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A QE team have won the Year 11 category in the Bank of England’s schools film competition with their analysis of the likely lasting effects of the pandemic on business and employment.

Abir Mohammed, Dhruv Syam and Ansh Jassra put together a polished three-minute film featuring footage from around the world on the competition theme of The changing workplace: same spaces, new realities. The 2020 competition, entitled Bank Camera, Action, challenged entrants to explore the effects of the coronavirus pandemic on the way we work, on jobs and on the economy.

Congratulating the boys on their success, the judges in the annual competition said they enjoyed watching the boys’ film, The Bank of QE, and were impressed by their filmmaking skills.

QE teacher of Economics Krishna Shah said: “I am extremely proud of the three of them and delighted that all their hard work in putting the film together has been rewarded.”

All three boys took on the role of producer, with Abir also acting as editor, while Dhruv was the narrator and Abir and Ansh were both interviewed on-camera.

The film looked at the possible permanent impacts of the pandemic both on individuals and on different sectors of the economy. The boys stated, for example, that:

• Those without access to the technology needed for remote working could lose out, leading to a possible rise in inequality;
• Small firms could find themselves unable to compete with large businesses on economies of scale;
• Unlike those in “on-line service hubs”, such as London, people living in areas of the country concentrated on manufacturing could find it difficult to work from home, putting such areas at risk of mass unemployment and poverty.

It considered the environmental benefits of reduced levels of commuting and outlined possible technological solutions to the difficulties in maintaining work-life balance that working from home often entails, such as using separate electronic devices for work and personal life and screen-time blocking apps.

And Dhruv added: “New technologies have the potential to transform the future of work – things like low-latency whiteboards and faster 5G internet completely bringing back the spontaneity of the office.

“Ultimately, the question is not whether remote working is here to stay, but to what extent.

“Most firms will choose a mixture of both [office working and working from home], but even small shifts in global work patterns will have a profound effect on all our lives. Let’s see what the future holds,” Dhruv concluded.

They won £300 for the School to spend on filmmaking equipment, as well as a £25 Amazon eGift voucher each and a certificate signed by Bank of England Governor Andrew Bailey.

• The film may be viewed on the Bank of England’s competition web page here.

The latest episode of the Roundness podcast series from The Queen’s Library highlights the grave unintended consequences that can arise from man-made changes to the environment.

Podcaster Surya Bowyer, QE’s Head of Library Services, warns that we disregard the “interconnectedness of the world’s natural systems” at our peril in a 36-minute episode that features a variety of expert voices and spans the globe, from Egypt and Ethiopia to France and Spain, and from the Amazon to the US.

But he begins the episode in one particular location, inviting his listeners to consider the extraordinary case of the pupfish – in fact, of one specific pupfish whom he names ‘Steve’. Steve, he explains, is a Sonoyta pupfish, a rare and threatened breed that is specially adapted to cope with the harsh conditions – extreme heat, very salty water and lack of oxygen – found in the waterways of the Sonoran desert straddling Mexico and Arizona. It is thought to live in an area covering only around four square miles.

“What Steve ‘knows’ is that during the breeding season, his scales turn an intense bright blue in an attempt to try and woo Linda, Brenda and the other pupfish,” Mr Bowyer says.

Understanding Steve’s remarkable metabolism – including his ability to produce alcohol – could hold benefits for medical science, Mr Bowyer says. “By considering the pupfish we could gain a better understanding of cancer cells.”

Yet, he says, the Sonoyta pupfish’s very existence is threatened by the damage done to the environment by the construction of the border wall ordered by former US President Donald Trump.

Mr Bowyer then looks at the negative effects that overlooking environmental issues has had across the world and throughout history. He recounts the fatal outcome for one 12^th-century French nobleman poisoned by another type of fish living in a polluted environment.

And he reflects on the changes in economics – a discipline which used to characterise environmental concerns as mere ‘negative externalities’, but is now increasingly understanding that the unexpected knock-on effects of pollution make it impossible to regard environmental factors in isolation.

The Consider the pupfish episode of the Roundness podcast is available from the Library pages of the eQE online platform and from normal podcast providers, including Apple Podcasts and Spotify.

A national French debating competition is to become an annual fixture in the QE calendar after two Sixth Form teams showed the way with strong performances.

With only a week’s notice, Anshul Sajip and Zeke Essex, of Year 13, and Awad Shah and Vineeth Rajan, of Year 12, volunteered for QE’s first appearance in the Joutes Oratoires*.

In the debates, which were held virtually after school hours, the QE linguists had both to defend and to oppose three motions, covering civil liberties, the environment and artificial intelligence.

Congratulating them for their enthusiastic participation in the event organised in this region by St Paul’s Girls’ School, Languages Assistant Joelle Simpson, said: “The motions would not be altogether easy to support or defend in English, let alone in the French language!

“Both teams received strong scores throughout, and Awad and Vineeth won two out of three of their debates,” said Mme Simpson, who prepared the teams.

“They all found the experience a very valuable one and blazed a trail for future cohorts. Thanks to them, the event will become an annual feature in the QE calendar.”

Unfortunately, with 39 teams competing in the London region and only eight able to proceed, the two QE teams did not reach the next round.

The three motions were:

1. Governments should have leeway to limit individual liberties in times of health crises
2. Green economic growth is an illusion
3. Artificial Intelligence is a threat for humanity.

QE’s Head of Languages, Nora Schlatte, was a member of the jury, and saw Vineeth and Awad in action. “Their research, poise and accuracy of language were amazing,” she said “Vineeth’s opening speech was described as ‘un modèle du genre’ [a model of its kind] and both boys responded very well to some challenging questions. Participating in something like this, especially remotely, is really daunting and they did brilliantly.”

* The term joutes oratoires dates back to the Middle Ages in France, when jouteurs (literally ‘jousters’) would duel in verse.

Year 8 pupil Keon Robert has won an international 3D design challenge with his idea for a solar-powered bulldozer with special caterpillar tracks based on those used on Moon rovers.

Judges in the Polar Cloud CAT Inc. Design Challenge congratulated him for combining creativity with practicality in his design, and he also won appreciation from other users of American manufacturer Polar 3D’s Polar Cloud online 3D design platform.

To maximise his chances in the competition, which was sponsored by heavy plant manufacturer Caterpillar, Keon even produced an alternative design for the other type of caterpillar – the larval-stage insect – in its natural setting, as well as later producing a design based on snowflakes.

Keon’s victory in the heavy machinery category of the competition won a Polar Cloud-enabled Polar 3D printer and $100 for Queen Elizabeth’s School.

QE Head of Technology Michael Noonan said: “Keon’s achievement is a truly remarkable one. He promoted and shared his idea widely, and his was an outstanding example of design and creativity. He received plaudits from Polar 3D’s CEO, Gregory Lalonde, and many others within the Polar Cloud platform, one which has over half a million members.”

Keon explained his thinking and the process by which he arrived at the bulldozer design.

“I decided to reimagine and reengineer your typical bulldozer by adding features which allow for greater accessibility to remote areas, as well as providing a greener alternative to the standard vehicles.

“Firstly, at the back, there is a retractable claw which is able to lift five tonnes. This was created as a feature to utilise when carrying more rubble or dirt. The treads for the vehicle are intended to be made out of wire mesh and rubber to ensure balance and protection, which is a necessity for users who require some means of transportation in more secluded regions.”

This combination of materials was, in fact, used by the vehicles taken on the Moon landing missions, and is, therefore, ideally suited to rocky environments, Keon explained in his design notes.

“Furthermore, photovoltaic cells were added in order to absorb the sun’s solar energy. This would then be converted to electrical energy to power the vehicle via a generator in the engine compartment. The engine compartment also includes lithium-ion batteries, as another energy source in the event of a breakdown.

“Finally, like any other bulldozer, there is another digger at the front, which can carry lift around 35 tonnes.”

Judges stipulated that entries should not only fulfil criteria such as printability, design execution and creativity, but also prioritised those, such as Keon’s, which garnered higher numbers of ‘likes’ on the online platform.

Keon entered the competition as a way of improving his CAD (Computer-Aided Design) skills and of engaging in the Polar Cloud platform – “essentially a workplace for engineers and designers to post and share their work…a STEM-oriented ‘Facebook’.

“I was frankly stunned when I found out I won the competition: the effort I had given it was extraordinary, so I felt it was definitely worth my time,” said Keon.

He added that he had surprised himself with the level of dedication he had brought to the competition, but feels that this will benefit him in the future, not least in terms of his schoolwork.

A team of Sixth Form scientists were among the front-runners in a prestigious national Chemistry competition run by Cambridge University and a university in the Czech Republic.

QE’s Chem Taj team were ranked fifth out of the 42 teams competing in the Cambridge Chemistry Race, many of them drawn from the country’s leading academic schools.

The five-strong team’s score of 113 points was actually identical to the scores recorded by the teams coming third and fourth, but, in line with the rules, they were given a lower ranking based on the nature of the questions they answered.

Congratulating the Year 13 team, Head of Chemistry Julia Lister said: “The boys adapted very well to the format of the competition, which had to be run entirely online because of the lockdown, keeping their heads under the pressure of competition as they raced to answer as many questions as they could within the two-hour time limit.”

The competition was originally scheduled to take place at the University of Cambridge’s Chemistry Department.

Instead, QE’s team members, Bhargab Ghoshal, Janujan Satchi, Arnav Sharma, James Tan and Khai Tran, worked from their own homes, communicating and completing the race through the Moodle online platform. The event’s opening and closing ceremonies were broadcast on YouTube, while the video-calling platform, Gather Town, was also used.

The boys are pictured, top, at work on a problem, and above right with Dr Lister during the competition.

James said: “Although I was disappointed the competition was not taking place in Cambridge as planned, I still enjoyed it and found it to be a welcome distraction during lockdown. In particular, I liked how the questions built upon our current A-level knowledge, but also required us to research into more advanced topics, such as hemiacetals and macrocycles.”

Khai agreed, saying “it was interesting to apply the Chemistry we’ve learnt to topics beyond our specification”, while Janujan said that by working as a team, they were able to “apply different thought processes to the problem”.

Chemistry Race originated in 2015 as a Czech competition, called Chemiklání, at the University of Pardubice in the city of Pardubice, 96km east of Prague. It proved to be extremely popular among Czech pupils, and the scale of the competition rapidly grew every year.

In 2020, Adam Přáda, one of the organisers of the Czech competition and a Cambridge student, initiated a Cambridge branch of the competition, the Cambridge Chemistry Race.

Once a team answers a question successfully, they are presented with a new one and a live leader-board is updated. Half-an-hour before the ‘race’ ends, the ranking is hidden; the final winners are announced at the closing ceremony.

The questions include easy riddles, tasks of A-level difficulty and more complex chemical problems. Competitors are allowed to use books or notes, since the questions mainly aim to test problem-solving skills and chemical understanding, rather than knowledge.

Questions asked in the competition included:

Q. Imagine that somebody loses 10 kg of fat over three months. 10 kg is quite a significant amount of matter; however, we don’t see pieces of meat falling off people who lose weight. How does the “fat” leave the body? Write down the formulae of the two main substances into which fat is broken down.

A. Carbon dioxide and water. One could figure this out using common sense, by realising that we exhale carbon dioxide all the time and that camels “store” water into fat.

Q. What is the highest possible mass percentage of hydrogen (H) for a neutral hydrocarbon? Give the answer as a percentage.

A. Maximizing the mass percentage of hydrogen can be done in two ways: by complete saturation (thus we consider alkanes) and by minimizing the number of carbon atoms. This is done, because for alkanes (empirical formula CnH2n+2) the addition of one carbon atom and two hydrogen atoms shifts the mass percentages in favour of carbon. We therefore seek the shortest alkane: methane. The mass percentage of hydrogen in methane is then 25.1 %.

And finally, this was identified as one of “this year’s more difficult problems” in the closing ceremony:

Q. How many atoms are there in 1.66×10-24 moles of argon.

A. Just one.

Year 13’s James Tan sealed his long and glittering record of success in Mathematics competitions at QE with a perfect score in this year’s Senior Maths Challenge (SMC).

He was one of nine Sixth Form mathematicians who performed so strongly in the challenge that they qualified for the élite British Mathematical Olympiad.

James’s tally of 125 out of 125 secured him the Best in School title, while Abhinav Santhiramohan, with a score of 112 out of 125 was Best in Year 12. To qualify for the Olympiad, candidates had to score at least 108 points.

Assistant Head of Mathematics Wendy Fung said: “James has scored perfect, or near-perfect, marks in every Maths Challenge he has sat, from Year 7 to Year 13. He has done phenomenally well throughout his School career and is so unassuming about his successes.”

In addition to the Olympiad successes, a further 29 boys qualified for the challenge’s other follow-on round, the Senior Kangaroo, which required a score of at least 91 points.

A total of 136 QE sixth-formers sat the challenge, which involved answering 25 multiple-choice questions in 90 minutes.

The top 40% of SMC entrants nationally in the country receive certificates with gold, silver and bronze awarded in the ratio of 1:2:3. At QE, however, there were 38 gold certificates, 65 silver and 22 bronze, which means that 92% of the School’s participants gained certificates.

“We are very pleased with the boys’ success at the SMC,” Miss Fung. “The challenge provides an opportunity for our senior boys to hone their problem-solving skills with fun, yet challenging, questions, and we are grateful to the UK Maths Trust for providing these opportunities.  Many congratulations to Years 12 & 13 – we look forward to receiving the Olympiad and Kangaroo results in due course.”

She added that Abhinav had said that he particularly enjoyed solving the following question in the challenge (answer below):

• Question: Two congruent pentagons are each formed by removing a right-angled isosceles triangle from a square of side-length 1.
  The two pentagons are then fitted together as shown. What is the length of the perimeter of the octagon formed?
  A: 4
  B : 4 + 2 √ 2
  C: 5
  D: 6 − 2 √ 2
  E: 6

• Answer: E: 6
  Explanation: The perimeter of the octagon is made from four long sides, two medium-length sides and two short sides. The long sides are given to be of length 1. The medium-length sides have length 1 √ 2 , using Pythagoras’ Theorem on the right-angled triangle which was removed from the original square. Therefore the length of each short side is 1 − 1 √ 2 . In total the perimeter has length 4 × 1 + 2 × 1 √ 2 + 2 × (1 − 1 √ 2 ) = 6.