HSC Biology students in Term 1 participated in a 2 day incursion here at St John’s to learn more about biotechnology - what it is, the science involved, and how it can be used to make biotech medicines using genetically modified bacterium.
The program featured a hands-on molecular biology approach, and gave students the opportunity to explore the methods scientists use to create biotechnology engineered medicines.

St John’s teachers in partnership with the University of Sydney and AMGEN Pharmaceuticals led students through the molecular engineering process that allows human insulin to be mass produced in vats by bacteria. As we are unable to experiment on human genes, a red fluorescent gene from a sea urchin was engineered by the students into E. coli bacterium. Students had to manipulate the plasmids with restriction enzymes, run confirmation electrophoresis gels and amplify the target gene using Polymerase chain reaction (PCR), a method widely used to rapidly make millions to billions of copies (complete copies or partial copies) of a specific DNA sample, allowing scientists (aka Year 12 Biology students) to take a very small sample of DNA and amplify it (or a part of it) to a large enough amount to study/visualise in detail.

In conjunction with the above program, we also ran a parent/child genetics evening

where parents and their child worked the genetics samples from a crime scene scenario, to determine the forensic evidence for 2 potential suspects.

Whilst studying Module 7 infectious Disease, students performed a practical investigation to test for microbes in food and water. Students used aseptic techniques to collect samples and cultured them on agar plates. A wide variety of interesting bacteria and fungi were cultured and visible that students were able to identify and link to disease causing pathogens.

Preliminary Biology students undertook a field trip to the Mt Kiera escarpment to investigate a remnant of a rainforest ecosystem at its base. This is a mandatory component of the Biology syllabus and students soon got to grips with field sampling techniques they had practised in the laboratory and investigated both the evolutionary interactions of the unique flora and fauna, as well examining the distribution and the relationship to the changing ecosystem dynamics that are very different to their local bushland communities.

Year 11 Biologists soon got friendly with some of the locals ….. not for the squeamish!

Preliminary Biology students have been introduced to the permeability of a cell membrane. As part of our Depth study this term, students are creating their own 3D model of a Fluid Mosaic membrane and analysing the importance of scientific models and their limitations. Using their research to develop their new deep understanding of the structure and function of cellular membranes, students have experimented with the membranes of eggs and investigated how selective the membrane is by placing eggs in various osmotic substances. We have had some accidental errors in the breaking of the egg’s membrane, however overall results were gathered to provide a clear understanding and conclusion. Chloe Poulton has submitted her completed fluid mosaic model pictured.

Year 12 Chemistry have been investigating the analytical chemistry and mathematics behind Titration.

While some students find chemical calculations challenging, all of the students in chemistry always enjoy a good experiment!

Year 11 Chemistry have been working hard and progressing well throughout the preliminary HSC course. This week students commenced their new topic which explores reactive chemistry. Students can be seen below using our mini whiteboards and molecular model kits to demonstrate chemical change, which is when chemical bonds between atoms are broken and atoms are rearranged to form new substances.
Preliminary Physics students have been studying the Dynamics of Motion, focusing on Newton's Three Laws of Motion and the Conservation of momentum. Students have been studying the practical aspects through the use of collision carts on an air bed, filming the impact and analysing the video using the UNSW Tracker software.

Students in Year 10 have studied both Evolution and Chemistry so far in preparation for their subject selections later this term.
2022 began with investigations on origins, leading to Darwin’s theory, Evolution by Natural Selection. Students investigated this effect on people living at high altitude as well as many animal groups, including marsupials and their origins in Gondwanaland and the effects of isolation on the inhabitants of the Galapagos islands. This term they have focussed on Chemistry, performing balanced chemical equations, examining ionic and covalent bonding, before investigating the impacts of acids and bases. This term, Year 9 have been studying the topic Energy Usage. They have been investigating the transfer and transformation of energy in a range of different scenarios, for example the electrical energy of a power-point being transformed into light in a lightbulb. They have made use of interactive investigation tasks to investigate these transformations and will be performing in-class experiments after their half yearly exam.

Some students in Year 9 have been studying energy usage in Science. As part of this topic, students designed and created their own roller coaster to show how energy transformations from potential to kinetic energy back and forth many times over the course of a ride. Kinetic energy is energy that an object has as a result of its motion whereas gravitational potential energy is the energy stored in an object as the result of its vertical position or height.
Other Year 9 have investigated the amount of energy in chips as part of their investigations on energy transformations.

Year 8 have been investigating a bioplastic made out of milk for a depth study.

Year 7 have investigated separating mixtures as part of their work on the properties and structure of matter as they get used to working scientifically.

As young scientists they are given tasks, such as the task of separating a mixture of sand, salt, iron filings and rocks back into each individual component. Students use a range of separation techniques, previously learned in class such as sieving, evaporation, filtration and magnetic separation, to accomplish this task with accuracy and attention to detail.

You did an excellent job, Well Done.