Professor David Phillips is a man with a passion for lecturing.
During the last two years he has spoken at 78 venues world-wide, addressing over 18,000 people, ranging from seven-year old school children to professional scientists.
He describes demonstration lecturing as a hobby which he does in his "spare time". As head of Chemistry, with admin. responsibilities, as well as research and teaching duties, few people would expect him to have much spare time. He explains he combines holidays with lecturing commitments, saying, "I love performing in front of audiences, so for me it is a form of relaxation".
He is tremendously enthusiastic about demonstration lectures and the effect they can have on the audience. He explains that it can be a "transforming experience" for a child, despite the media age with its increasingly sophisticated TV, video and computer wizardry. "Events that happen in front of children's eyes at a demonstration lecture are probably invested with greater reality than what they see on the television. And they can ask questions afterwards."
For a successful lecture Professor Phillips advocates audience participation and plenty of spectacular demonstrations, noting that explosions always go down well. "I'm a great believer in theatricality, so long as it is not misplaced."
Professor Phillips stumbled into, rather than chose, his role of demonstration lecturer when he was at Southampton University. He was called upon by his head of department to step in as lecturer at the last minute for Sir Ronald Nyholm, who was indisposed. "Kids were being bused in to Southampton from all over the south of England. It was too late to stop them coming, so the head said, 'Just do something, keep them entertained!' To my amazement it was a success, and that's what started me off, 27 years ago." Last year David was awarded the Nyholm Medal by the Royal Society of Chemistry for popularising chemistry.
Although he derives a lot of pleasure from his 'hobby', Professor Phillips also believes there is a need for professional scientists to introduce children to the field of science. "Science is less and less popular in schools, so I really think scientists should be out there beating a drum, making sure that the higher education sector has a plentiful supply of good students. Otherwise, where are we going to be in a few years time?"
Professor Phillips lectures to the obvious audience - 16- and 17-year old students, filling in UCAS forms - but recognises they are not an easy group to please. "16-year olds are pretty blasé - you really have to do a spectacular demonstration, and usually have something go wrong, before you get a good response from them. That's not to say they don't enjoy it, but they won't show it."
He believes scientists ought to be trying to influence and inspire children much earlier, particularly as few primary school teachers have a scientific background. During his time at the Royal Institution, where he was appointed Wolfson professor, then acting director, he introduced a series of primary school lectures, targeted at seven- to 11-year old children.
These lectures have proved to be very popular and Professor Phillips enjoys performing for this age group. "They are the most enthusiastic audience you could have - wonderfully responsive. And you have the chance to switch on an enthusiasm which could last a lifetime."
The children also have plenty of questions to ask, "ranging from utterly trivial to very profound, like 'What is light?' You have to find an answer that will satisfy, but not confuse them".
Professor Phillips has learnt the art of lecturing to primary school children and answering their questions, but recalls a time when this was not so. "A little girl asked me who was the first scientist and without thinking I said, 'Adam, because he experimented with Eve'. It went straight over the children's heads, but the teachers were scandalised!"
Professor Phillips cannot imagine losing his enthusiasm for lecturing, so expects to carry on entertaining and enlightening audiences into the future. He is also conscious that the number of students applying to university science courses in the UK is falling.
The Schools Liaison Office is very supportive of his work, as his lectures may encourage students to apply to IC. "I think we have to wave an Imperial College flag as often as we can," he explained. "The more publicity we get in schools, the better, and demonstration lecturing is a very enjoyable way of achieving this."
(c) Imperial College of Science, Technology and Medicine, 1995
Last Revised: 2 February 1996