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A QE team has reached the national final of the prestigious Top of the Bench chemistry competition after winning their regional round.

Amogh Bhartia and Heemy Kalam, of Year 9, Bikiran Behera, from Year 10, and Year 11’s Hari Gajendran won first prize in the Chilterns and Middlesex Region to secure their place at the final in the spring, where they will compete against the UK’s best-performing schools.

Chemistry teacher Charani Dharmawardhane said: “The boys led consistently throughout the competition; they had trained for weeks and their efforts certainly paid off.”

Top of the Bench is an annual event organised by The Royal Society of Chemistry. As well as providing pupils in Key Stages 3 and 4 with an opportunity to compete against each other, it also presents them with scientific challenges which take them beyond the confines of the curriculum. Its stated aim is to “encourage and reward high achievement in chemistry”.

The hour-long regional competition at St Benedict’s School in Ealing comprised nine rounds. The boys had to work together and apply their knowledge as creatively as possible. The questions ranged from naming compounds to knowing which former British Prime Minister read Chemistry at university (Margaret Thatcher).

From Leonardo da Vinci to Stephen Hawking, this year’s entries to QE’s Science House competition covered a full gamut of top scientists across the ages.

Participants were required to research eminent and unusual scientists and produce a poster. First prize went to Year 7’s Hadi Al-Esia, from Stapylton House, who chose the brilliant, but slightly lesser-known, Nikola Tesla.

“This year we had 25 excellent entries,” said Biology teacher Melanie Haj Hussein. “The competition was open to boys in Years 7 and 8, and the standard was very high. We were very impressed with the effort they had put in. Not only had they chosen interesting scientists, but they had presented the information in creative and engaging ways.”

Hadi’s choice, the Austrian-American scientist and inventor Nikola Tesla, was born in what is modern-day Croatia in 1856, but emigrated to America in his early twenties to work at the Edison Machine Works in New York. He worked there for a brief period before striking out on his own and developing the Alternating Current (AC) induction motor and related AC patents.

Hadi’s fact-packed poster featured ‘electric’-style silver writing against a dark-blue background and also used visual effects related to the electricity theme, including a lightning flash and an image of the globe incorporated into a light bulb.

His poster and those of the runners-up, Omar Hashmi, Chanakya Seetharam, Theo Moses and Advik Balaji, all from Year 7, are being displayed in the Science Department.

Year 13 pupil Niam Vaishnav won one of the UK’s two silver medals at the International Astronomy and Astrophysics Olympiad in Beijing.

His performance during the fiercely fought competition put him in the top third of the competitors, placing Niam among the world’s foremost young astrophysicists.

Headmaster Neil Enright said: “I congratulate Niam on his achievement and on the honour he has brought both to the School and to the country. He combined deep understanding and extensive factual knowledge with profound academic curiosity, thus exemplifying the free-thinking scholarship that we seek to cultivate at QE.

“While he is undoubtedly a talented young man, his success is the result of a great deal of hard work and he should therefore be very proud of his medal.”

Royal Astronomical Society Vice President Charles Barclay also congratulated the UK competitors: “This year the competition was particularly tough…and we are delighted with the result from this young team of five 17-year-olds.”

Although he enjoyed the competition itself, Niam says the highlights of the visit for him were meeting people from around the world who shared a common interest in astronomy. “We had lots of fun learning about our different cultures and exchanging card games! We also had the chance to see landmarks in China, such as the Great Wall, which was an amazing experience.”

Niam won his place on the five-strong national team after excelling at the British Astronomy & Astrophysics Training Camp at Oxford at Easter. His subsequent training included a spell at Marlborough College’s observatory.

He travelled with British delegates to Beijing, where he teamed up with other competitors from countries spanning the globe, including Nepal, Greece, Poland, Canada, Bolivia and Singapore. Niam and his fellow competitors stayed in the mountains near to the Great Wall.

The competition involved four tests: a five-hour theory examination, a five-hour data-analysis examination, a one-hour daytime observation round and a ten-minute night-time observation round, during which competitors could use telescopes. There was also a separate team competition in which Niam joined six people from different countries.

“The problems were tough but very interesting, with topics ranging from cosmology and dark matter to binary stars and the energy output of the sun,” he said. “Our knowledge of the sky was also tested: we were asked to recognise constellations and Messier objects [a set of 110 astronomical objects, of which 103 were included in lists published by 18th-century French astronomer Charles Messier].”

The aspects of the competition itself that stood out most for him were the questions looking into the evolution of the universe and of large-scale structures within it, as well as those which sought to answer the “big questions”, exploring the nexus at which elements of physics and philosophy merge.

The UK won two silver medals and received two ‘honourable mentions’. For a gold medal, a score of 78% was needed, for silver it was 68%, for bronze 56% and for an ‘honourable mention’ 44%.

“Overall it was an amazing experience that I will never forget, and I have made some lifelong friends from many different countries.”

Niam has already started the process for the Physics Olympiad competition next year, with Round 1 already complete, and Round 2 taking place in January.

A leading academic expert on Artificial Intelligence set out both its huge potential for education – and some of the looming pitfalls.

Rose Luckin, Professor of Learner Centred Design at UCL’s Knowledge Lab, took as her starting point in the Senior School lecture assembly the need for deep human understanding: “AI is the inter-disciplinary study of intelligence – if we don’t understand intelligence, we can’t automate it.”

Together with educationalist Sir Anthony Seldon and entrepreneur Priya Lakhani, she is one of the leaders of the new Institute for Ethical AI in Education. Headmaster Neil Enright was among those who attended its launch this month at Speaker’s House in the Palace of Westminster.

During her lecture at QE, she highlighted ways in which Artificial Intelligence might obviate an impending global shortage of teachers – an estimated 69 million more will be needed by 2030. It could, for example, be used in teaching larger groups, releasing human teachers to focus on particular aspects of the curriculum with particular children.

However, Professor’s Luckin’s work takes in not only how AI can be used to assist human education, but also how education itself may need to change in response to the new technology. And in her lecture to the boys and staff, she said that, since AI can learn information faster and more accurately than humans can, there is a need to move beyond a focus on subject knowledge. This, she acknowledged, was already being done at QE, with the School’s emphasis on skills such as problem-solving and on synthesising and understanding the meaning of data.

She pointed to some of the ethical issues presented by the new technology. AI is built upon “big data”, she told the assembly, and it was not only in the area of data security that there were concerns, but also in how representative the data used is. There have been cases where AI has delivered skewed results, such as facial recognition only recognising certain ethnicities, or has shown a gender bias in its decisions. “We need to be appropriately sceptical,” she said – careful about what is automated ensuring that companies and technologies are held to account. “We need detailed explanatory answers when being presented with a seemingly nice solution to something.”

There were specific issues in education which AI was particularly well-suited to tackle: speech recognition might be deployed to help people with disabilities, she said, noting that Google has predicted that developments in speech recognition will be more significant than driverless cars. Yet doing so was no easy matter, because of the ways in which voices change.

In a question-and-answer session with the boys after the lecture, Professor Luckin delved into: issues of AI and consciousness; understanding what knowledge is and where it comes from; the need for AI that can explain its decisions, and how the education sector should be engaged in the development of the technology. She also explained the importance of inter-subjectivity in teaching and learning to make the best use of AI – that is, achieving the right blend between human interaction and machine-learning.

In thanking Professor Luckin, Year 13 pupil John Tan said: “Whilst we live in a society characterised by technology and technological advance, her talk emphasised the importance of the human connection in education.”

In addition to her work in education, Professor Luckin is also working with the Department of Health on a project commissioned by current Foreign Secretary, Jeremy Hunt (in his previous role as Health Secretary) into how AI will impact and can help the NHS.

A copy of Professor Luckin’s book, Machine Learning and Human Intelligence, which was published in June, was donated to The Queen’s Library.

A Year 11 pupil is now a published author after an article he penned through the School to gain a national qualification appeared in a specialist magazine.

Aaryan Sheth wrote a 2,000-word essay for his HPQ (Higher Project Qualification) which was so highly rated by Animal Spirit magazine that it has now appeared in the periodical’s autumn edition, in which most of the other articles are written by academics, theologians or leaders of animal welfare and conservation groups.

Aaryan’s article explored whether it is acceptable “to sacrifice animals to save humans” in the pursuit of medical science. He decided to research this topic on his HPQ course last year because, he said, coming from a household following Jainism, he is a vegetarian who values the lives of animals as highly as his own.

“In my opinion, dietary choices and matters of life and death are very different things, so I wanted to use this essay to explore the relations between the different ways humans use animals, and whether some are more relevant than others, focusing on the topic of animal testing.”

After discussing the pros and cons of animal-testing and looking, in particular, at animal suffering and unnecessary cruelty, he concluded that some animal-testing is still necessary for medical advances. However, he argued that there should be stronger guidelines and legislation to enforce the removal of needless suffering to laboratory animals and also greater investment in research techniques that do not involve animal-testing.

“I really enjoyed doing the research for the HPQ; being able to pick my own topic was exciting, and it was enjoyable to focus on something I’m really interested in. It was nice to get recognition from a magazine too. Plus, I’ve also learnt lots of important techniques to help with research in the future,” said Aaryan.

The HPQ is a standalone qualification that can be taken by students as an addition to their GCSE qualifications. At QE, it is taken by all Year 10 pupils.

Headmaster Neil Enright said: “I congratulate Aaryan for all the hard work he put into his HPQ project and for having his writing recognised in this way. The HPQ provides the boys with great experience in considering complex ethical topics in depth and I am pleased that Aaryan fully immersed himself in exploring this important issue. This experience will stand him in good stead for the rest of his time at QE and at university beyond.”

Jack Robertson, Head of Philosophy, Religion & Society, said: “There is no exam at the end of the HPQ, but it does count towards UCAS points and is considered a valuable qualification by top universities.

“The boys develop a key set of skills through the course. It is similar to a dissertation; pupils identify a topic of personal and academic interest, independently devise a question, then work over several months to research, plan and write up the final essay. They then finally present their findings and engage in self-reflection to evaluate the entire process.

“The quality of work produced by QE boys has been of a very high standard. Some carried out primary research which involved them interviewing university professors and specialists in fields ranging from philosophy, science and economics to religion,” added Mr Robertson.

Animal Spirit magazine is produced by the Animal Interfaith Alliance, a registered not-for-profit company. Its mission statement is: “To create a united voice for animals from all of the world’s faiths and spiritual beliefs, based on their founders’ teachings, to bring about the humane treatment of animals.” Aaryan’s article appears on page 40 of the magazine.

Boys from Years 7 and 8 were able to explore the huge and diverse range of extra-curricular activities available to them at QE’s Clubs & Societies Fair.

Whether pupil or staff-led, the societies used their stalls to seek new members: boys were encouraged to join at least three different clubs.

Among those showcased at the annual fair were ‘History Raiders’ and ‘Geo-explorers’, as well as religious societies and groups focusing on areas such as engineering, robotics, language games, wildlife photography and 3D printing.

Many of the clubs and societies provide opportunities for the boys to mix with others from different year groups.

Rebecca Grundy, Head of Extra-curricular Enrichment, said: “There is huge scope for boys to get involved, find new interests, hone their skills and eventually run societies of their own. A significant proportion of the clubs are run by the boys, giving them valuable experience in leadership, organisation and teamwork.”

These clubs and societies are in addition to those extra-curricular activities the School offers in sport, music, drama and public speaking. In addition, QE often works with outside organisations, either to provide specialist expertise in school sports such as water polo, or to offer wider opportunities, such as circus skills.

“What goes on beyond the classroom is of equal importance is and key to developing the rounded young men we seek to produce,” said Miss Grundy.