the oakhill college science journal...oakhill college issue no. 0003 term 3, 2017 year 7 wacky sock...

Oakhill College Issue No. 0003 Term 3, 2017

National Science Week @ Oakhill CollegeScience Flash Mobs!“What’s that..? In the school yard..? All those people in white coats..? Is it a Chemistry Convention? Is it a team from the asylum?No… It’s a SCIENCE FLASH MOB!!”This year, to celebrate National Science Week, we in the Science Department decided to conduct experiments out in the yards each lunchtime, flash mob style!We relied on the natural curiosity and, of course, love of Science amongst the students to attract crowds for our awesome experiments. We built it.., they came!The pre-planned experiments - trialled, of course, with full risk assessments - included:• Monday: Combustion! (Setting fire to students frothy bubbles filled with hydrogen or butane gas.)• Tuesday: Elephant’s Toothpaste! (A brightly-coloured exothermic reaction. Keep away from elephants.)• Wednesday: Liquid Nitrogen! (Like water, just colder. Boils at -195ºC. Fun for all the family.)• Thursday: 3, 2, 1… LAUNCH! Rockets were in full flight on the oval. (We tried to get one into orbit, but.. not.. quite.)• Friday: Coke and Mentos! (Yes, we love explosive stuff too. Confine the reaction in a narrow-neck bottle, and you’ve got a frothy fountain.)

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CONTENTS

National Science Week

Pages 1 - 2

Stage 4 Science

Pages 3 - 7

Stage 5 Science

Pages 10 - 11

Stage 6 Science

Pages 12 - 13

Big Science Competition

Pages 8 - 9

USA Science Tour

Pages 14 - 16

Science / Rocket Clubs

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International Science School

Page 18

Science Olympiads

Page 19

Oakhill Alumni in Science

Page 20

Science in Sport

Pages 21 - 22

Senior Subject Info

Pages 23 - 27

Science Staff Profiles

Page 28

Stellar The Oakhill College Science Journal


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Time sequences


Year 7 ‘Circle of Life’As part of their unit on living things, our Year 7 students have investigated microorganisms. They were amazed at what could be found in a single drop of pond water!

Microbes in our environmentThis experiment was about looking at microorganisms and what types of them are in a pond water sample.

What we found outWe found out that there are microorganisms in swamp water/mixed pond life. We also found out about macroorganisms which are bigger than micro and can be seen by the naked eye. We also saw microscopic tadpole-like organisms called paramedilium.

Looks like that last one should be ‘paramecium’. (Ed.) 😃

What we liked about itWe liked a lot of things in this activity, especially finding moving organisms under the microscope!Noah Hickey, James Ransome-Haberley and Nicholas Steen, Year 7.

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What else have Year 7 been doing?

Human Impacts

Students have been required to:

• Describe a situation where humans have directly impacted a food web in an ecosystem.

• Describe how an introduced species can impact food chains/webs.

• Explain how scientific evidence and/or technological developments contribute to developing solutions to the impact of natural events on Australian ecosystems.


Year 7 Featherdale ExcursionOn Friday 26th of August, half of year 7 went to Featherdale Wildlife Park, Doonside. It was a science excursion we went to because of our topic we are learning right now which is called ‘Circle of Life’.We got there at around 9:30 in the morning and were allowed to wander around and look at the animals by ourselves. We had to collect information about certain animals which we would use for our upcoming test. We then went into a place which was called the learning burrow where a guide from Featherdale Wildlife Park talked to us about what we are learning about. He then brought out animals and explained each one of their features and we were allowed to touch them to feel their skin. Next we had a barbecue with hotdogs and soft drinks. We talked about our observations and got up to date with the information we got. With this information we were to make a dichotomous key that is also used in our test. After that it was time to get going home.Matthew Wilson and Jacob Salkovic, 7SCI6.

Student drag marks??

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Year 7 Wacky Sock DayOn the 31st of August a number of Year 7 students were told to bring in colourful/exotic socks for Science. The purpose of this was to create an extremely large dichotomous key based on the characteristics of our socks. As soon as we arrived at the oval our teachers told us to separate ourselves into plain and colourful socks. From this we continued to split each category into two parts until we finally came to an area which categorised the socks perfectly. We finally came to an end where each person was put into the correct section and took a huge photo which (we tried to) included every person's pair of socks no matter what section they were in.Connor O’Reilly, 7SCI6.

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What’s next for Year 7 Science?

Ticket to Mars!

Students will be exploring and learning about various factors concerning the expansion of life from Earth to other planets.

This will include studies such as…

• Determining what we know about the Earth based on space exploration.

• Determining the requirements for life, and

• Justifying why Mars is the logical first step for planetary colonisation.


Year 8 ChemistryAtoms, Elements, Molecules, CompoundsThis term, Year 8 students have been investigating the marvellous mysteries of Chemistry!Their studies have included the Periodic Table of the Elements, different kinds of chemical reactions, and the particle theory of matter.Students in 8SCI1 have contributed their photos of some common substances, made using Molymod Kits.

1. Hydrogen gas (H2)• Element or compound?

Element• Number of atomic

bonds? 1• Number of outer-shell

electrons before bonding? H = 1 (each)

• Number of outer-shell electrons after bonding? 2 (each)

2. Water (H2O)• Element or compound?

Compound• Number of atomic


electrons before bonding? H = 1 ; O = 6

• Number of outer-shell electrons after bonding? H = 2 ; O = 8

3. Ammonia (NH3)• Element or compound?

Compound• Number of atomic


electrons before bonding? H = 1 ; N = 5

• Number of outer-shell electrons after bonding? H = 2 ; N = 8

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What else have Year 8 been doing?

How does Chemistry affect our everyday lives?

Students have been required to:

• Identify chemical reactions that occur in everyday life. E.g. Respiration, photosynthesis, combustion, rusting.

• Discuss how we keep ourselves safe when using chemicals.


4. Methane (CH4)• Element or compound? Compound• Number of atomic bonds? 3• Number of outer-shell electrons before bonding? H = 1 ; N = 5• Number of outer-shell electrons after bonding? H = 2 ; N = 8

We then decided to investigate some of the effects of water…

E.g. getting “wet” or “slipping hazard”! 😂

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Big Science CompetitionDid we mention it was BIG?This year many of our Year 7 and 8 students participated in the Big Science Competition. The competition is an easy way to challenge students from years 7 to 10 and track their performance against state or national averages. It’s a 50 minute, 30 multiple choice examination testing critical thinking and problem solving skills, not just factual recall. Questions are set in real-life, contemporary contexts, making them relatable and interesting.This is an initiative of ‘Australian Science Innovations’ and challenges the boys. We have always had excellent results in this program and 2017 was no exception. The following boys received certificates for their participation:

Year 7 Participation:Angus Bugden Connor McGovernDomenic Nesci Evan WhiteHayden McDonald Jackson FordJacob Salkovic Jordan MayJoseph Geaitani Joseph SabbouhJosue Heydari Matthew JacobsRyan McDonald

Year 7 Credit (top 10%):Adrian Norton Billy HarveyBrandon Lukic Kieran Jackson

Year 7 Distinction (top 5%):Josh Bautista Lachlan CooperMichael Lovemore Oliver Cook

Year 8 Participation:Adam Caisley Andrew RosebyBailey Strachan Hamish MathesonJames Cassab Jye McLachlanLuke Giglio Marshall BullisOliver Drazenovic Samuel PickardWilliam Edwards William ElliottMitchell Ashton-Standring

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History of the Earth!

This is a unit about how our planet formed and it’s geological and biological history.

Students will learn about topics such as:

• What are fossils and how do they form?

• The major events in Earth’s geological timescale.

• Relative dating of rocks and the Law of Superposition.


Year 8 Credit (top 10%):Finn Eddington Jamie MarshallMaximillian Prociv Maximus Brisot

Year 8 Distinction (top 5%):Aaron Ferreira Adam ByrnesAiden Irving Dale HigginbottomFahed Tleyji Fintan RiordanJack Wolfe Jackson DunkKarl Gibian Luke Hyde

Year 8 High Distinction (top 1%):Alex Nielson James HousemanThomas Lovell

Congratulations boys!Ms Theresa Towner, Mr Saxon Bowles, Mr Luke Richards and the Oakhill Science Department.

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What have Year 9 been doing?

Light and Sound! This term, our Year 9 students have been investigating the physical properties of light and sound.

This has included studies of: • The transfer of light and sound

energy in wave forms. • The electromagnetic spectrum. • Reflection, refraction and

dispersion. • Measuring the speed of sound

in air.


Year 9 “Hollywood” - Lights, Sound, Action!Throughout this term, our illustrious Year 9 students have been investigating the properties of light and sound for the unit “Hollywood”.Their assessment for the topic required the production of a video that successfully demonstrates:• The correction of myopia• The correction of hyperopia, or• The production of a particular colour in inkjet printers.Here is an example of some great work from Edward Joseph, 9SCI7…

The link to the full video is here…https://drive.google.com/open?id=0B3uB02rVXULHTkxRM21oa0ZMOGc

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Ecosystems!

This is a unit about the living and non-living aspects of the natural environment.

Students will learn about topics such as:

• Calculating the abundance and distribution of organisms.

• Determining the relationships between organisms.

• Investigating human impacts on ecosystems.

https://drive.google.com/open?id=0B3uB02rVXULHTkxRM21oa0ZMOGc

https://drive.google.com/open?id=0B3uB02rVXULHTkxRM21oa0ZMOGc


Mobile phone technology… of sorts.As part of their investigation of sound energy, students also constructed their own mobile phone backup technology… string phones!They were suitably impressed at how well the cup-and-string devices were able to carry their speech vibrations, making conversations possible.Thomas Magyar seemed a little confused about what to do with the ‘cord’. Thankfully, no-one tried to plug theirs into a charger!

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What have Year 10 been doing?

Biology Students have been learning about cell division, reproduction, genetics and disease.

Chemistry Students have been learning some of the more advanced aspects of chemistry, including: • Conservation of Mass • The effect of concentration,

surface area and temperature on reaction rates.

• The process of corrosion and how it can be prevented.


Gearing Up for the HSCOakhill Year 12 Science Classes, and Graduation for the Class of 2017!In the final weeks of Term 3, leading up to Graduation Week and beyond to the 2017 HSC, the challenge for us teachers was to keep our Year 12 students engaged and learning with stimulating, thought-provoking lessons. Thankfully, in Science classes that’s easy!In Biology, we even have the help of Slim the skeleton to provide a swift, bony finger-poke to any student who might be distracted from the path to academic excellence. His scientific insights can be both spine-tingling and humerus!

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Earth and Environmental Science

(Mr Bowles)

Biology

(Mr McLachlan)

Biology

(Mr Richards)

Physics

(Mr Owen)


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Biology

(Ms Nusdorfer)

Chemistry

(Ms Towner)

Chemistry

(Mr McMurrich)

…and, several of our Science staff in

our obligatory academic dress for

the Year 12 Graduation Evening.


USA Science Tour 2016Report, Part 2After our very enlightening, yet somewhat alarming presentation about Californian earthquakes, we boarded the bus to head down to Los Angeles. On the way, we stopped off at Gilroy factory outlets to buy some cheap clothes and shoes. We arrived in Los Angeles just in time to catch an NBA game between the Los Angeles Clippers and Portland Trail Blazers. The ‘basketball tragic’ students really enjoyed the atmosphere and watching true professionals show off their skills.The first day in Los Angeles was one of true immersion; first we visited the very interesting California Academy of Sciences which was another interactive museum full of hands on, practical science displays. After that we made the mandatory visits to Venice Beach, La Brea Tar pits and Hollywood boulevard. All of the students found these experiences quite eye opening, seeing all the different personalities of the people who live, work and play in these tourist hotspots. It was not something they see every day and they took every opportunity to take a quick photo or buy a souvenir.Our second day in Los Angeles was universally agreed by the teachers and students to be one of the highlights of the tour. We were given the opportunity to take a boat trip out on the Bay to examine the local marine ecology. The students trawled for different marine animals at the bottom of the bay; catching a variety of fish, prawns, crabs and even a string ray, with Ms Nusdorfer’s finger also having a close encounter with a biting fish. We were able to see the wonderful beaches and coastline near Long Beach, and view a local pod of about 50 dolphins as we watched for signs of whales in the area. Upon our return to dry land, we were able to use our newly acquired knowledge of marine organisms at the Long Beach aquarium. The students were fascinated with the touch pool full of string rays and jelly fish, along with the aquarium’s sea pools and live displays.The last day in Los Angeles was spent at Universal studios, providing an opportunity to look at the special effects used in movies. The backlot tour showed the students how different effects and scenes were created in famous movies such as ‘Jaws’. The highlight was being able to visit ‘Hogsmeade’ and experience everything that is Harry Potter, even trying a very sweet butter-beer drink.Our last experience in Los Angeles was waking up at 5am to catch an 8am flight to Hawaii. Luckily, our hotel was right next to the airport. The mainland USA attractions were made truly enjoyable by our wonderful bus driver Steve and his tour-guide son Dusty. Their vast knowledge and enthusiasm with the different exhibits, museums and tours allowed the students to gain valuable insights regarding the many different areas of Science and how they pertain to daily life.Mr. Powell.

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USA Science Tour 2018

Interested in flying over an active volcano?

Want to see where they develop NASA rockets?

How about experiencing the La Brea Tar Pits?

The Oakhill College Science Department is organising a USA

Science Tour to do all of these things and more during a 13-day scientific trip to the West coast of USA and

Hawaii in 2018.

The USA Science Tour is open to all students currently in Years 7-10. This

would be a fantastic academic opportunity for any student wanting

to study Science in their senior years.

There are limited places available!

The USA Science Tour will depart at the completion of the school year in

Term 4, December 2018.

If you are interested in your son attending, please email

Mr Jeremy Powell [email protected]

mailto:[email protected]



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Science ClubFor the Scientist in Everyone!This term in Science Club our focus was on Biology! We started with extracting DNA from strawberries…

…then we dissected a squid!

We also experimented with jelly and pineapple – the fresh pineapple contains enzymes that break down the proteins in jelly that prevent them from tangling and setting. If you are after more interesting science info go to our Science Club webpage – click on the link on your Student Sentral page.Ms. Towner.

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Rocket Club

Oakhill Rocket Club (ORC)

The Oakhill Rocket Club’s main aim is to give students the opportunity to build, design and launch rockets. Model rocketry is both a practical and fun activity. If students can pick up some of the theory behind what’s going on (for instance the application of Newton’s Laws to rocket motion), that’s an added bonus! The club meets once a fortnight during lunch. All welcome! Mr. Georgescu.


International Science SchoolThe 2017 International Science School was an awesome opportunity and experience for one of our Oakhill Science high-flyers, Joshua Wilkinson…

Dear Brother Steve, Mr Bowles and Ms Towner,

I would like to say a massive thank you for the work and effort you each put into the letters of recommendation for my application to ISS 2017. The two weeks totally surpassed my expectations, with some amazing lectures from leading researchers such as Steve Cowley and Dr Karl, all relating to the issue of global power production, and some potential solutions. I also had the opportunity to meet and form friendships with many top students from around the world.

It was my pleasure to represent the College at events such as the Gala Evening in the Great Hall at Sydney University, with honoraries such as the Lieutenant Governor and famous Science communicators such as Adam Spencer.

I would strongly recommend applying to the International Science School to any student with a passion for science when it is next held in 2019.

Once again, Thank you,Joshua Wilkinson.

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Australian Science OlympiadsAlmost 30 Oakhill students took part in this year’s Australian Science Olympiads!Here are their results…

Year 10Nathaniel Catabas: Participation – Biology, Chemistry, PhysicsLachlan Elliott: Credits – Biology, ChemistryLucas Goossens: Participation – Biology, Chemistry; Credit – PhysicsBrandon Leyba: Participation – PhysicsJohannes Lilischkis: Participation – Chemistry; Credits – Biology, PhysicsAndrew Malysiak: Participation – Biology, Chemistry, PhysicsSimun Milicevic: Participation – Chemistry, PhysicsJoseph Patchell: Participation – BiologyThomas Smethurst: Participation – Biology, Chemistry, Physics

Year 11Liam Bailey: Credit – Earth and Environmental ScienceLucas Barbosa: Participation – Chemistry; Credit - PhysicsChristian Barkachi: Participation – BiologyMichael D’Souza: Credit – Chemistry; Participation - PhysicsStefan Gazzana: Credit – Physics; Distinction – Chemistry William Hadchiti: Credit – BiologyLuke Haeusler: Distinction – Earth and Environmental ScienceJoanne Jumaa: Participation – BiologyPatrick Langford: Credit – Chemistry; Participation – PhysicsVanessa Messina: Credit – ChemistryAlexander Murrie: Distinctions – Chemistry, PhysicsSarah Patterson: Participation – BiologyMichael Sramek: Distinction – ChemistrySara Toloui: Participation – BiologyMarco Tupaz: Credit – PhysicsJoshua Wilkinson: High Distinction – Chemistry; Distinction – PhysicsZane Zschech: Credit - Physics

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Oakhill Alumni in Science CareersWelcome to our new section of the Stellar Journal, showcasing the talents and achievements of Oakhill Alumni who have pursued studies and careers in various fields of science!We sincerely hope you enjoy reading our first contribution.If you or anyone you know would be willing to make a similar contribution for future issues of Stellar, please contact Mr. Stuart McLachlan, [email protected]

Mr. Phillip LorenzelliPhillip Lorenzelli is a former student of Oakhill College, graduating in 2012. Mr Lorenzelli first became interested in science at a young age, studying both agriculture and biology during his HSC. However, he found his true calling in Environmental Science despite missing the chance to study it during his HSC. He completed a ‘Bachelor of Environment’ degree at Macquarie University from 2013-2015, majoring in Environmental Earth Science and Environmental Management. During his countless field studies, undertaken as part of his undergraduate studies, mine sites really interested him. These included visits to a derelict mine site, analysing the contamination and providing management recommendations as part of the NSW Government Derelict Mine Program. This interest carried over into his postgraduate studies, for which he is about to submit his Masters of Research thesis entitled ‘The Impact of Naturally Acidic Receiving Waters on Metal Solubility from Conventional Treated Acid Mine Drainage’. Mr Lorenzelli is keen to go on to a PhD to further analyse the impacts of mine discharge on some of the most protected areas globally, in the Blue Mountains World Heritage Area.

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Science in Sport‘HeadSafe’, by Dr. Adrian CohenDr. Cohen is an internationally acclaimed expert in remote area medical services, occupational medicine, international medical evacuation and emergency medical services. He has spent over 20 years in Emergency Medical Services in Australia and abroad specialising in Medical Risk Management, pre-hospital care, helicopter and international retrieval with a special focus on preventable head and neck injuries.HeadSafe was created by NeckSafe Ltd, a NFP organisation dedicated to the prevention of head and neck injuries through advocacy, awareness, education and research using a number of unique training methods, devices and techniques.Devised in Australia in 2012 and continually refined since that time, HeadSafe has become a standardised approach on the sporting field as a natural follow-on to the NeckSafe spinal injury management programme which commenced in 1990.Over the last two decades several thousand Australian doctors, physiotherapists, sports trainers, coaches, referees, ambulance officers and first aiders have become “NeckSafe competent” and confident in approaching a patient who may have suffered spinal injury. KEY HEADSAFE MESSAGES INCLUDE:• All head injuries are serious.• There’s no such thing as a tough brain.• When in doubt, sit them out!• All head injuries are neck injuries until PROVEN otherwise (and vice-versa).• Second Impact Syndrome is real….and can kill.• Only when all symptoms have gone should ‘Return to Play’ programme start.• All athletes should have baseline cognitive studies annually.• Impact monitoring can serve as an “early warning” to concussion.

Valuable research is the key to understanding concussion! Research is a key platform of the HeadSafe mandate, along with advocacy, raising awareness and education at all levels of the community. HeadSafe conducts research before and after training courses to evaluate the capabilities and competencies of first responders.As has been the case with NeckSafe courses in the acute management of spinal injuries, a significant increase in both competency and confidence in dealing with these critical injuries is evidenced after training. In 2015 HeadSafe embarked upon a season-long concussion study with Randwick Rugby Union. The Randwick Project involves a longitudinal study of first-grade players encompassing baseline and on-field testing as well as post-concussion follow-up.Pre-season cognitive testing included several established tests including:• Axon Cogstate• Integrated Concussion Evaluation (ICE), electronic version of SCAT5• King Devick (KD)• King Devick Balance Test

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Impact monitoring is achieved with the revolutionary ‘X-PATCH’ biosensor (www.x2biosystems.com) which contains an accelerometer (like those used in smartphones) to calculate acceleration and rotational impacts to the player’s head. These are downloaded after the game to allow analysis, just like video and GPS performance data. The sensors measure impact but do not actually predict concussion, however their data can be correlated with on-field assessments and medical follow-up to help us better understand head injuries.

The latest device that WILL save lives and protect players: ConcussionometerThe Concussionometer™ is an Australian innovation and a world-first concussion assessment device.The Concussionometer is a portable headset using clinically validated, patented technology to actually measure the brain’s electrical activity and send results to a smartphone.In 2 minutes it tells us when a player is concussed and has to leave the field, and when they are safe to return to playing. The current SCAT5 Test is a mixture of 8 tests, and takes an experienced doctor 20 minutes.The revolutionary technology is designed to take the uncertainty, and controversy, out of concussion diagnosis. Whilst critical for elite sports, it’s also for school and community sports. Globally there are 10 million concussions every year, 5 million of these in children and adolescents.In Australia, rugby league, union and AFL as well as other sports will benefit from the reliable, accurate and objective assessment provided by the Concussionometer.The headset will retail for around $250 and the software sell for $20/user/year.

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Senior Subject InformationThe New 2018 CurriculumAt the commencement of the 2018 school year, we will be implementing the new Stage 6 curriculum. We are in the process of programming these new Science courses. We are familiar with the course expectations; however, we have limited information on how the HSC will look, or how the new course might be used as part of ATAR. Students are always advised to choose courses if required as a pre-requisite (for tertiary study) or have a real passion for the subject matter. In all courses, it is important to gain the highest possible results to gain the best ATAR. There are no benefits for participating in a course.

PhysicsSuggested Study Pattern: Mathematics Extension 1, English Advanced (some students include Chemistry)Work Load: 4 Hours per week in class, suggested 4 Hours per week of external study, many students get some assistance in the form of tutoring on a regular occasion. Lessons will involve both theory and practical lessons.Topics:Year 11: Module 1 – Kinematics, Module 2 – Dynamics, Module 3 – Waves and Thermodynamics, Module 4 – Electricity and MagnetismYear 12: Module 5 – Advanced Mechanics, Module 6 – Electromagnetism, Module 7 – Nature of Light, Module 8 – From the Universe to the AtomAssessment Plan: Practical Examinations, Investigation Reports, Data Analysis, Model Building, Examinations and compulsory Depth Studies.Pathway: Many students using this pathway use Physics, Chemistry and their Mathematics for their focus for Tertiary (University) study. There are very few courses that have Physics as a prerequisite (it is worth checking the UAC Handbook before deciding on your study program). Physics is used in many areas from Communications through to Mining and Medicine.

ChemistrySuggested Study Pattern: Mathematics Extension 1, English Advanced (some students include Physics)Work Load: 4 Hours per week in class, suggested 4 Hours per week of external study, many students get some assistance in the form of tutoring on a regular occasion. Lessons will involve both theory and practical lessons.Topics:Year 11: Module 1 – Properties and Structure of Matter, Module 2 – Introduction to Quantitative Chemistry, Module 3 – Reactive Chemistry, Module 4 – Drivers of ReactionsYear 12: Module 5 – Equilibrium and Acid Reactions, Module 6 – Acid/Base Reactions, Module 7 – Organic Chemistry, Module 8 – Applying Chemical IdeasAssessment Plan: Practical Examinations, Investigation Reports, Data Analysis, Model Building, Examinations and compulsory Depth Studies.

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Pathway: Many students using this pathway use Physics, Chemistry and their Mathematics for their focus for Tertiary (University) study. There are very few courses that have Chemistry as a prerequisite (it is worth checking the UAC Handbook before deciding on your study program). Chemistry is used in many areas from Laboratory Workers through to Chemical Engineers and Oceanographers.

BiologySuggested Study Pattern: English Advanced (some students include EES or Agriculture)Work Load: 4 Hours per week in class, suggested 2-4 Hours per week of external study. Lessons will involve both theory and practical lessons.Topics:Year 11: Module 1 – Cells as the Basis of Life, Module 2 – Organisation of Living Things, Module 3 – Biological Diversity, Module 4 – Ecosystem DynamicsYear 12: Module 5 – Heredity, Module 6 – Genetic Change, Module 7 – Infectious Disease, Module 8 – Non-Infectious Disease and DisordersAssessment Plan: Practical Examinations, Investigation Reports, Data Analysis, Model Building, Examinations and compulsory Depth Studies.Pathway: Many students using this pathway use Biology as their focus for Tertiary (University) study. There are very few courses that have Biology as a prerequisite (it is worth checking the UAC Handbook before deciding on your study program). Biology is used in many areas from Winery Workers and Quarantine Inspectors through to Microbiologists and Sports Scientists.

Earth and Environmental ScienceSuggested Study Pattern: English Advanced (some students include Biology, Agriculture or Geography)Work Load: 4 Hours per week in class, suggested 2-4 Hours per week of external study. Lessons will involve both theory and practical lessons.Topics:Year 11: Module 1 – Earth’s Resources, Module 2 – Plate Tectonics, Module 3 – Energy Transformations, Module 4 – Human ImpactsYear 12: Module 5 – Earth’s Processes, Module 6 – Hazards, Module 7 – Climate Science, Module 8 – Resource ManagementAssessment Plan: Practical Examinations, Investigation Reports, Data Analysis, Model Building, Examinations and compulsory Depth Studies.Pathway: Many students using this pathway use Earth and Environmental Science as their focus for Tertiary (University) study. There are very few courses that have EES as a prerequisite (it is worth checking the UAC Handbook before deciding on your study program). EES is used in many areas from Environmental Field Officer through to Geophysicist and Climatologist.Career Paths: please see over for a list of career paths and recommended study patterns that encompass Biology.

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Investigating ScienceSuggested Study Pattern: English Advanced, Mathematics and generally another ScienceWork Load: 4 Hours per week in class, suggested 2-4 Hours per week of external study. Lessons will involve both theory and practical lessons. Some before/after school or holiday sessions may be required to fulfill the practical components for this course.Topics:Year 11: Module 1 – Observations, Module 2 – Inferences and Generalisations, Module 3 – Scientific Models, Module 4 – Theories and LawsYear 12: Module 5 – Scientific Investigations, Module 6 – Technologies, Module 7 – Fact or Fallacy, Module 8 – Science and SocietyAssessment Plan: Practical Examinations, Investigation Reports, Data Analysis, Model Building, Examinations and compulsory Depth Studies.Pathway: TBD – it is envisaged that students studying this course will most likely carry a second Science course and use these as part of their ATAR. This course will be very practical in nature and provide an excellent grounding in pathways that include laboratory or field work.

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Science Teacher Profiles – Get to Know your Science Teachers!

Mr. Luke RichardsAssistant Head of Science (Leader of Assessment and Programming)Mr. Richards is a graduate of the Australian Catholic University with a Bachelor of Education (Secondary) in 1999 and has worked in Catholic Schools for over a decade, in roles including Assistant Subject Coordinator and Year Coordinator. He has also held coaching roles with NSW Combined Catholic Colleges Football. He started teaching Science at Oakhill College in 2014. For a part of 2015, he was Acting Assistant Head of Science. He fulfilled the role of Acting House Dean of Turon House in 2016. In 2017 he returned to curriculum as the Assistant Head of Science (Leader of Assessment and Programming).

Mr. Stuart McLachlanScience TeacherMr. McLachlan studied Science at the University of Western Sydney, Hawkesbury. He graduated with a major in Environmental Science and First Class Honours. His Honours thesis was about the effects of urbanisation on salt marsh flora and fauna. He worked for 3 years as a Laboratory Manager and decided during this time to go into teaching. He completed a Diploma of Education through the University of New England, Armidale. Mr. McLachlan has been teaching Science at Oakhill College for almost 10 years.

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Who are we?

Leadership Team

Saxon Bowles Academic Head of Science

Theresa Towner Leader of Academic Care

Luke Richards Leader of Curriculum (Assessment & Programming)

Science Teaching Staff

Ewan Dennis-Smither

Geoffrey Smith

Lawrence Ku

Phillip Owen

Michelle Napper

George Georgescu

Pierra Foia

Kara Weatherall

Yana Dennis-Smither

Alyssa Nusdorfer

Katrina O’Malley

Jeremy Powell

Brion Martyn

Troy McMurrich

Stuart McLachlan

Science Lab Staff

Vera MacAndrew

Vivienne McNeill

Kathleen Noney

the oakhill college science journal...oakhill college issue no. 0003 term 3, 2017 year 7 wacky sock...

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