Last week, two  Year 11 students participated in a focused science intervention to help them prepare for their upcoming GCSE exams. Their latest topic of study is the fascinating world of blood and its components.

Did you know that blood consists of four main components? Understanding these components is crucial for their biology studies and here’s a quick overview:

Red Blood Cells – These cells transport oxygen from the lungs to the body’s tissues. They also contain hemoglobin.

White Blood Cells – White blood cells are vital for the immune system. They help defend the body against infections and foreign invaders. 

Thrombocytes – Platelets are essential for blood clotting.

Plasma – Plasma is the liquid component of blood. It transports cells. 

By understanding these components and their functions, our students are gaining valuable knowledge that will not only help them excel in their GCSEs but also provide a solid foundation for future studies in biology and health sciences. Keep up the great work!

Mrs Honeyman

Associate Assistant Headteacher 

The year 10 students studying Separate Sciences have recently finished the Chemical Changes unit, which covers some of the fundamental building blocks of their understanding of chemical processes. As we are mastering some basic synthesis techniques, students have also started to do some analysis which they will build on in year 11. As part of this, they have been carrying out titrations, a key laboratory process which any A-level chemist’s amongst you will remember well.

What is a Titration?

A titration is a laboratory method used to determine the concentration of a solute (solid) in a solution (a liquid). It involves adding a titrant (a solution of known concentration) to a sample solution until a reaction is complete, which is usually indicated by a colour change. In school, we tend to use phenolphthalein which gives a very clear colour to bright pink. This process allows us to calculate the unknown concentration of the sample solution.

Why Do We Study Titrations?

Titrations are crucial for several reasons:

• Precision and Accuracy: Titrations are a precise method to determine concentrations, which is vital for chemical reactions requiring exact measurements.
• Real-World Applications: This technique is used in various industries. For example, in the pharmaceutical industry, titrations ensure the correct dosage of ingredients in medicines.
• Foundation for Advanced Study: Understanding titrations prepares students for more complex topics in A-level chemistry and beyond.

The Titration Process in Our Classroom

In our recent practical sessions, students have engaged in titrations using acid-base reactions. This build on their previous knowledge whilst also allowing us to recap concentration calculations from the Quantitative Chemistry unit. This revisiting of challenging content helps to secure this knowledge whilst allowing staff to identify students that need some extra support.

Mastering titrations is a significant achievement in our GCSE chemistry curriculum. As we progress, students will build on this knowledge to explore more complex chemical reactions and analytical techniques. This hands-on experience not only strengthens their understanding of chemistry but also enhances their problem-solving and analytical skills.

Mr Coogan

Teacher of Science

Our Year 10 students have been diving into the fascinating world of forces, a fundamental concept in physics that explains how objects move and interact. Recently, our young physicists have been focusing on resultant forces and the concept that forces are vectors. This means they are learning that forces have both magnitude and direction, which must be considered together to fully understand how they affect objects. Have you seen the movie Despicable Me? Do you know who the famous villain Vector is? To put their knowledge into practice, students have been tasked with calculating the overall magnitude and direction of multiple forces acting on an object. This involves drawing vector diagrams to scale, a crucial skill that helps them visually represent and solve complex force problems. Through these hands-on activities, they are not only enhancing their understanding of physics but also honing in on their problem-solving and analytical skills. We are incredibly proud of the dedication and enthusiasm that our students have shown in mastering these challenging concepts. 

Mrs Honeyman

Associate Assistant Headteacher & Curriculum Leader for Science

This term, our year 9 Scientists have been diving deep into the world of food chains and ecosystems. They have been exploring the concept of bioaccumulation and the impact of toxins in ecosystems.

To bring the concept of bioaccumulation to life, 9ab/Sc3 carried out an activity that modelled how toxins can accumulate in organisms at different levels of the food chain. Using ping pong balls to represent the toxin, the students modelled the movement of these harmful substances through the food chain.

The dance studio was transformed into a dynamic ecosystem, as each student was assigned a role within a food chain, embodying different organisms. Ping pong balls were scattered throughout the dance studio, symbolising a toxin introduced into the environment.

This hands-on demonstration vividly illustrated the concept of bioaccumulation. The students could see first-hand how toxins become more concentrated at each level within the food chain, posing significant risks to top predators and the overall health of the ecosystem. The activity also sparked meaningful discussions about real-world examples of bioaccumulation, such as the impact of pesticides on our crops.

Quiz:

• What is the producer in this food chain?
• What is the primary consumer in this food chain?
• What is the top consumer in this food chain?

Miss Forrest

Science Teacher

While studying the Energy 1 unit, year 7 students have been learning about all aspects of energy transfers. They used Sankey diagrams to compare the efficiency of different appliances. Students have been researching different types of light bulb and comparing the advantages and disadvantages of them. They have done a marvellous job of displaying their research in poster form, clearly providing useful information to anyone considering the purchase of a light bulb. Well done, year 7!

Mr D Knee

Science Teacher

During the unit of ‘Reactions,’ the year 9 students have been learning about combustion. After learning about the products of combustion and the efficiency of different fuels through practical investigation, the students could model the reactants and products of combustion using Molymod kits.

The students’ models of the balanced equation for the Complete Combustion of Methane.

The students were also able to demonstrate the formation of the carbon deposits around poorly ventilated gas fires and boilers.

Mr Knee

Science Department