Science differs from other subjects in that students perform practical experiments which bring theoretical concepts to life, promote deeper understanding and develop essential subject-specific skills. We are fortunate at OLMC to have contemporary purpose-built science laboratories which are well resourced, allowing our students a variety of practical experiences. Our skilled and knowledgeable laboratory technicians, Dr Nathan Nicholas and Mrs Catherine Borstelj, work diligently behind the scenes to ensure that we have the appropriate apparatus and materials to perform these practical activities safely.
There is always a lot of excitement at the start of the year with our Year 7 students beginning their science journey at OLMC. Students learn how to work safely in a laboratory and are introduced to the scientific equipment used. They learn how to conduct experiments using the scientific method and then communicate their findings using the appropriate format for writing practical reports. Although, the greatest highlight in these first few weeks is students successfully obtaining their Bunsen burner licence. Below are a few reflections written by our Year 7 students of their first few weeks in science at OLMC:
'The thing that surprised me the most was wearing the lab coats and safety glasses for all of the experiments. It surprised me because in my primary school we never had to wear the science safety gear, so it was something new and fun. Something else that surprised me was when I got told we had to get our Bunsen burner licence which made me super enthusiastic. I really enjoyed my first day of science because we got to see an experiment when a tea bag was on fire, and it flew up like a rocket. I am most proud of doing my first ever Bunsen burner experiment which was heating water which was very fun and interesting. My journey of my Bunsen burner licence was very exciting but also a little nerve racking. I never knew how to light a match but eventually I got better at it. I am most proud of being able to get my licence and lighting a match for the very first time.'
Zoey I, 7A (Science Teacher: Ms Breanna Farrugia)
'What has surprised me the most about science is how fun it is getting your hypothesis right. In science, we did more of the practical things like lighting a Bunsen burner. In our first session, we got to observe an experiment with a tea bag that caught on fire. In science so far, I am most proud of achieving my Bunsen burner licence because I didn’t get the steps wrong and remembered all the key details. My journey of receiving my Bunsen burner licence was all during one lesson. I had to research how to light a Bunsen burner and then I was called up to do the process and receive my licence. I almost forgot to wear my safety glasses when I was getting ready for the experiment but then I quickly grabbed them from my desk. I am most proud of achieving my Bunsen burner licence because of how quickly I managed to gain the knowledge of the process of lighting a Bunsen burner.'
Valentina S, 7A (Science Teacher: Ms Breanna Farrugia)
‘What has surprised me most about learning science is all the amazing experiments we get to do and how much interesting information we learn. It is exciting to understand how things work! My first day of science was very interesting and fun because we learned about what we were going to be studying this year. We also learned about Bunsen burners and got our licence a couple of weeks later! So far, I'm really proud of how I have improved my learning in science and stayed focused in class to try and achieve a good grade. I am most proud of achieving my Bunsen burner licence because my hard work during class paid off. Getting my licence made me feel really happy and proud of myself.'
Milana P, 7B (Science Teacher: Ms Breanna Farrugia)
‘Only six weeks into the term and I am really enjoying science. The thing that has surprised me the most is the number of experiments we are doing. I thought it would be mostly reading but we actually test ideas and see results. My First lesson was exciting because we left the classroom and went into a real science lab. We learned about different types of science equipment and the importance of lab safety. What I am most proud of is getting my Bunsen burner licence and then being able to use the Bunsen burner in an actual experiment. It showed that I understood the safety rules and could use the equipment correctly in the science lab. Getting my Bunsen burner licence was an interesting learning experience. First, we learned about the different parts of the Bunsen burner and safety rules we must follow in the science lab. Then we practised how to set it up and light it safely. After showing that we could follow the safety steps correctly, we were able to earn our Bunsen burner licence. I'm most proud that I learnt how to safely light a Bunsen burner using matches and understand the difference between the yellow safety flame and the blue heating flame.'
Kiara W, 7C (Science Teacher: Mr Hemantha Devendra)
‘I am most proud of myself because I know how to use the equipment safely and I know that I can always follow all safety rules while being in a lab. I know all the steps to correctly use a Bunsen burner. I also think lighting the Bunsen burner is a very fun activity to do with friends in a classroom. Now that I have my Bunsen burner licence, I know all the rules I will need to follow, and I am very proud of myself for achieving this.'
Siena T, 7C (Science Teacher: Mr Hemantha Devendra)
‘The day we earnt our Bunsen burner licences was great! In the lessons leading up, we learned all about lab safety and the correct precautions when near a flame. Soon enough, the day came and we got to light our Bunsen burners. It was heaps of fun, bringing the matches to the head of the barrel, then seeing our Bunsen burners alight, knowing that we had lit them ourselves.'
Zara T, 7C (Science Teacher: Mr Hemantha Devendra)
‘Last week my class and I attempted to receive our Bunsen burner licence. Everyone did it so well and eventually it was my turn. I was horrified to even light a match! It took me so long to gain the confidence to light one and even when I attempted my head and body were miles away from the actual match. In the end, I was able to light it with pure confidence. Then came the true fear of lighting the actual Bunsen burner. Just the sight of the burning flames in my eyes gave me goosebumps. After multiple attempts with lighting it, I could do it. It was such a small moment, but it was a very incredible feeling.'
Mia G, 7C (Science Teacher: Mr Hemantha Devendra)
‘The thing that surprised me most about science in Year 7 is that the labs have things like an eye wash, fire extinguisher and blanket and an emergency shower while in primary school the only thing from that list that we had was the fire extinguisher. My first science lesson at OLMC was the short test we did for safety while using a Bunsen burner and at the end of that lesson I also received my Bunsen burner licence. The thing I am most proud of in science so far is completing my first science 3-part task on the temperature of different amounts of water after 10 minutes.'
Billie D, 7D (Science Teacher: Ms Nicole Kellam)
Our Year 8 students have started the year with the biology unit ‘Cells and Body Systems’. During this time, they have learnt how to use a light microscope and viewed microscope slides of various specialised animal and plant cells. Students studied a variety of animal skulls from our extensive collection including a saltwater crocodile, red kangaroo, koala, thylacine, platypus, possum, and wombat just to name a few. The aim of this activity was to determine the relationship between the physical features of teeth in herbivores, carnivores, and omnivores and their corresponding diet and digestion. When examining the role of enzymes in chemical digestion, students completed an experiment investigating the effect of amylase on the breakdown of starch.
‘Unlocking the Atom and Chemical Reactions’ is the unit of chemistry we commenced with at Year 9. Students have learnt about the atom structure of different elements and their subatomic particles using the Bright Atom modelling kits. They investigated Niels Bohr’s energy shell model by examining the flame colours emitted by a range of metal salt compounds. Using their results students determined which metal salt was present in a common household chemical, cream of tartar. Students also performed a variety of chemical reactions summarising these as word and chemical equations after carefully observing the products obtained.
Year 10 students began this year with a biology unit ‘Genetics and Bioethics’. When learning about DNA students were able to examine our large 3-dimensional molecular models giving them a deeper understanding of its double helix structure and how the nucleotides are arranged. This hands-on model was enhanced by students extracting actual DNA from strawberries. Students also viewed animal and plant cells undergoing the two different types of cell division using light microscopes.
On Thursday 5 March our VCE Physics Teacher Ms Jocelyn Weterings organised for our Year 12 students to attend Luna Park’s VCE Physics Day. Students experienced practical examples of concepts covered in ‘Motion’ in Unit 3 of the Study Design through a variety of amusement rides. The following reflection by Aprila D (MA6) describes the highlights of this engaging and informative experience:
‘Recently, the Year 12 Physics class visited Luna Park for an exciting excursion that combined fun with hands on learning. While the rides were thrilling, they also helped us experience the physics concepts we have been studying in class.
A key concept in the topic of motion in which we have been studying is circular and projectile motion. We explored these through our excursion to Luna Park. We investigated the centripetal force, the force that keeps an object moving in a circular path. Many of the rides allowed us to physically feel this force as we moved through loops and turns, like the Ferris wheel, the Twin Dragon and the Enterprise.
The rides also demonstrated how our sense of apparent weight changes during circular motion. At different points in a loop, the relationship between gravity and the normal force from the seat changes. At the bottom of the ride we feel heavier because the seat pushes on us more strongly, while near the top we feel lighter as gravity helps provide the centripetal force.
By experiencing these forces firsthand, we were able to connect the equations and theories that we learn in the classroom to real life situations. The excursion showed us that physics is not just something we calculate, but instead it is something we can actually feel and observe in the world around us.’
I would like to thank all members of the Science team for their commitment and enthusiasm in ensuring our students had a positive start to 2026, and for the engaging opportunities they provide to make science learning meaningful and memorable.