The Oakhill College Science Journal · Australian Science Olympiads! Physics and Chemistry In preparation for the Australian Science Olympiads qualifying exam in August, groups of

Oakhill College Issue No. 0002 Term 2, 2017

Oakhill Students Take On The Australian Science Olympiads!Physics and ChemistryIn preparation for the Australian Science Olympiads qualifying exam in August, groups of talented Year 10 and 11 students have dedicated their lunchtimes in order to cover content that can be tested for admission into the 2018 Summer School program in Canberra. The exams themselves focus on problem solving and understanding - rather than a memorisation of facts and formulas - often covering content that is beyond the Preliminary or even HSC courses.In the Physics preparation, we have looked at forces, projectile motion and Newton’s

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SECTIONS

Stage 4 Science

Year 7 Pages 3 - 5 Year 8 Pages 6 - 8

Stage 5 Science

Year 9 Pages 9 - 10 Year 10 Pages 11 - 12

Stage 6 Science

Year 11 Page 14 Year 12 Pages 15 - 16

Science Olympiads

Pages 1 - 2

Science / Rocket Clubs

Pages 17 - 18

USA Science Tour

Page 13

What Are Science Staff Reading?

Page 19

Science Staff Profiles

Page 20

Stellar The Oakhill College Science Journal


Three Laws of Motion and applied them to situations from real life. In the near future we will cover thermodynamics, electrostatics, electricity and the experimental methods from most of these topics. For chemistry, students have studied molecules, explaining reactions and properties in terms of the forces between molecules, as well as the trends of the periodic table. For the remainder of the term, students will be working on quantitative analysis of chemical reactions, including acids and bases.I wish all participating students the best of luck, and remind them that in taking on this challenging exam they can demonstrate their exceptional talent, their love for Science and ultimately improve their understanding for future studies.Adam Taras, Year 12.

Biology and Earth and Environmental ScienceBiology students have been studying cellular structures and mechanisms for inheritance. Their studies have also involved learning about biological diversity, evolution, different plant physiologies (such as C3, C4 and CAM plants), homeostasis, and biological mechanisms underlying animal behaviour.In Earth and Environmental Science the focus is on the influence between natural systems and the effects of human intervention on nature. The students have also been learning about using the physical environment to produce energy sources and the sustainable development of natural resources.Ms Towner.

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What are the Australian Science Olympiads?

The Australian Science Olympiads are a national extension program for top performing Secondary Science students that culminate in the International Science Olympiads. The program is a rewarding opportunity for high achieving Year 10 and 11 students to extend themselves way beyond School Science through challenging exams, stimulating residential programs and international competitions. Based on their performance at the Australian Science Olympiad Summer School, 17 students are invited to represent Australia at one of the International Science Olympiads in Biology, Chemistry, Earth Science and Physics.

More information can be found at: https://www.asi.edu.au/programs/australian-science-olympiads/

https://www.asi.edu.au/programs/australian-science-olympiads/







Year 7 Mousetrap CarsAs part of their work on the Physics of Toys this term, our Year 7 students were required to construct a self-propelled car using a mousetrap. The challenge was two-fold: overall distance and average speed!Every student was provided with an identical mousetrap. The trap spring was the source of potential energy for their car. In the construction phase, they were required to consider various factors such friction, thrust versus drag, weight and leverage.

ConstructionThis is a picture of some of the very first construction. You can see that most of the materials are there including the beams, axles and connectors.

This is a picture of the construction of the first chassis of the car. I am constructing it carefully and thinking about my design. The design is a narrow “V” shape with 3 wheels. The 3 wheels reduces friction compared to 4 and the “V” shape allows for high aerodynamics and low air resistance which optimises the forward movement.

This is one of the first construction pictures of the car. The front wheel has no tyre on it to reduce friction, however the wheels without tyres created no friction and the car did not make any distance whatsoever. The chassis is just big

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Think you’ve got what it takes?

Science Olympiad Questions Q1: An elevator is moving upwards with constant acceleration. The dashed curve shows the position y of the ceiling of the elevator as a function of time t. At the instant indicated by the set of branching solid curves, a bolt comes loose and drops from the elevator ceiling. In the absence of air resistance, which curve best represents the position of the bolt as a function of time as seen by an observer outside of the lift?

Q2: Which of these pairs of compounds could be separated on the basis of their solubility in water? (a) AgNO3 / CaBr2 (b) CCl4 / C6H14 (c) PbCO3 / CaCO3 (d) SiO2 / BaSO4 (e) ZnSO4 / AgCl

Solutions provided on Page 18.


enough for the mousetrap however it was widened to create more space for the wheels later. The red beams on top were to support the mousetrap with an axle like scaffolding. This proved to be inefficient as the mousetrap wobbled quite a lot and it lost the forward pull force. The axle across the top got in the way of the snapper arm and did not let the arm move back to its full potential, meaning

the car could not move as far.

This is a picture of one of the car’s first prototypes. The car has 3 wheels and tyres. The tyres can help pull the car along and they create friction, not too much to force the car to decelerate, but enough to keep it moving. The cogs at the back wound the string around instead of the axle because we could get more pulling force.

This is final design of the mouse trap car. The wheels have been moved much further back to maximise distance. The mousetrap snapper arm has a long arm attachment to maximise swing. This way it can pull more string, turning the back wheel. The string pulls only one of the wheels to minimise friction meaning that the 2 back wheels are on separate axles. The mousetrap has been sticky taped down instead of using the 2 beams and the axle to minimise weight. Now that all these things were changed using different prototypes overtime, the car went 3 - 4 metres at its top distance. When tested in class it went 2 - 3 metres, but still passing the 2-metre minimum.Philip Joseph,7 Science 6.

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What else have Year 7 been doing?

Types of Forces

Students have been identifying contact and non-contact forces through a series of experiments on buoyancy, electrostatic forces, magnetism, friction, gravity and surface tension.

Students then identified toys which utilise these forces.

Electronics in Toys

Students learnt to draw and construct electric circuits and define voltage, current and resistance.


Year 7 Impact Force and Safety DevicesAs part of their unit on forces, our Year 7 students investigated the ways in which protective equipment and safety devices help to prevent injury from impacts.

Egg Drop Challenge!This group challenge involved using common materials to design and construct suitable protection for a chicken egg. The protected eggs, housed in a range of different devices which included copious amounts of padding, parachutes attached etc were dropped from a balcony (around 4 metres) or even lobbed up to roof height, falling onto the concrete below. Would the eggs ‘survive’? Many did..!!What is the Physics lesson?

• Spread the impact force• Reduce the impact speed, and/or• Increase the stopping distance on impact!

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What’s next for Year 7 Science?

The Circle of Life!

Students will be learning about the wondrous world of Biology!

This unit will include:

• The characteristics of living and non-living things

• Features of ecosystems, and

• The biological classification system.

They will also go on an excursion to Featherdale Wildlife Park!


Year 8 Renewable EnergyWind EnergyI stand tall and move with the wind and have 3 large propellers that spin and collect energy to be spread to houses, businesses and shops. I stand 100 metres tall with blades 35 metres long. The more wind I collect, the faster I spin and the more energy I produce. I have a large box called a generator attached to the back of me at the top. When the blades spin the main shaft and gear box, the generator turns resulting in electrical output. This energy is run through power lines to towns and cities.I am a renewable energy source along with others such as solar panels, biofuels, sea tides etc. There are roughly 80 others that are exactly like me on my ‘farm’. The gearbox converts the turning speed of the blades (15 to 20 rotations per minute for a large, one-megawatt turbine) into the faster 1,800 revolutions per minute that the generator needs to generate electricity.When I produce too much, batteries store excess electricity to be used at a later time when there is no wind. In this situation, energy generated is converted into compressed air. This is usually stored in large above-ground tanks or in underground caverns. Unlike other energy sources I work all day but sources like solar panels work during the day collecting the sun energy then at night let it all out resting after a hard day of work. I am eco-friendly because I produce no emissions, unlike fossil fuels which put all sorts of chemicals and smokes out into the atmosphere. Centuries ago, my ancestors were used for purposes such as pumping water and milling grain. My technology indicates how far society has come throughout the ages.In case you have not figured out what I am, I am a Wind Turbine!Written by Domenico Lopresti, 8 Science 1.Minor edits by Mr. McLachlan.

In class, students were given the task of making and testing different designs of wind turbine blades. They cut these out of thick aluminium pie plates, with varying numbers of blades. Some also had different blade shapes and pitches.Testing was conducted using small electric motor attached with wires to a multimeter (the electric motor acted as a generator in this case). A pedestal fan was used as the source of wind. Students ensured that the experiment was controlled, and therefore valid, by keeping the pedestal fan

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What is Energy? Students have been defining energy and looking at energy in its different forms. They have also learned about the Law of Conservation of Energy and various energy transformations.

What will our energy future look like? Students have defined the difference between renewable and non-renewable energy sources, and looked at viable alternatives to fossil fuels.


speed and distance the same at all times!A lot of fun was had competing to see whose turbine blade design could achieve the highest voltage.Here is Peter Makhlouf generating a whopping 82.6 mV from his blade design!

Biomass EnergyTesting was conducted in class to see how much heat energy could be extracted from three different biomass fuels: ethanol, wood shavings and coconut fibre.Students heated 100 mL water in a beaker using each of these fuels. They measured the mass of each fuel required to heat the water by 10ºC. They then used a formula to calculate the energy obtained from each fuel as Joules per gram.One group’s results were:

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Rock, Paper, Scissors!

This is a unit about Chemistry!

Students will learn about topics such as:

• What is the difference between a physical change and a chemical change?

• What is the particle theory of matter?

• How are the particles rearranged in a chemical reaction?

• What chemical reactions occur in our everyday lives?

Biomass Fuel Energy (J/g)

Ethanol 4300

Wood shavings 4300

Coconut fibre 4500


Although the burning coconut fibre provided a little more heat energy, a few students like Rohan Slater were not particularly impressed with the amount of smoke pollution (left) compared to the clean-burning ethanol (right)!

Solar EnergyThe main task for the Year 8 unit on energy was all about solar (photovoltaic) cell efficiency.Students were required to perform first-hand investigations with mini solar panels to collect data about the optimal direction and angle for generating solar electricity. They then investigated the relationship between the number of solar panels and the voltage produced.Here are the results from one student:

Direction: North Panel angle: 15º

Analysis of data:For every new solar panel added, the voltage (V) levels would increase by 10 and a bit voltage (V). My theory is that, because the solar panels are the same type and facing the same angle and direction, the voltage (V) produced by one solar panel will roughly be added for every new solar panel introduced.For example, one solar panel gave us 11.59 V and when we added another it gave us 24.10 V. The voltage results were very similar to if we added 11.59 V to 11.59 V. The reason why they are a little off could be due to the sun coming out more, or the sun going behind clouds.Noah Hoyle, 8 Science 1.

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Number of Panels Voltage (V)

1 11.59

2 24.10

3 35.10

4 45.40

5 56.30


Year 9 ‘Dynamic Earth’Natural Disaster WebsitesEach of our Year 9 students was recently tasked with the challenge of constructing their own informative website about a geological process responsible for at least one natural disaster; caused by either an earthquake or volcanic eruption. They could choose from any past disaster, worldwide. The students were all graded and given feedback for the following criteria:1. An explanation of the specific tectonic plate interaction responsible for the disaster, such as

• plate subduction causing volcano formation, like Mount Vesuvius, or

• a transform plate boundary causing earthquake activity, like the San Andreas fault.

2. An outline of the present-day communities at greatest risk from this plate interaction.3. A description of two potential hazards from the natural disaster.4. A justification of the need for continued geological research, including examples of current technologies and strategies for assisting people with predicting, responding and surviving such a disaster.5. The overall effectiveness of the presentation of information on their website.

Here are a few examples of published sites…

The Great Chilean Earthquake (1960), by Abhinav Raj:

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Chemical Change This term, the students have been doing Chemistry! This has included studies of: • Atomic structure • The Periodic Table of the

Elements • Acids, bases and the pH scale • Various chemical reactions,

including neutralisation, endothermic, exothermic and combustion.

• Radioactivity


The Christchurch Earthquake (2011), by Braden Ashton:

Mount Etna, by Christian Arango:

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Hollywood!

This is a unit about light and sound and their uses in movie special effects!

Students will learn about topics such as:

• The properties of reflection, absorption, transmission and refraction with reference to light waves.

• The properties of sound

• Measuring the speed of sound


Year 10 PhysicsSome Physics with your lunch..?

Throughout the past several weeks I have been attending Mr. Ku’s science tutoring class on Fridays at lunch. It has been very beneficial to my learning and my development through Physics. It has really opened my eyes to the world of Physics and its subject selection in the senior years. The short tutoring session has also helped me prepare for tests I have had and given me knowledge on the fundamentals of Physics. It’s great to spend time with your friends at lunch and study Physics!Anthony Ferreira.

Every Friday at lunchtime, my friends and I go to a Physics tutorial to learn more about the fascinating world of Physics. During the lesson, we do scientific experiments like creating a rollercoaster, measuring the acceleration of a trolley and observing falling objects with different masses. This is all hosted by Mr. Lawrence Ku, who has inspired me and many others to love Physics.Marko Wong. Physics can be a challenging topic for some people to grasp. Physics is defined as ‘the branch of Science concerned with the nature and properties of matter and energy.’ That can be challenging for some students to understand and take an interest in. Thankfully for us Year 10 students who either need help with our Physics course, or those of us who just want to further develop our knowledge and understanding of Physics, we were gifted with a great opportunity. Every Friday lunch since Term 1, members of our grade take part in Mr. Ku’s Physics Tutorial classes. We learn a new part of Physics every Friday, whether it’s velocity or mass, or just studying for an upcoming physics

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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.


exam, with the help of Mr. Ku. No matter what we are doing, Mr Ku manages to make every minute of the tutorial fun and engaging, even if we are just talking about why the formula for a ticker timer experiment works to find the speed of an object.We are all thankful to Mr. Ku for taking out part of his own time to help us learn and understand the topic of Physics, especially those of us who need the extra help. You know it is a great initiative when Year 10 students are leaving lunch behind to do extra Science work. I guess the best way to sum up Mr. Ku’s lunchtime physics tutorial is with a quote from a fellow scientist, Sheldon Cooper, “The Physics is theoretical, but the fun is real!”Thomas Smethurst.

Science and the New HSCImportant information for Senior subject selectionsNESA (NSW Education Standards Authority) have been busy preparing the New HSC across many subject areas. Science is one area where we will see the dawn of a ‘new era’. Physics, Chemistry, Biology and Earth and Environmental Science have all been restructured. We are in the process of developing new programs and remodelling assessments to fall into line with the new standards. One major change for all of these courses is the introduction of ‘Depth Studies’. These will involve more independent studies of Science in action within each of the main branches.The current Senior Science course has been removed from the subject list. A brand new course called ‘Investigating Science’ will be introduced. This new subject focuses on students applying content to context using a lot of first-hand investigations.It is important that parents and students do some research prior to making subject selections. There are many changes to the syllabus, and the standards have certainly been raised! If you require information about the new courses, or want to discuss study patterns, please feel free to contact the Head of Science, Mr. Bowles.The Science Team.

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USA Science Tour 2016Report, Part 1In December 2016, 26 students (ranging from years 8-11) and 4 Science staff flew to America to participate in a variety of science-based educational experiences. The tour group gathered at Sydney airport the day after the school year had finished, all keen and excited about the flight overseas and the upcoming activities. After a few movies and many games of Solitaire on the flight, we arrived at San Francisco airport. We had left Sydney in a nice 30ºC day but landed in 12ºC and overcast conditions. We were lucky to get accommodation right in the heart of San Francisco and were treated to a guided bus tour around the many attractions and historical places the city has to offer. On the first full day, we visited many tourist attractions such as riding the cable cars and seeing the mechanisms that drive them. We walked across the Golden Gate Bridge, luckily before it started to rain. One of the highlights of the trip was a visit to the California Academy of Science Museum, where we spent over 3 hours wandering around the grassed roofs, and marvelling at the 270º movie screens and indoor tropical rainforest.The second day was a focus on Science and Technology with visits to the Intel Museum to examine the history of computer chips, NASA Ames to see rocket design and development, and the Google offices. In the afternoon, the Tech Museum of Innovation provided us with various hand-on exhibitions such as measuring your concentration levels and manoeuvring a lunar lander.By the third day, we were all getting use to the routine of an early breakfast, roll call and getting on and off the tour bus. The group visited Alcatraz Island in the morning to examine the prison and the unique island flora and fauna. The ferry ride over provided a fantastic opportunity to take photos of San Francisco Bay. The day was capped off with dinner and a few roller coaster rides at Six Flags Amusement Park, where some of the students enjoyed the effects of gravity as a ride temporarily stopped mid-flight!On day four we left cold and wet San Francisco early to catch the bus down to warmer Los Angeles but on the way we stopped off at the US Geological Survey Research Centre. We were very privileged to get a presentation about Californian earthquakes and the impacts on buildings from a resident expert geologist.During the tour we were entertained by various presenters and tour guides, informing the group about scientific and historical facts for each of the activities, and the routes between them. Our shared hotel accommodation allowed the students to spend time with their friends and make new ones within their grade, as well as with younger and older students.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]

mailto:[email protected]


Year 11 BiologyImpacts of technology on the biological classification system1. Advances in microscopyThe inventions and advances in microscopy have had a huge impact on the biological classification system, in particular the classification of prokaryotes. Before the invention of microscopes, organisms were only classified according to their external structure (Linnaeus’s system) and there were only two kingdoms of life: Plants and Animals. With the invention of the light microscope, cells were able to be discovered along with microorganisms which increased the number of kingdoms from two to five.Electron microscopes use beams of electrons instead of rays of visible light to form highly magnified images of intracellular structures, allowing for even greater scrutiny in the classification of living things.

2. Advances in biochemical technologyAlthough only recently developed, biochemical technology has already led to discoveries which have developed and changed the biological classification system. Biochemical advances include DNA sequencing, and observing mitochondrial DNA to trace evolutionary relatedness. Before the introduction of biochemical technology, a species’ structure and behaviour were the only ways of classifying them. Modern biochemistry allows for the discovery of genetic connections which demonstrate the evolutionary relationships between different organisms. For example biochemistry revealed two major groups within the prokaryotic Monera to be the archaebacteria and the eubacteria, increasing the number of kingdoms from five to six.Written by Riya Manandhar.Minor edits by Mr. McLachlan.

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Year 12 ChemistryExcursion to Sydney WaterOn Tuesday 31st May our Year 12 Chemistry students, accompanied by Ms. Towner and Mrs. Napper, visited Sydney Water as part of the ‘Chemical Monitoring and Management’ HSC topic. Our first stop was the Orchard Hills Water Filtration Plant, where the raw water from Warragamba Dam is treated before it reaches the community for use. After examining the screening, coagulation and flocculation processes at work, we headed to the St. Mary’s Water Recycling Plant. Here we investigated the use of microscopic membrane filters, then performed chemical equation activities and laboratory testing on a number of different water samples. The day covered a number of outcomes required for this section of the syllabus and was a great way to visualise chemical processes in action!Ms. Towner.

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Year 12 Biology & Senior ScienceExcursion to the UNSW Museum of Human DiseaseWhat abnormal-looking organ do you think this is?

What do you think you are seeing here?

What kind of pathogen causes ‘Mad Cow Disease”?

What kind of pluripotent cells could cause an ovarian cystic tumour to produce hair, teeth and skin in the ovary?Image omitted in case you’re having lunch!

On May 30th, our Year 12 Biology and Senior Science students visited the UNSW Museum of Human Disease. The Museum runs many different school programs, two of which are specifically aimed at the HSC courses ‘The Search for Better Health’ (Biology) and ‘Medical Technology - Bionics’ (Senior Science).

Our visit to the MOHD initially began with an instructive talk about factors relating to certain diseases (cirrhosis, atherosclerosis, tuberculosis and tapeworm) accompanied by observations of some preserved organs and highlighting the respect owed to those deceased persons who donated the specimens.Our tour then entailed the analysis of organised case studies of infectious and non-infectious diseases; clarifying cause, symptoms, effect, treatment and management ascribed to the given pathogen, environment or genetics. The history of diseases such as malaria was also studied.The observations made were intriguing for all, providing understanding of illnesses that have impacted individuals and their loved ones, making the visit relevant on both academic and personal levels.

Written by Sarah Labib, Year 12.Introduction and minor edits by Mr. McLachlan.

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Liver (cirrhosis).

Diseased aorta.


Science ClubFor the Scientist in Everyone!This term the focus for Science Club was Chemistry!Science Club continues to run every second Thursday during lunch, for anybody who wants to turn up! Our first meeting this term involved making a sodium nitrate solution and using it to write a secret message on filter paper. When the filter paper was dry, a smouldering match was used to touch the end of the invisible writing. The paper started burning along the writing, exposing the written message.

We also made some hand warmers where calcium chloride and water were mixed in a zip lock bag. The heat released from this exothermic reaction warmed our hands through the plastic of the bag!

Our second meeting involved making a series of precipitation reactions in the one test tube, called ‘One-Pot Copper Reactions’. If performed correctly, without mixing, the results were layers of different coloured precipitates.

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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.


Our third meeting of the term involved an acid-base titration competition! The student who correctly manipulated the burette and calculated the correct answer in the shortest time was the winner!

Next Term: The Science Club focus will be on Biology!

We will also have activities organised for…

Science Week: 12-20 August 2017!Check out this link for information about National Science Week: https://www.scienceweek.net.au/schools/

Ms. Towner.

HSC 2017 Study GuideThe HSC 2017 Study Guide, produced by The Sydney Morning Herald and NESA, is now available in print and online. It is full of practical information and advice for HSC students from NESA curriculum inspectors, experienced teachers and high achieving students. The digital edition, which contains lots of extra material and will remain available until after written exams, includes:

• 50 articles• sample questions• 100 HSC courses• videos• tips for written, oral and performance exams• advice on submitted works• smart study tips• stress busting strategies• advice for parents

Link: http://www.smh.com.au/national/education/hsc-study-guide-2017

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Solutions to Science Olympiad Questions (from page 3)

Physics – B At the instant of separation, the bolt still has the velocity of the lift, so the curve should have the same gradient as the dashed curve at that moment. Then, due to gravity, the bolt will fall downwards, so the curve should be concave down.

Chemistry – E All sulfates are soluble, except for silver, lead, mercury, strontium, barium and calcium, so ZnSO4 is soluble in water. On the other hand, AgCl is insoluble in water as all chlorides are soluble EXCEPT for silver, lead and mercury.

With thanks to Adam Taras, Year 12.

https://www.scienceweek.net.au/schools/

http://www.smh.com.au/national/education/hsc-study-guide-2017




What Are Science Staff Reading?Mr. Bowles‘The Undoing Project’ by Michael Lewis.Forty years ago, Israeli psychologists Daniel Kahneman and Amos Tversky wrote a series of breathtakingly original studies undoing our assumptions about the decision-making process. Their papers showed the ways in which the human mind erred, systematically, when forced to make judgements about uncertain situations. Their work created the field of behavioural economics, revolutionised ‘Big Data’ studies, advanced evidence-based medicine, led to a new approach to government regulation, and made much of Michael Lewis’s own work possible. Kahneman and Tversky are more responsible than anybody for the powerful trend to mistrust human intuition and defer to algorithms.The Undoing Project is about the fascinating collaboration between two men who have the dimensions of great literary figures. They became heroes in the university and on the battlefield - both had important careers in the Israeli military - and their research was deeply linked to their extraordinary life experiences. In the process they may well have changed, for good, mankind’s view of its own mind.

Mr. McLachlan‘Seeing Further’ by Bill Bryson.In Seeing Further, New York Times bestseller Bill Bryson takes readers on a guided tour through the great discoveries, feuds, and personalities of modern Science. Already a major bestseller in the UK, Seeing Further tells the fascinating story of Science and the Royal Society with Bill Bryson’s trademark wit and intelligence, and contributions from a host of well known scientists and Science writers, including Richard Dawkins, Neal Stephenson, James Gleick, and Margret Atwood. It is a delightful literary treat from the acclaimed author who previous explored the current state of scientific knowledge in his phenomenally popular book, A Short History of Nearly Everything.

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Some other cool science books…

‘A Brief History of Time’ by Stephen Hawking.

‘The Greatest Show on Earth’ by Richard Dawkins.

‘Packing for Mars’ by Mary Roach.

‘Pale Blue Dot’ by Carl Sagan.

‘Stuff Matters’ by Mark Miodownik.

‘You Are Stardust’ by Elon Kelsey.


Science Teacher Profiles – Getting to Know your Science Teachers!Mr. Saxon BowlesAcademic Head of ScienceMr. Bowles graduated from the Australian Catholic University with a Bachelor of Education (Secondary) in 1995. He started teaching Science at Oakhill College in 1996. Between 2002 – 2006 he was also the Dean of Miguel House. He fulfilled the role of Assistant Head of Science from 2011 – 2015, and from 2016 he has been the Academic Head of Science. After 7 years of being a senior HSC marker, he is now the Supervisor of Marking for HSC Earth and Environmental Science.

Ms. Theresa TownerAssistant Head of Science (Leader of Academic Care)Ms. Towner graduated from UTS with a Bachelor of Science (Biomedical Science) in 1997. From there, she worked in a private pathology laboratory in the areas of Microbiology, Haematology and Biochemistry. She then went on to work for the Australian Red Cross Blood Service in Quality Control, and The Children’s Hospital at Westmead in Biochemical Genetics. She completed a Graduate Diploma in Secondary Education (Science) and started teaching Science at Oakhill College in 2003. She is currently completing a Graduate Diploma in Psychology and has just received an Executive Dean’s Award for Academic Excellence.

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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

Documents

The Oakhill College Science Journal · Australian Science Olympiads! Physics and Chemistry In preparation for the Australian Science Olympiads qualifying exam in August, groups of