Science Archives - Penwortham Girls' High School

Texas 2024 – A Once in a Lifetime Experience

Posted on July 19, 2024July 10, 2024 by Michelle Murray

This year, a group of students from PGHS embarked on the school’s first ever transatlantic trip to Texas!

The purpose of the trip? A once in a lifetime opportunity to witness a total eclipse and to visit the NASA Space Station at Houston.

Our students gathered at school at the incredibly early time of 2am, ready to set off on a bright and early flight to Texas. After an impressive 15-hour trip, we landed in Houston. We headed first to an authentic American hotel, ready to rest up and get some much needed sleep before the eclipse the next day.

We woke up and headed to Waco, where we were able to watch the eclipse at a special event held at Baylor University. There were a few nervous moments, where it seemed that cloudy skies may hinder our view but luckily, the clouds cleared and revealed gorgeous sunshine! It was perfect weather for eating corn-dogs and drinking buckets of frozen lemonade!

The moment where the eclipse became total is impossible to describe. A moment of hushed awe fell over the gathered crowds before we all celebrated the beauty of the sight. It feels impossible to put into words just how magical and unforgettable that experience was. I believe that none of the students or staff will ever forget that moment.

After the eclipse, we headed back to Houston, ready for the rest of the week to be spent at Houston Space Station – learning all about NASA!

Our students were able to access some incredible tours, seeing such sights as the training centre for the astronauts and the enormous Saturn V rocket!

They were also able to take part in some NASA training activities. This included scuba-diving in the astronaut training pool and creating thermo and cryogenic shields. The students threw themselves into every activity with enthusiasm and ambition.

There are so many highlights from the experience, including meeting a real-life astronaut and even completing our own rocket launch (and that’s not even mentioning the amazing food, evening entertainment at bowling alleys and the funfair at the boardwalk)!

Here are a few highlights from students who took part in the trip:

“On our first full day in Texas, we had the once in a lifetime opportunity to experience the incredible solar eclipse. During the few minutes where the sun was fully covered by the moon, there was a significant difference in light intensity and the whole area darkened considerably. It also felt considerably cooler. The sight of the event was truly breath-taking, and I know that it is one I will never forget. I feel so lucky that we got to see such a rare event. It was definitely the highlight of my trip and a forever lasting memory.”

Hattie C (Y10)

“Our time in NASA was really fun. We got to learn about new things. We got to see things such as tour around the Mission Control Centre, the Falcon 9 Tour, the tram tours around the building, and the Independence Plaza tour (such as the Space Vehicle Mock-up Facility and the Rocket Park). It was really cool! We also had a Q&A session with a NASA Engineer.

We learnt how to make rockets and even launched them. We also took part in a VEX robotics and coding competition, a thermal tile and cryogenics challenge, a mars habitat challenge plus many more.

My personal favourite was the food in NASA. Who doesn’t love some good food? It was delicious! We had chicken tenders with chips, pizza and other options. For a dessert, there was ice-cream (my favourite was the cookie dough one), chocolate bars, and sour patch kids.”

Sahasra V (Y8)

“On Friday 12^th April 2024 the NASA crew all went to Kemah Boardwalk and had a great time. Firstly, we went to Bubba Gump for our evening meal. Two waitresses did a quiz for us all and people were winning prizes. Once all our food arrived, we tucked in. I had BBQ ribs and chicken. It was so yummy. Once all our food was eaten and our plates were cleared, it was time for the fun part of the night. As we all boarded the coach, we were all getting more and more excited to go and have fun. Once we arrived, we were told to go around in groups so I went around with Miss Starkie and Mrs Byard. The first ride we went on was called ‘The Pirate Ship’. As we were queuing up for the ride, we saw people get on. It looked like so much fun and it was! As we got near to the front, I was getting more and more excited. It was finally our time to get on. As the ride was starting, it tickled my tummy. I was having so much fun. I was screaming because I loved it that much! After that, Mrs Byard and I went on the swings. They were so good that we went on it more than once. I could feel the wind rushing into my face. Our final ride was the Ferris wheel. The views were amazing. After the Ferris wheel, we were all fun- faired out so we got back on the coach. I then did a speech for Mrs Honeyman and the staff, just to say thank you for taking 34 children to NASA and to Kemah Boardwalk for the night.”

Claudia B (Y10)

Miss Starkie

Parent comments:

“Organisation was fantastic. Lots of information and updates. Teaching staff were outstanding. We felt completely secure sending our daughter.”

“The presentation evening was really helpful to hear from you what activities they did as we hadn’t heard much detail from our daughter on that. Also celebrating each individual for their memorable moments was really special.”

“My comments relate to the teachers who accompanied the pupils. Their input and organisation before, during and after the trip was first class. My daughter requires additional help and they went beyond the call of duty to ensure that she was fully looked after. That gave us, as a family, peace of mind. Our daughter really enjoyed the trip and I feel it was excellent value for money. The NASA evening that reviewed the trip with parents was well organised, thoughtful and very enjoyable. It was obvious to me, as a parent, that all the pupils had a great trip. Cannot speak highly enough of the teachers (esp. Mrs Honeyman). Beyond the call of duty. Thank you very much.”

“We are so grateful that our daughter has had this experience which truly was once in a lifetime. The teachers were amazing from start to finish. We feel very privileged to have been a part of the experience.”

“My daughter really enjoyed the trip! Thank you so much for giving her an amazing experience.”

“My daughter had a wonderful time and has made memories to treasure.”

Mrs Honeyman

Associate Assistant Headteacher

Chemical Changes

Posted on June 17, 2024June 17, 2024 by Michelle Murray

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

Forces

Posted on June 17, 2024June 17, 2024 by Michelle Murray

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

‘If you were an Engineer, what would you do?’ Leaders Award Competition by Mrs Goodwill

Posted on June 17, 2024June 17, 2024 by Michelle Murray

During the STEM festival, Year 9 took part in the ‘If you were an Engineer, what would you do?’ Leaders Award competition.

126 students were entered into this competition. All entries had their design graded and the students have been awarded a certificate. From the 126 entries, 78 were awarded a Pass, 24 were awarded a Merit and 22 were awarded a Distinction.

We had no winning entries, but two students Martha F and Lucia V were awarded a Distinction and were also shortlisted; meaning their entries were submitted to the final round of judging with VIPs from the engineering world.

Martha designed a selective ear bud. Martha identified that noise reducing earbuds often cancel out too much sound, too little sound or the wrong sound in everyday use. Her design allowed the user to select sounds they would like to hear and also adjust the volume.

Lucia designed Zing, an electric swing. Lucia identified an issue when it comes to be pushed on a swing; that the person pushing the swing gets tired. Therefore. she designed an app that allowed a person to remotely push the swing.

Congratulations to both Martha and Lucia and to all year 9 who entered the competition.

Mrs Goodwill

Science Teacher

Lung Dissection

Posted on June 17, 2024 by Michelle Murray

Have you ever wondered how your lungs work to keep you breathing and full of energy? Well ,the year 8s recently had an exciting opportunity to explore this first-hand through a lung dissection! Let’s dive into the fascinating world of anatomy and discover what we learned.

The Purpose of a Lung Dissection

A lung dissection is a hands-on way to learn about the structure and function of the lungs. By examining real lung tissue, we can better understand how this vital organ works to provide oxygen to our bodies and remove carbon dioxide. It’s a unique chance to see what’s inside us and how our bodies are designed to keep us alive and healthy.

The Dissection Process

With everything ready, we started by examining the outside of the lungs. They felt spongy and looked a bit like a pinkish-grey balloon. Our teacher explained that the lungs are made up of millions of tiny air sacs called alveoli, which are responsible for gas exchange.

Next, we made a careful incision to see the internal structures. It was incredible to observe the bronchial tubes, which branch out like tree limbs within the lungs. These tubes carry air in and out, ensuring that oxygen reaches the alveoli where it’s absorbed into the bloodstream.

Why It Matters

Understanding how our lungs work is crucial because it helps us appreciate the importance of respiratory health. We learned about how smoking, pollution, and diseases like asthma can damage our lungs and make it harder for us to breathe. This knowledge encourages us to make healthier choices and protect our lungs.

Final Thoughts

Participating in the lung dissection was an unforgettable experience. It gave us a deeper appreciation for the complexity and efficiency of our bodies. We left the lesson with a greater respect for the importance of taking care of our health and the amazing ways our organs keep us going every day.

So next time you take a deep breath, remember the incredible journey that air takes through your lungs and the remarkable system that keeps you alive and well. Stay curious, stay healthy and keep exploring the wonders of science!

Sincerely,

Year 8 students.

Mr Dean

Teacher of Science

Food Chains

Posted on June 17, 2024June 17, 2024 by Michelle Murray

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

Educake Leaderboard May 2024

Posted on June 17, 2024June 17, 2024 by Michelle Murray

Year 7 Students Become Energy Efficiency Consultants

Posted on June 17, 2024June 17, 2024 by Michelle Murray

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

Combustion

Posted on April 29, 2024April 29, 2024 by Michelle Murray

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.