.

The Pisa report is a comprehensive survey of the skills in science, reading and mathematics of 400,000 15 year olds tested in 57 countries around the world. Singapore is not one of them.

The survey is conducted once every three years and serves as a snapshot of international students' comparative abilities.

The OECD is the Organization for Economic Cooperation and Development. An average performance for the OECD across the three areas was calculated. Before I discuss who was below average, however, I will state the results for the top three positions in each category. There are some surprises, here, at least for me.

In Science:

Finland was no.1. (average score 563)
Hong Kong was no.2 (average score 542)
Canada was no.3 (average score 534)

In Reading:

South Korea was no.1 (average score 556)
Finland was no.2 (average score 547)
Hong Kong was no.3 (average score 536)

In Mathematics:

Taipei was no.1 (average score 549)
Finland was no.2 (average score 548)
Hong Kong and South Korea were equal at No.3 (average score 547).

Now, firstly, it is remarkable that both Finland and Hong Kong appear in the top 3 for all categories. This shows that there is a distinct correlation between performance in each of these areas. Perhaps it reveals that bright students, on average, do well in all subjects. Alternatively, that well-educated students do well on all subjects (depending on whether you ascribe the results to nature or nurture).

32 countries were statistically below the average of all OECD countries in science. These included the United States, Spain and Italy.

Greece, Portugal, Spain, Italy and, oddly, given Finland's astonishing all-round performance, Norway, were below the OECD average in reading.

For mathematics, the United States, Italy, Spain, and Portugal were all below the OECD average.

Interestingly, South Korea beat Finland in reading. This is notable because Finland topped the reading results in both Pisa 2000 and Pisa 2003. Even more interesting, for what it says about the education system in South Korea is the source of the improvement. South Korea improved its average, not by bringing up the performance of the lower end students - whose quality of work remained essentially unchanged - but by enhancing the performance of its more able students. The stellar students shine more brightly in South Korea.

It seems to me that the South Korean approach is more likely to result in truly capable adults, who are able to do something worthwhile. As a nation, they seem to be aiming for peak performance of their best students. Most countries (like the United States and its famous - or infamous - No Child Left Behind Act) appear to aim at strengthening their weakest students. I think this has limited utility from the point of view of getting the best out of a student population. The results of Pisa 2006 seem to show this, with the United States lagging behind most other nations in Science and Mathematics.

The students were generally asked to carry out paper and pencil tasks, in the three areas of Science, Reading and Mathematics.

One of the most interesting results of this study is that Canada came third in Science, but the United States was below average for an OECD country. I am not familiar with the differences between the Canadian systems and the US systems. Perhaps a reader of this blog post can enlighten both myself and my readers by suggesting why Canada came third but the United States was below average. Do Canadians spend more time on Science than US students? Are they just more gifted at it? Is the education system simply better in general? I would welcome any insights on the conundrum.

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged eight years and no months, or his gifted brothers, Fintan, four years and five months, and Tiarnan, twenty-two months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, the Irish, the Malays, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, gifted adults and gifted children in general. Thanks.)

The value of Science in Singapore

Singapore is a materialist nation. Just how materialist became clear to me today.

We were attending a biomedical science lecture, with Ainan, 7, and after the lecture we were given a tour of the lab facilities. Outside one particular lab, the scientist in question asked the audience for their questions.

There was a pause while people collected their thoughts - and then the questions began. In the context of a science lecture and a science lab, I expected scientific questions - but that is not what came from the audience.

The first question was: "How much is the budget of this department?"

The scientist deflected the question.

The second question: "How much do these prosthetics cost?"

He answered it: "A piece this size is about 2,000 dollars."

The third question: "What is the value added here?"

Answer: "They sell for about 5,000 dollars."

No-one but us asked any questions that were scientific. We asked ones about the nature of research done - after the crowd had moved on.

Science in Singapore has, for most of the population, no value apart from the money it can make. I am not being critical of the people who asked these questions: I am just observing that their values are purely economic. They don't see value in science for science's sake. True scientists, of course, see value in science itself; value in the pursuit of knowledge, understanding and insight of the world. Yet, in Singapore, nothing, really has any value unless a dollar sign can be attached to it.

The adults in the audience were all parents of children who were interested in science. Yet, the parents' interest was purely and clearly: how much money will my child make if they go into science? The question about departmental budget was an indirect reference to how much money the scientists themselves are likely to make.

There was another question that I omitted to mention - one about turnover. "How many of these do you sell?" I took it to mean per year - and so did he.

He answered. There were no more questions. The audience had managed to assess the financial possibilities of this particular science department.

The exchange was, for me, the most unexpected of things to happen. It never occurred to me that the obsession over money extended so deeply into the local population that science, itself, had no value apart from the economic ones.

I grew up to believe in the value of science for science's sake. It is a value that I assumed all scientists to have. However, perhaps I should revise that opinion. Perhaps in some parts of the world, the only value of science, is in dollar terms.

The question then is, of course: if science is only valued in terms of dollars - would the resulting science - pursued for economic reasons alone - have any true value as science? It may be that pursuit of dollars, alone, might prevent the pursuit of higher, deeper truths. It may be that dollar-driven science might overlook everything that is of lasting importance in science. That danger has clearly not occurred to Singaporeans. The only scientific danger here is that it just might not pay as much as banking.

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged seven years and nine months, or his gifted brothers, Fintan, four years and two months, and Tiarnan, nineteen months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, gifted adults and gifted children in general. Thanks.)

Precocity, child prodigy and achievement.

What advantage is there to be being a child prodigy? Does precocity imply greater ultimate achievement? These are important questions for a society, for it helps to know who best to nurture, for the greatest beneficial outcome.

Two Chinese scientists have already answered this question, through their research.

The paper, "Life span and the precocity of scientists", by Zhao Hongzhou and Jiang Gouhua, the former at the Institute of Physics, Academia Sinica, Beijing, (People's Republic of China) and the latter at the Beijing Research Center of Science, Beijing, (People's Republic of China), addressses this issue.

The key observation of this paper is that scientists who embark on their career early and make their name by the time they are 25 years old, eclipse their older counterparts, greatly. Using this selection criteria alone (that of an early start), the precocious scientists exhibited a 44 per cent increase in lifetime achievements and a 1.7 times "life efficiency" index (meaning as it seems).

Now, I can't, at this moment clarify the meaning of the life efficiency statement, because I do not have full access to the paper. I once read the whole paper - a long, long time ago - but have not seen anything but abstracts since. I suppose I should have downloaded it.

Yet, the intent is clear: precocity, at least in scientists, but presumably in all areas, leads directly to greater lifetime achievement.

I recall something else from my original reading which is telling. These scientists were precocious - but not by much. They were only a few years ahead of their peers. They were not in the prodigious range - they were mid-teenagers or so, upon going to University - yet even this advantage of two or three years or so, led to a great difference in lifetime output.

I wonder, therefore, how much greater would the lifetime achievement of true prodigies be: with their many year advantage over their peers?

So, for those who question the value of precocity: there is your answer. A precocious scientist is worth a lot more, in terms of real achievement, than a non-precocious one.

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged seven years and nine months, or his gifted brothers, Fintan, four years and two months, and Tiarnan, nineteen months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, gifted adults and gifted children in general. Thanks.)

The true nature of a personality

To find the true nature of a person, you need only look at what excites them.

With Ainan, my son, it becomes clear, over time, what it is that drives him. He has, at his core, a love of a subject much unloved: the physical sciences. Few children derive pleasure and passion from such a conceptual world - but he does: it is what fires him up.

I will provide an example. On the 25th August, Ainan came running out of the computer room, his face alight with passion, shouting, with the greatest of excitement: "Dimercaptosuccinic acid chelates lead! It does!". He was virtually jumping at his moment of discovery. I saw, then, how deeply did a love of science run in him. It was quite able to thrill him in the way, perhaps, others are thrilled by large sums of money, or roller coaster rides, or other stimulations of the senses. For Ainan, an idea, a concept, a fact, a moment of understanding or insight are enough to inspire in him such delight as others can only find in extreme circumstances. I am happy for him, that this is so - for it means that, should he pursue a life of the mind, that he will be very content, indeed, with it and its rewards. Ainan looks to be one of those lucky few who find their metier, their true passion, early on, allowing them to live a life of great fulfilment, for so little of it will be wasted in simply wondering what to do - as so many of us do.

I wonder how many seven year olds in this world would get so excited at simply discovering a chemical property of a molecule, as does Ainan: rather few, I would think.

Seeing him react to that discovery, as he did, has given me a strange and wonderful memory to look back upon: his excitement at his newly won knowledge. It is a good memory to have.

(If you would like to read more of Ainan Celeste Cawley, a scientific child prodigy, aged seven years and eight months, or his gifted brothers, Fintan, four years and one month, and Tiarnan, eighteen months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, genetics, left-handedness, College, University, Chemistry, Science, child prodigy, child genius, baby genius, adult genius, savant, the creatively gifted, gifted adults and gifted children in general. Thanks.)

The infinity of chemical knowledge

I have, at times, wondered about the future of my sons. What, for instance, shall Ainan become? What will he do? Will there be anything left for him to do, in his discipline, once he takes his place in it?

Presently, Ainan, 7, looks set to be a chemist. Yet, he is also showing signs of interest in other physical sciences, too: in Physics, Maths, Material Sciences, Geology, Astronomy and Nanotechnology. However, it is true to say that almost all his attention, thus far, has been given to Chemistry, among the sciences. I thought it important, however, to mention the other nascent interests, lest they, one day, become central ones, to him. One never knows on these matters.

So, then my thoughts turned to Chemistry. It is a mature science. It's basic principles are well known - so what is there left to do, for a young chemist, in such an arena? Well, it doesn't take much thought to realize something very, very different about Chemistry, compared to the other sciences. Chemistry is infinite. I mean this in a very real sense. Just think about it. There necessarily must be an infinite variety of possible molecules, since most atoms can, in some way, combine with many others, in structures of unlimited designs. Chemistry is a never-ending subject.

Other sciences, like Physics, have, one supposes, a limited set of possible information. The physical world is describable by physics - but that description is most probably not infinite. I would be very surprised if it was. The physical world is, it appears, reducible to a finite set of laws, applied in a wide, but not infinite variety of circumstances. One day, if Mankind is smart enough (or at least if one genius in the whole of history, male or female, is smart enough - the rest of us can play catch up), then Physics will one day be a fully known subject. We will, at that time, be able to describe the world and its workings in a set of physical laws which, no doubt, would not fill too many pages of too many books. All of physics will then be known. It is possible to conceive of this for physics - and even for biology (there not being an infinite variety of principles at work in life, either - or instances of it (though artificial life might change this to a great degree) and the other sciences - but, for Chemistry, such complete knowledge is, in principle, impossible. No matter how many chemicals are known and understood, there will always be others that can by synthesized, with new properties and possibilities. Chemistry can never be fully known.

Thus, although Chemistry is a mature science, although we think we understand it well - it cannot be said to be complete. It is only just beginning. I recently read one estimate that 19 million chemicals have been synthesized and defined, in Chemistry, so far. Furthermore, the rate at which new chemicals is being synthesized and defined is doubling every 13 years or so. Thus by the end of this century we will know of billions of chemicals. Yet, even then, Chemistry will just be beginning. Set against an infinity of possible chemicals and structures, a knowledge of billions is nothing. The fact is, Mankind, even if it endures for the entire Universe, will never know the fullness of Chemistry. Sure, we will know a lot. The possible things we can do with all these chemicals will be forever increasing, but we will never get to a point where there is nothing more to be done.

I find this heartening. Yes, my son, Ainan, is becoming a Chemist at a time when Chemistry appears mature - but there remains an infinite amount to be done - and this will always be the case.

So, I find myself relaxing on the issue of Ainan's future. There is still, yet, a need for Chemists in this world - and there always will be, for Ainan has chosen one of the few infinite subjects, for his attention - and that is a bit of a relief.

(If you would like to read more of Ainan Celeste Cawley, a scientific child prodigy, aged seven years and eight months, or his gifted brothers, Fintan, four years and one month, and Tiarnan, eighteen months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, genetics, left-handedness, chemistry, science, child prodigy, child genius, baby genius, adult genius, savant, the creatively gifted, gifted adults and gifted children in general. Thanks.)

Ainan's love of abstruse chemicals

Ainan, 7, loves Chemistry. For him, its abstractions, concepts and arcana are all playthings. He enjoys them in a way that other children enjoy Playstation or football.



Today, I wandered into the computer room and caught him searching for something on the internet. I was somewhat bemused when I noted the length of the character string that he was using in his search. It was 1,913 characters long. It is comprised 267 amino acids. This is a huge molecule. It is in fact the protein, Tryptophan Synthetase (to give it an abbreviated name). The full name that he was searching with is, as follows:



methionylglutaminylarginyltyrosylglutamylserylleucylphenylalanylalanylglutaminylleucyllysylglutamylarginyl lysylglutamylglycylalanylphenylalanylvalylprolylphenylalanylvalylthreonylleucylglycylaspartylprolylglycylisol eucylglutamylglutaminylserylleucyllysylisoleucylaspartylthreonylleucylisoleucylglutamylalanylglycylalanylaspartyl alanylleucylglutamylleucylglycylisoleucylprolylphenylalanylserylaspartylprolylleucylalanylaspartylglycylprolyl threonylisoleucylglutaminylasparaginylalanylthreonylleucylarginylalanylphenylalanylalanylalanylglycylvalylthreonyl prolylalanylglutaminylcysteinylphenylalanylglutamylmethionylleucylalanylleucylisoleucylarginylglutaminyllysyl histidylprolylthreonylisoleucylprolylisoleucylglycylleucylleucylmethionyltyrosylalanylasparaginylleucylvalylphenyl alanylasparaginyllysylglycylisoleucylaspartylglutamylphenylalanyltyrosylalanylglutaminylcysteinylglutamyllysylvalyl glycylvalylaspartylserylvalylleucylvalylalanylaspartylvalylprolylvalylglutaminylglutamylserylalanylprolylphenylalanyl arginylglutaminylalanylalanylleucylarginylhistidylasparaginylvalylalanylprolylisoleucylphenylalanylisoleucylcysteinyl prolylprolylaspartylalanylaspartylaspartylaspartylleucylleucylarginylglutaminylisoleucylalanylseryltyrosylglycyl arginylglycyltyrosylthreonyltyrosylleucylleucylserylarginylalanylglycylvalylthreonylglycylalanylglutamylasparaginyl arginylalanylalanylleucylprolylleucylasparaginylhistidylleucylvalylalanyllysylleucyllysylglutamyltyrosylasparaginyl alanylalanylprolylprolylleucylglutaminylglycylphenylalanylglycylisoleucylserylalanylprolylaspartylglutaminylvalyllysyl alanylalanylisoleucylaspartylalanylglycylalanylalanylglycylalanylisoleucylserylglycylserylalanylisoleucylvalyllysylisol eucylisoleucylglutamylglutaminylhistidylasparaginylisoleucylglutamylprolylglutamyllysylmethionylleucylalanylalanylleucyl lysylvalylphenylalanylvalylglutaminylprolylmethionyllysyl alanylalanylthreonylarginylserine



Do you know what really amazed me? He actually found references to this chemical on the internet! This protein is actually the longest chemical ever named in a scientific journal - so it is a molecule of some distinction. Trust Ainan to be interested in it.



(If you would like to know more of Ainan Celeste Cawley, 7, a scientific child prodigy, seven years and eight months, or his gifted brothers, Fintan, aged four years and one month, or Tiarnan, eighteen months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, child prodigy, child genius, baby genius, adult genius, savant, the creatively gifted, gifted adults and gifted children. Thanks.)

Ainan on scientific responsibility

Ainan, 7, thinks of many things that few people do. One of these is the issue of scientific responsibility - or what scientists owe to society and how they should behave with regards to the wider world. These are considerable issues for a seven year old to be thinking about - but I find it encouraging that he is - for it promises that, one day, he will be a responsible scientist himself, ever thinking about the impact of his work, on the wider world.

Last week, he asked a question that illustrated his interest in scientific responsibility: "When ricin was discovered...and how poisonous it was, and where it came from...why did the scientists who did so, publish that?"

The intent of his question was clear: why arm people with such information which, in the wrong hands, could become a weapon? Why is the scientist not considering the impact of their work and the danger it might represent? Ricin is a good example. It is a terrible poison - and the tiniest amounts can kill - yet its source is readily available. Once the facts are known of this substance, it would not take a huge amount of skill to make. This is what Ainan was pointing out - in the modern world, with dangers all around and many people of ill-intent, why do people persist in releasing dangerous knowledge to the wider public, about whom nothing is known?

He did ask, further, why the media covered such material...why did the media write about these substances and point people's way to their sources?

In Ainan's view certain matters should be kept low-key so that their danger could be minimized. In his young eyes, the world would be a safer place, if knowledge of dangerous materials was restricted to those who would be responsible about them.

His stance is not a bad stance in most aspects - though it might cause problems for the progress of science in some areas, where the free access to information is required so that scientists can build on each other's work. Ainan, however, was looking mainly to the dangers of the situation and advising that restraint and discretion be shown in all matters that were hazardous.

On balance, Ainan's view, though formed in a seven-year old mind, would lead to a safer world than the practise of many scientists and media in this world. Some things ought to be kept a whole lot quieter.

It is good to see Ainan maturing in this fashion: for it takes maturity of mind and character to look beyond one's immediate circumstance and to see and consider the wider impact of what one does. Many scientists - and most media - don't do that - as Ainan has pointed out.

I look forward to the day when Ainan is a responsible scientist in a world that needs more examples of the kind.

(If you would like to read more of Ainan Celeste Cawley, a scientific child prodigy, aged seven years and seven months, or his gifted brothers, Fintan, four years and no months and Tiarnan seventeen months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, child prodigy, child genius, baby genius, adult genius, savant, the creatively gifted, gifted children and gifted adults in general. Thanks.)

Does water boil at room temperature?

Ainan, seven, is fond of his home experiments. By this I mean, he is ever tinkering with his world in ways which are often surprising.

Last week, he came to me and showed me a little device he had put together for the manipulation of air pressure. Within it he had a little water.

"Watch Daddy.", he commanded, at the beginning of his demonstration.

He proceeded to lower the pressure in the container. At first, nothing seemed to be happening but then something strange began to happen: bubbles started to form in the water. It appeared to be boiling gently.

"It's boiling." He announced.

Then he reversed the procedure and increased the pressure. At some point, there was a sudden condensation of water vapour on the inner surface of the vessel. "And there," he declared, "is the proof that it was boiling."

Excess water lined the vessel, Ainan's proof that it had boiled away to fill the tube, only to condense again.

Now, I had never seen that done - and didn't expect it to be done by my seven year old, at home - but that's Ainan.

Please note that Ainan did not heat the water to achieve this effect: he simply manipulated the air pressure - and this did not heat the water, either.

(If you would like to know more of Ainan Celeste Cawley, a scientific child prodigy, aged seven years and six months, or his gifted brothers, Fintan, three, and Tiarnan, sixteen months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, child prodigy, child genius, baby genius, adult genius, savant, the creatively gifted, gifted adults and gifted children in general. Thanks.)

Child prodigies and the media

Interviews with the press can be difficult at any age, but how much more difficult is it when the interviewee is a child of seven?

Yesterday, I had a chance to find out. A couple of journalists came to see Ainan, to have a word with him and get a story out of him. Ainan received the first one with a quiet welcome and went along with his requests for photographs. He posed as required and was quite co-operative. All went well with that one. It is the second, however, that showed how careful one must be to approach a child prodigy in the right way.

I was asked to speak on tape, for a radio broadcast, about Ainan. I did so. The reporter was a general reporter, rather than a science reporter and so matters were kept non-technical. This was fine for me...but for Ainan it wasn't the best approach. When asked general questions, he wouldn't answer. In this I see a lot of shyness, at work. He didn't have to speak to the other journalist, for that one only wanted photographs. This one wanted speech.

"So, Ainan what do you find interesting about Science and Chemistry?"

A long silence as the tape listened to nothing.

I knew what to do:

"So, Ainan what is special about fullerenes?"

"They have a lot of delocalized electrons..."

"And what does this do?"

"They hold it together..."

Only on science itself, would he speak.

He busied himself with bashing the hell out of something in a metal box. From my perspective I could see that he appeared to be pulverizing something. I am not sure she could see that.

She tried to engage him:

"So what are you doing there?"

Another long silence.

"OK...don't force him." The journalist said - and left the matter alone.

I pointed to my son, Ainan, as he bashed away, ignoring her and said: "He is always experimenting with things."

I don't know whether she really understood that he was engaged in some kind of experiment. He always is. I know him well and even if I don't understand why he is doing something, I know enough to know that it is ALWAYS going to be part of an experiment he has in mind.

She left, shortly, without the quotes she needed for a full interview with Ainan.

After she had gone, I asked Ainan about his bashing:

"So what are you doing?"

He looked up, then, as if suddenly freed of a burden and able to speak once more and informed me, quietly: "I am making a non-Newtonian fluid."

That quietened me. Why didn't he say that to her?

Ainan is concealed from the gaze of strangers. In their presence he will not "perform". It is only when they are gone that he relaxes and becomes himself. In this way, he may prove difficult to pin-down, to observe, or capture. It is my duty therefore, to paint a portrait of him - for others may find him less accessible.

It was funny in a way. She probably thought he was being childish, bashing away at a box, for reasons that seemed utterly trivial - but what was he engaged in: a synthetic experiment, to make a material with a particular property.

Later on, he showed me the material. He had indeed made a "non-Newtonian fluid".

Well done, my elusive boy.

(If you would like to read more of Ainan Celeste Cawley, a scientific child prodigy, aged seven years and three months, or his gifted brothers, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, child prodigy, child genius, baby genius, adult genius, savant, the creatively gifted, gifted adults and gifted children in general. Thanks.)

Singaporean Public Education: Science Show In The Mall

Last Sunday, Ainan Celeste Cawley, six and Fintan Nadym Cawley, three, enjoyed something rather unusual: a science show in a shopping mall, in Singapore.

Singapore is a very competitive nation. One of their major areas of competition is science. In an effort to bring science to the people (since the people may not come to the science), the Science Centre of Singapore, organized a form of travelling science: Science at the Mall. What this involves is rather simple, but effective. It is, in effect, a theatrical show based around a scientific theme, and it takes place in the atrium of a shopping mall. Two performers, on stage, would take the audience through various experiments, in an entertaining manner, slipping them a gentle dose of science along the way. This was science as entertainment: nothing hard, just good, easy fun. It is an interesting marketing of science, actually, to make it into not a cerebral activity, but an entertaining one.

Alongside the daily shows - repeated throughout the day - were a set of activities for the children. This allowed the parents - us - to leave our children for a couple of hours, to shop in peace, while they busied themselves with scientific play. There were also several machine based demonstrations that the children could interact with. The subject of the day was materials science - and the machines demonstrated various aspects of materials: impact hardness, flame testing on burning, properties of friction - etc. All of it was already familiar to Ainan but I think he enjoyed seeing it in the context of a shopping mall, and being able to do it with his younger brother, Fintan, for whom it was new.

All this took place in United Square shopping centre (quite a pleasant place). The event was sponsored by AStar - the Singaporean Agency for Science, Technology and Research; Dupont (they provided special glass for a demonstration of glass that would not shatter into many pieces); and the Science Centre of Singapore.

The children seemed to enjoy it as most stayed for several hours, interacting with the exhibits, watching shows, making ionic structures and playing with science.

(If you would like to read about the scientific child prodigy, Ainan Celeste Cawley, six and his gifted brothers, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html for a tour. I also write of gifted children, gifted adults, child prodigy, child genius, savant - in particular mathematical savant - and the creatively gifted, among others.)

The history of science: Ainan's fascination.

Ainan Celeste Cawley has a love of the history of Science. He is interested not only in what the science is, but the who and how of its origin. For Ainan, his heroes are not rock stars, or film stars, not writers or actors, not models or glitterati - not for him, the lure of celebrity culture. For him, "heroes" are scientists and discoverers, inventors and thinkers. He tells tales of their lives with a mixture of fascination and a sense of the absurdity of what they did to achieve their goals. As he has observed, many times, many of them died in the pursuit of science or were seriously injured. I don't think he is too impressed with the wisdom of this. Nevertheless, he finds their lives (and sometimes ridiculous deaths) interesting. Science can be a dangerous business: all you have to do is to look at the history of science, to realize this.

Take one example Ainan gave me yesterday.

There was a scientist called Richard Perkey (spelling of the surname cannot be confirmed) who lived rather long ago. Ainan gave me the dates - but I haven't been able to find this man on a brief internet search, so perhaps the spelling of his name is wrong - so I won't write the dates without this confirmation. Let us just say it is long ago.

Anyway, our man Richard was tinkering in his laboratory with Uranyl Nitrate (yes, from Uranium) and Hydrogen Peroxide. This is not a wise thing to do as he soon proved. There was a brief explosion, upon mixing, which was unfortunate for poor Richard Perkey, who broke his neck. He was paralysed. His neighbour heard the commotion and came and found Perkey unable to move and duly took the new born chemical away: Uranyl Hydroxide. That is the story of how Uranyl Hydroxide was discovered - but unfortunately the discoverer was in no position to enjoy the fruits of his work.

Such unfortunate tales of discovery are many in the history of science, and Ainan appears to have found them all, so full of these snapshots of past endeavour is he. Interesting though such mishaps must be to a child of six, aghast at the foolishness of adults, I don't believe Ainan would ever intentionally attempt anything so foolhardy: he would prepare for all eventualities first.

If you would like to learn more about Ainan Celeste Cawley, a scientific child prodigy, aged six, then please go to:
http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html

I also write of child prodigy, child genius, adult genius, savant, the creatively gifted, and gifted children in general.