From left to right: Bente Prestegård, Project Manager at Oslo Cancer Cluster, Henrikke Thrane-Steen Røkke, student, Peder Nerland Hellesylt, student, and Ragni Fet, Teacher at Ullern Upper Secondary School are happy to see the launch of the researcher program.

Educating the cancer researchers of tomorrow

Ullern Upper Secondary School and Oslo Cancer Cluster are paving the way for students to become the researchers of the future.

A new program has been launched this autumn for Ullern students who wish to learn how researchers work. It will qualify students for university studies and specialise them in biomedical research, technology and innovation. It is the only researcher program for upper secondary school in Norway.

“The researcher program at Ullern will be a place where students are encouraged and guided to become independent students, with a need to explore, an understanding of methods and a desire to learn,” said Ragni Fet, teacher at Ullern Upper Secondary School. “They will learn to gather good and reliable information, they will do research in practice through varied experiments, and they will gain real insight into job opportunities in the research industry.”

The program is a joint initiative between Oslo Cancer Cluster and Ullern Upper Secondary School, who have been collaborating since 2009. This has offered students in the natural sciences, health, media and electricity special opportunities to learn science subjects outside a traditional classroom setting.

“The purpose of launching a researcher program at Ullern Upper Secondary School is to recruit the researchers, scientists and entrepreneurs of the future,” said Bente Prestegård, Project Manager at Oslo Cancer Cluster. “We know that these jobs are needed, and we want to teach students about what it means to be a researcher or entrepreneur. With better insight into the professions, the students will be able to make a safe career choice.”

 

With a passion for science

About 30 students have already begun this unique program at Ullern Upper Secondary School. One of them is Henrikke Thrane-Steen Røkke.

“I chose the researcher program because I personally enjoy studying the natural sciences and innovation, and I wanted more of those subjects. I had entrepreneurship as an elective at secondary school and thought it was a lot of fun. I think it seemed very exciting and wanted to learn more,” Henrikke explained. “I hope I can gain insight into what it is like to work as a researcher. I hope we can see and experience a lot of it in practice and to work in depth with some subjects in certain areas.”

The program is especially well suited for students with an interest in the natural sciences, such as Peder Nerland Hellesylt, who also recently begun the program.

“I applied to this program because I have always had an interest for the natural sciences and mathematics,” Peder said. ”I think this program is very interesting because we aren’t just sitting and writing, but get practical tasks too, for example experiments.”

 

Mixing theory with practice

Ullern Upper Secondary School is located right next to The Norwegian Radium Hospital, The Institute for Cancer Research, The Norwegian Cancer Registry and the Oslo Cancer Cluster Incubator, with its over 30 big and small companies. The students are therefore never far from world class researchers. This offers the unique opportunity to take advantage of the co-localisation and use mentors from the research milieu in the teaching.

“Through the collaboration with Oslo Cancer Cluster, we will obtain external lecturers to the class rooms; bring the students to multiple, exciting innovation companies and laboratories; and the students will attempt real research experiments themselves. We are raising the level and are ambitious for the sake of the students,” Ragni Fet said.

 

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Tor Haugen attended a work placement at Thermo Fisher Scientific, arranged by Oslo Cancer Cluster and Ullern Upper Secondary School, where he tried DNA profiling. Photo: Elisabeth Kirkeng Andersen

DNA profiling on the syllabus

Tor takes a mouthswab before in order to profile his DNA.

Students learned about a Norwegian invention behind CAR T-cell therapy and DNA profiling on their latest work placement.

This article is also available in Norwegian here.

Thermo Fisher Scientific is a global company that develops the Norwegian technology, which is based on “Ugelstad-kulene” (The Ugelstad Beads). In June 2019, Einar, Tor, Olav and Philip from Ullern Upper Secondary School completed a work placement with Thermo Fisher Scientific in Oslo. They used the beads to profile their own DNA and learned how the beads can be used to find murderers, diagnose heart attacks and save children from cancer.

“What do you plan to study when you finish upper secondary school?” Marie asks.

“The natural sciences,” Einar and Tor replies.

“The natural sciences at NTNU,” Olav says.

“First, the natural sciences and then, join the Air Force,” Philip answers.

Marie Bosnes is supervising the students who are attending the work placement and has worked more than 24 years in the Norwegian section of Thermo Fisher Scientific. She conducts research and development in the former monastery located on Montebello, next to Oslo Cancer Cluster Innovation Park and Ullern Upper Secondary School.

Today, Marie and several of her co-workers have taken time out of their busy schedules to tutor the four students from Ullern: Einar Johannes Rye, Tor Haugen, Olav Bekken and Philip Horn Børge-Ask. The students have nearly finished their second year and have so far focused their studies on mathematics, physics, chemistry and biology. But next year, they will also study programming, instead of biology.

“It is a good mix of subjects, especially programming is useful to learn. You should consider studying bioinformatics, because, in the future, it will be a very desirable qualification,” Marie says.

Marie has studied biology and her co-workers call her Reodor Felgen (a character from a famous Norwegian children’s comic book), since she loves to constantly explore research on new topics.

Treating cancer

An ullern student is looking at the dynabeads in a test tube.

Philip Horn Børge-Ask looks at the test tubes that contain the famous “Ugelstad-kulene”. Photo: Elisabeth Kirkeng Andersen

While Einar, Tor, Olav and Philip are on a work placement with Marie, four other Ullern students are on another work placement with Thermo Fisher Scientific in Lillestrøm. This is where they develop and produce Dynabeads for the global market.

“Dynabeads are also kalled ‘Ugelstad-kulene’, because they are a Norwegian invention. During the ‘1970s, one of NASA’s goals was to make perfectly round and identical, tiny, plastic microbeads in outer space. No one thought it was possible to make them on Earth. John Ugelstad, a Norwegian chemical engineer, did not accept that fact. He completed several difficult calculations, which enabled him to produce these tiny beads on Earth,” Marie explains.

Thanks to the tiny beads, Thermo Fisher Scientific has experienced huge global success. Even though there are only 200 employees situated in Norway (out of 70 000 employees globally), the research and development conducted in Norway is extremely important for the whole company.

“We are proud to announce that every year Dynabeads are used in almost 5 billion diagnostic tests in the world,” Marie says.

Thermo Fisher Scientific has developed the beads further, so they can be used in CAR T-cell therapy to treat cancer. The first approved CAR T-cell therapy in the world that treats child leukaemia was approved in Norway in December 2018. The advanced technology is based on the Norwegian invention “Ugelstad-kulene”.

  • Watch the video from the Norwegian TV channel TV2 about Emily Whitehead, the first child in the world that received this CAR T-cell therapy. She visited Thermo Fisher Scientific in Oslo in March 2019.

Catching killers

Elisabeth and Mary are supervising the students in the lab

Elisabeth Breivold and Marie Bosness from Thermo Fisher Scientific supervised the students in the lab. Photo: Elisabeth Kirkeng Andersen

“The beads are used for many different purposes and you will learn about a few of them today. Simply put, the beads are like a fishing rod. Depending on which bait you fix to it, the rod can be used in different ways,” Marie says. “Before lunch, we will use Dynabeads for DNA profiling. This technology is commonly used by police to identify suspects after a crime, just like in the TV series CSI.”

During the presentation, Marie shows the students the front page of an American newspaper with a mugshot of Gary Ridgway, an American serial killer, also known as “The Green River Killer”. Ridgway has now confessed to killing 71 women. For many years, the police hunted the murderer without any luck. Finally, new technology enabled the police to retrieve damning evidence from the tiny amounts of DNA that Ridgway had left on his victims. The DNA evidence led to a successful conviction of the killer.

“The DNA evidence was established with DNA profiling, using Thermo Fisher Scientific’s products. They did not use Dynabeads back then, but today, they would have used the beads. You will learn how to do it yourselves in the lab,” Marie says.

Learning to profile DNA

Olav takes the mouth swab

Olav performs a mouth swab on himself, the first step to retrieve the DNA. Photo: Elisabeth Kirkeng Andersen

Before the students enter the laboratory, they need to put on protective glasses, lab coats and plastic shoe covers. The students will profile their own DNA, the same way the police profile the DNA from suspects or criminals.

First, the Ullern students collect the cells with a mouth swab. Then, they add the different enzymes and chemicals that will open the cell membranes into the test tube, so that the DNA is released.

Afterwards, the Ullern students add “Ugelstad-kulene”, which bind to the DNA like magnets. Then, they retrieve their DNA from the solution.

They put the DNA in a kind of “photocopier”, in order to study it with something called “gel electrophoresis”. This is a method for analysing individual parts of DNA that make up the human genome. It shows a bar code pattern, which is completely unique for every person in the world.

Tor is using the pipette in the lab.

Tor adds new chemicals to the solution with his DNA. Photo: Elisabeth Kirkeng Andersen

“DNA is incredibly stable, which means that we can retrieve it from people and animals that died a long time ago and copy their DNA so that it can be analysed,” Marie explains.

“The most fun was to retrieve our own DNA. We tried it ourselves and it was fun to learn how to do it,” Philip says.

The Ullern students were very happy with their work placement at Thermo Fisher Scientific.

“I think the placement was educational and interesting. It was very well arranged and we got to try many different things. What surprised me the most was probably the close collaboration between scientists at Thermo Fisher Scientific – it seemed like everyone knew each other!” Philips says at the end of the day.

After the students had completed the DNA profiling, they ate lunch and then they learned more about the use of “Ugelstad-kulene” in diagnostics, and CAR T-cell therapy.

Elisabeth Breivold supervised the students while they performed the DNA profiling in the laboratory at Thermo Fisher Scientific. Photo: Elisabeth Kirkeng Andersen

 

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Emmy and Benedicte learned about research into neuroscience and how to use modern medical technology, such as CRISPR, when on work placement with researcher Marianne Fyhn and her colleagues at the University of Oslo. Photo: Monica Jenstad

Learning about the human brain

Oslo Cancer Cluster and Ullern Upper Secondary School arranged a work placement for students to learn about neuroscience at the University of Oslo.

Four biology students from Ullern Upper Secondary School spent two great days on work placement with some of the world’s best neuroscientists at the University of Oslo. In Marianne Fyhn’s research group, the students tried training rats and learned how research on rats can provide valuable knowledge about the human brain.

The Ullern students, Benedicte Berggrav, Lina Babusiaux, Maren Gjerstad Høgden and Emmy Hansteen, first had to dress in green laboratory clothes, hairnets and gloves. They also had to leave their phones and notepads behind, before enterring the animal laboratory where Marianne Fyhn and her colleagues work. Finally, they had to walk through an air lock that blew the last remnants of dust and pollution off them.

On the other side was the most sacred place for researchers: the newly refurbished animal laboratory. It is in the basement of Kristine Bonnevies Hus on the University of Oslo campus. We used to call it “Bio-bygget” (“the bio-building”) when I studied here during the ‘1990s.

 

Researcher Kristian Lensjø showed the four excited biology students into the most sacred place: the animal lab.

It is the second day of the students’ work placement with Marianne. The four biology students, who normally attend the second year of Ullern Upper Secondary School, have started to get used to their new, temporary jobs. They are standing in one of the laboratories and looking at master student Dejana Mitrovic as she is operating thin electrodes onto the brain of a sedated rat. PhD student Malin Benum Røe is standing behind Dejana, watching intently, giving guidance and a helping hand if needed.

“We do this so we can study the brain cells. We will also find out if we can guide the brain cells with weak electrical impulses. This is basic scientific research. In the long term, the knowledge can help to improve how a person with an amputated arm can control an artificial prosthetic arm,” Marianne explained.

“The knowledge can help to improve how a person with an amputated arm can control an artificial prosthetic arm.”

Dejana needs to be extremely precise when she connects the electrodes onto the rat’s brain. This is precision work and every micrometre makes a difference.

 

Training rats

The previous day, Maren, Benedicte, Lina and Emmy helped to train the rat on the operating table on a running course. Today, the Ullern students will train the other rats that haven’t had electrodes surgically connected to their brains yet.

“We will train the rats to walk in figures of eight, first in one direction and then the other”, the students explained to me.

We remain standing in the rat training room for a while, talk with Dejana and train some of the rats. Dejana tells me that the rats don’t have any names. After all, they are not pets, but they are cared for and looked after in all ways imaginable.

“It is very important that they are happy and don’t get stressed. Otherwise, they won’t perform the tasks we train them to do,” says Dejana. She and the other researchers know the animals well and know to look for any signs that may indicate that the rats aren’t feeling well.

“It is very important that they are happy and don’t get stressed.”

I ask the students how they feel about using rats for science.

“I think it is completely all right. The rats are doing well and can give us important information about the human brain. It is not okay when rats are used to test make-up and cosmetics, but it is a whole different matter when it concerns important medical research,” says Emmy and the other biology students from Ullern nod in agreement.

 

Understanding the brain

Marianne is the head of the CINPLA centre at the University of Oslo, where Maren, Benedicte, Lina and Emmy are on work placement for two days. Four other Ullern students, Henrik Andreas Elde, Nils William Ormestad Lie, Hans Christian Thagaard and Thale Gartland, are at the same time on a work placement with Mariannes research colleague, Professor of Physics Anders Malthe-Sørenssen. They are learning about methods in physics, mathematics and programming that help researchers to better understand the brain.

“CINPLA is an acronym for Centre for Integrative Neuroplasticity. We try to bring together experimental biology with calculative physics and mathematics to better understand information processing in the brain and the brain’s ability to change itself,” says Marianne.

Physics, mathematics and programming are therefore important parts of the researcher’s work when analysing what is happening in the rat’s brain.

If you think that research on rats’ brain cells sounds familiar, then you are probably right. Edvard and May-Britt Moser in Trondheim received the first Norwegian Nobel Prize in Medicine in 2014. The award was given to them for their discovery of a certain type of brain cells, so called grid cells. The grid cells alert the body to its location and how to find its way from point A to point B.

Marianne did her PhD with Edvard and May-Britt, playing an essential role in the work that led to the discovery of the grid cells. Marianne was therefore very involved in Norway securing its first Nobel Prize in Medicine.

 

The dark room

Another room in the animal section is completely dark. In the middle of the room, there is an enormous box with various equipment. In the centre of the box, there is a little mouse with an implant on its head.

In this test room, there is an advanced microscope. It uses a laser beam to read the brain activity of the mouse as it alternates between running and standing still on a treadmill.

The researcher Kristian Lensjø is back from a longer study break at the renowned Harvard University and will use some of the methods he has learned.

“I will train the mouse so that it understands that for example vertical lines on a screen mean reward and that horizontal lines give no reward. Then I will look at which brain cells are responsible for this type of learning,” says Kristian.

The students stand behind Kristian and watch the mouse and the computer screen. When the testing begins, they must close the microscope off with a curtain so that the mouse is alone in the dark box. Kristian assures us that the mouse is okay and that he can see what the mouse is doing through an infra-red camera.

“This room and the equipment is so new, we are still experiencing some issues with the tech,” says Marianne. But Christian fixes the problem and suddenly we see something on the computer screen that we have never seen before. It is a look into the mouse’s brain while it runs on the treadmill. This means that the researchers can watch the nerve cells as the mouse looks at vertical and horizontal lines, and detect where the brain activity occurs.

 

Research role models

The students from Ullern know they are lucky to see how cutting-edge neuroscience is done in real life. Marianne and her colleagues are far from nobodies in the research world. Bente Prestegård from Oslo Cancer Cluster and Monica Jenstad, the biology teacher at Ullern who coordinates the work placements, made sure to tell the students beforehand.

“This is a fantastic and unique opportunity for students to get a look into science on a high international level. They can see that the people behind the research are nice and just like any normal people. When seeing good role models, it is easier to picture a future in research for oneself,” says Monica.

“This is a fantastic and unique opportunity for students to get a look into science on a high international level.”

Monica and Marianne have known each other since they were master students together at the University of Tromsø almost twenty years ago.

“I know Marianne very well, both privately and professionally. She is passionate about her research and about dissemination and recruitment. She also works hard to create a positive environment for her research group. Therefore, it was natural to ask Marianne to receive the students and it wasn’t difficult to get her to agree,” says Monica.

Back in the first operating room, Dejana and Malin are still operating on the rats. They will spend the entire day doing this. It takes time when the equipment needs to be found and sterilised, the rats need to be sedated and then operated on as precisely as possibly. It is past noon and time for lunch for Marianne, Kristian and the Ullern students on work placement.

Before I leave them outside Niels Henrik Abels Hus at the Oslo University Campus, I take a picture to remember the extra-ordinary work placement. And not least: to store a picture of the memory in my own brain.

 

Finally, time for lunch! From the left: Emmy Hansteen, Benedicte Berggrav, researcher Marianne Fyhn, Lina Babusiaux, Maren Gjerstad Høgden and researcher Kristian Lensjø. Photo: Elisabeth Kirkeng Andersen.

 

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Cathrine Wahlström Tellefsen gave a talk to teachers on how programming can be used to teach science subjects in upper secondary schools.

Introducing programming to the curriculum

Programming is not only for computer hackers, it can also help teachers to engage their students in science subjects and inspire start ups to discover new cancer treatments.

 

Almost 60 teachers working in upper secondary schools in Oslo visited Oslo Cancer Cluster Innovation Park and Ullern Upper Secondary School one evening in the end of March. The topic for the event was programming and how to introduce programming to the science subjects in school.

“The government has decided that programming should be implemented in schools, but in that case the teachers first have to know how to program, how to teach programming and, not least, how to make use of programming in a relevant way in their own subjects.”

This was how Cathrine Wahlström Tellefsen opened her lecture. She is the Head of Profag at the University of Oslo, a competence centre for teaching science and technology subjects. For nearly one hour, she talked to the almost 60 teachers who teach Biology, Mathematics, Chemistry, Technology, Science Research Theory and Physics about how to use programming in their teaching.

 

What is KUR? KUR is a collaborative project between Oslo Cancer Cluster, Ullern Upper Secondary School and other schools in Oslo and Akershus. It aims to develop the skills and competence of science teachers. Every six months, KUR arranges a meeting where current topics are discussed.

 

Programming and coding

“Don’t forget that programming is much more than just coding. Computers are changing the rules of the game and we have gained a much larger mathematical toolbox, which gives us the opportunity to analyse large data sets,” Tellefsen explained.

Only a couple of years ago, she wasn’t very interested in programming herself, but after pressures from higher up in her organisation, she gave it a shot. She has since then experienced how programming can be used in her own subject.

“I have been a Physics teacher for many years in an upper secondary school in Akershus, so I know how it is,” she said to calm the audience a little. Her excitement over the opportunities programming provides seemed to rub off on some of the people in the room.

“In biology, for example, programming can be used to teach animal population growth. The students understand more of the logic behind the use of mathematical formulas and how an increase in the carrying capacity of a biological species can change the size of its population dramatically. My experience is that the students start playing around with the numbers really quickly and get a better understanding of the relationships,” said Tellefsen.

When it was time for a little break, many teachers were eager to try out the calculations and programming themselves.

 

Artificial intelligence in cancer treatments

Before the teachers tried programming, Marius Eidsaa from the start up OncoImmunity (a member of Oslo Cancer Cluster) gave a talk. He is a former physicist and uses algorithms, programming and artificial intelligence every day in his work.

“OncoImmunity has developed a method that can find new antigens that other companies can use to develop cancer vaccines,” said Eidsaa.

He quickly explained the principals of immunotherapy, a cancer treatment that activates the patient’s own immune system to recognise and kill cancer cells, which had previously remained hidden from the immune system. The neoantigens play a central role in this process.

“Our product is a computer software program called Immuneprofiler. We use patient data and artificial intelligence in order to get a ranking of the antigens that may be relevant for development of personalised cancer vaccines to the individual patient,” said Eidsaa.

Today, OncoImmunity has almost 20 employees of 10 different nationalities and have become CE-marked as the first company in the world in their field. (You can read more about OncoImmunity in this article that we published on 18 December 2018.)

The introductory talk by Eidsaa about using programming in his start up peaked the audience’s interest and the dedicated teachers eagerly asked many questions.

 

Programming in practice

After a short coffee break, the teachers were ready to try programming themselves. I tried programming in Biology, a session that was led by Monica, a teacher at Ullern Upper Secondary School. She is continuing her education in programming now and it turns out she has become very driven.

“Now you will program protein synthesis,” said Monica. We started brainstorming together about what we needed to find out, which parameters we could use in the formula to get the software Python to find proteins for us.

Since my knowledge in biology is a little rusty, it was a slow process. But when Monica showed us the correct solution, it was surprisingly logical and simple. The key is to stay focused and remember to have a cheat sheet right next to you in case you forget something.

 

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The pupils Kalina Topalova Casadiego, Ida Hustad Andresen,Andreas Bernhus and Dina Düring had the opportunity to experiment with fruit flies at the Institute for Cancer Research in Oslo.

Operation fruit flies

Three students experimenting with fruit flies in a lab.

Fruit flies are not only annoying little insects that appear when bananas are overripe. They are also popular research tools for cancer researchers.

The four pupils Kalina Topalova Casadiego, Ida Hustad Andresen, Andreas Bernhus and Dina Düring got to experience how cancer researchers look at fruit flies during their work placement in January.

“Let’s turn on the gas, and then I’ll put some fruit flies on the pad under your microscope.” Speaking is cancer researcher Lene Malrød who, together with her colleague Nina Marie Pedersen, is responsible for four pupils from Ullern Secondary School on work placements.

“Gosh! They’re moving,” proclaims one of the pupils.

But not for long. Soon, all the fruit flies are anaesthetised and, eventually, dead; then the pupils are tasked with surgically removing the ovaries of the female flies. It is easier said than done, even with the help of microscopes to enhance the tiny flies. Especially when the operating tools are two tweezers.

Fruit flies are kept in two test tubes

The fruit flies are kept in test tubes.

 

An exciting placement

It is the third day of the pupils’ work placement at the Institute for Cancer Research, located next to the school. For four days at the end of January, they have learnt about cancer research and which methods researchers use in their daily work.

“The work placement is not like we imagined,” says Kalina and Ida.

“There’s a lot more manual work than I would have thought, and then you realise how important research is through what we do,” says Ida.

She is the only one who is specialising in biology in combination with with other science subjects, and she finds this very useful when working in the lab together with researchers. The other three have had to catch up on the reading, but they all agree that it is very exciting.

“Yesterday, we learnt a lot about CRISPR, which is a new method for cutting and splicing genes. Media gives you the impression that this is a highly precise tool, but the researchers here say that a lot can go wrong, and that it’s not at all as precise as you might think,” says Ida.

A student looks at fruit flies under a microscope

The students look at the fruit flies under a microscope.

 

From Western Blot to flies

A total of twelve pupils were picked out for this work placement. They have been chosen based on motivation and grades, and they all have a wish to study something related to medicine or science after they finish upper secondary school.

The twelve students are divided into three groups with completely different activities and get to learn a number of different research methods. The group consisting of Ida, Kalina, Andreas, and Dina, for instance, is the only group which will have a go in the fly lab.

“Am I really supposed to remove the ovaries? I don’t see how,” one of the pupils say, equally discouraged and excited.

Andreas, on the other hand, is in complete control. First, he has separated the males and the females with a paint brush. He has then used the tweezers to remove the heads from the females, punctured the bottom to remove the intestines, and finally found the ovaries in the abdomen.

Lene gathers all the different body parts for the pupils to look at through a different microscope. These fruit flies are in fact genetically manipulated to glow in the dark – they are fluorescent.

If you are wondering why researchers use fruit flies as part of their research, you can read more about it in this article from Forskning.no (the article is written in Norwegian).

“It is so much fun to be here, and we are really lucky to get this opportunity,” says Dina on her way from the fly lab to another lab to carry out another experiment.

 

The pupils on the work placement have uploaded many nice photos and videos on Ullern Secondary School’s Instagram account – visit their account to see more from the placement.

Having Chemistry with Chemistry

Interested pupils at Ullern Upper Secondary School arrive at laboratory 117 to learn alongside Dr. Bora Sieng, a chemist in Arctic Pharma. Dr. Sieng advocates for the importance of chemistry and encourages pupils to pursue a career in the exciting field of chemistry.

 

At nine o’clock in the morning, three boys eagerly gather outside laboratory room 117. They’re waiting for an exciting opportunity offered by the collaboration between Ullern Upper Secondary and Oslo Cancer Cluster. This opportunity provides pupils the chance to see how chemistry is used in a real-life setting (a biotech company). This allows pupils to apply what they have learned in the classroom and in their textbooks to real-life scientific problems, such as developing new therapies for diseases.

The door opens and Dr. Bora Sieng greets the students with a friendly smile and handshakes. Dr. Sieng, who has a PhD in organic chemistry and is project leader in Arctic Pharma, welcomes them in. Arctic Pharma is a small start-up company developing innovative anti-cancer drugs.

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When entering the lab, we can feel the excitement between the pupils, they are here to learn. Dr. Sieng asks the boys what level of chemistry the pupils have taken. They nervously, but excitedly respond that they haven’t taken advanced levels, but know basic organic chemistry. Thus, they’re put to work after going through some textbook examples and introductory concepts. It’s time for some chemistry cooking!

A Collaboration is Formed
Arctic Pharma relocated their chemistry laboratory temporarily to Ullern in April. Dr. Sieng has been using the laboratory since then. He offers some insight into the new collaboration between Arctic Pharma and Ullern Upper Secondary School.

– For the past few months, I have had the opportunity to carry out my work using the facilities at Ullern through Arctic Pharma’s Collaboration with the school. I feel the school collaboration is a win-win for Arctic Pharma and the pupils at Ullern. Arctic Pharma is committed to introduce pupils to organic chemistry from a company’s perspective. This provides the students with the chance to get a feel of what it is like to work in a biotech company and to see how their education can be applied.

Chemistry is Exciting
When asked why exactly the pupils should learn chemistry, Dr. Sieng responds with this:

– Organic chemistry is fascinating! It can have many applications such as drug design and development, cosmetics, material development in, for example, rubber, plastics, detergents and paints as well as production of chemicals used in agriculture, to name a few examples.

Next Generation
At Arctic Pharma, Dr. Sieng works in a team of scientists that specialize in different fields important for drug design and development. As a medicinal organic chemist, Dr. Sieng is passionate about his work, and hopes to inspire the new generation of chemists.

–  To keep Norway a world innovator, the field of chemistry is important and we especially need to nourish the next generation of chemists and scientists, hence this collaboration is also important for our country.

Essentially, we need to ensure a future for Norway that will continue to thrive, construct and further the research that will help us continue down the path of innovative discovery. Such a future can only be secured if we continue to unlock the potential that chemistry offers us; a future waiting to be unlocked by the next generation.

A Constant State of Liveliness

A driving force behind the collaboration between Ullern Upper Secondary School and Oslo Cancer Cluster is stepping down. This is her adventure.

After fifteen great and productive years at Ullern Upper Secondary School, Esther Eriksen steps down from her position as vice principle in the upcoming month. Esther, who has been responsible for many various tasks in her position, has been a part of Ullern’s transformative experience alongside Oslo Cancer Cluster’s emergence in 2009 and recounts her time at Ullern.

A flourish of innovation
Esther Eriksen describes the transformation and unification of Ullern Upper Secondary School and Oslo Cancer Cluster as being a progression from a strong belief in it’s potential to a flourish of innovation.

The collaboration has become a constant state of liveliness: from pupils attending classes, to research, to teamwork and a continuous process of growth.

Since 2009, the school and the cluster, with all its member companies and institutions, has unified to produce a collaborative arena for the pupils. This is an experience Eriksen describes nothing short of “wonderful, educational and groundbreaking”.

Diversity in teamwork
– The collaborative experience is incredible due to the pupils’ ability to take in experience in regards to teamwork. Not to mention they learn how knowledge from books can be translated to hands on work and ultimately get a feel for what life has in store for them, says Eriksen.

Esther Eriksen describes her own experience as being much of the same, and stresses the notion of working as a team.

– Diversity in teamwork is really important! We see this from well-received results and happy pupils, says Eriksen.

Future potential
In regards to the future of this collaboration, Vice Principle Eriksen expresses her desire to see the school continue down the path it has set out on. She wants to see the pupils continue to learn, gain opportunities and continue to work collaboratively.

– I wish the pupils would gain further awareness of the potential this unification brings, and hope to see increased interest in teamwork as an integrity.

The best of moments
Esther Eriksen also shares what she would consider the best moments of her time at Ullern, of which these were her favorite:

  1. When the new school first opened in the Oslo Cancer Cluster Innovation Park in 2015 – hard work finally turned to fruition
  2. Seeing how happy and motivated the pupils are when they do projects with scientists, businesses and hospitals in the cluster
  3. The emergence of vocational studies, such as electronics and health care studies, at Ullern Upper Secondary School

To conclude, Vice Principle Eriksen would like to leave the school and her colleagues this message: that she will continue to observe and follow the thriving development taking place at Ullern Upper Secondary School.

– This is only the beginning!