Investigating malaria This year, the Sanger institute proposed a project for Year 12 students across many sixth forms. Launchpad was a project in which students had to create either a PowerPoint or a video to present ways in which £20 million would be fairly distributed to fight against malaria. Our task was to research Malaria and explain in detail its causes and effects across the world. We also researched the biology behind the disease and how it can be diagnosed, what the treatments are available and how it can be prevented. We then decided how we would allocate the £20 million to research and charities for Malaria. Once we had completed the tasks, we submitted our application and waited to hear. After a couple of weeks, we had an email back from the Sanger Institute informing us that everyone who had applied had been accepted and 22 of us from CSF were invited to the Wellcome Genome Campus. Once there we had an introductory video about the Sanger Institute and its research including the use of bioinformatics. We saw that the technology which was first introduced for DNA extraction were large, substantial machines. This was fascinating as the technology used now allows us to read DNA using machines
SIXTH FORM
which are smaller than the size of our mobile phones and can be connected to laptops via USB ports! We were then split into groups and given a talk about the parasites that are found in malaria and where they can be found across the world. After RARE OPPORTUNITY: For students to look at malaria the stages of malaria under a parasites under the microscope. microscope had been biology, computer science, mathematics and thoroughly explained, we were given the rare statistics to interpret and analyse biological data. opportunity to look at the actual malaria parasites. After lunch we were introduced to the website known From the Plasmodium falciparum (the deadliest as COSMIC. COSMIC is an online database which parasite of malaria) to P. vivax, P.ovale and allows you to explore the various genes which are P.knowlesi, we were able to observe and analyse common in certain types of cancer and it also has these parasites ourselves. many other functions. Our task was to explore the Our first task was to diagnose three patients using three genes which were commonly involved in Lung the patient files and the information about the Cancer using the COSMIC website and later present diseases, given in the sheet. In groups, we this to the other researchers and teams. discussed the information given and compared them to the diseases listed. We also looked at each Overall, the day was a rare insight for the students patient’s blood sample under the microscope to work because we had the opportunity to look at real out whether any parasites were visible in their blood parasites under a microscope and we were able to and helped us figure out what disease should be use bioinformatics to find out about various parasites. diagnosed. Hopefully, Launchpad will introduce another great Next, we had to pair up to look at Bioinformatics project next year for the year 12s to take part in. relating to malaria. Bioinformatics is the use of Shaumia Sountharathas (L6-EH)
LEARNING ABOUT LINGUISTICS: Year 12 students at Anglia Ruskin University.
Learning about linguistics
Year 12 English Language students attended Anglia Ruskin University for a day of lectures in linguistics. We received two lectures from Dr Sebastian Rasinger, on how the history of the English language can lead us to new perspectives on the language of texting and social media, and Dr Vahid Parvaresh on the importance of context (pragmatics) to comprehension, therefore getting the golden experience of tasting a slice of university life. I believe it’s safe to say that every student there was academically and intellectually enriched from the day’s events. Additionally, we had a talk on personal statements and university applications, receiving advice on how to write the perfect personal statement and how to catch a university’s attention. Finally, we received a wonderfully detailed tour of the campus from one of the students. The day was a terrific introduction to university life, and even if we aren’t planning on taking English Language at University, we most certainly have been very tempted! Sonia Rabeszko(L6-LM)
Performance really brings play to life
In June, my English Literature peers and I ventured to London to experience one of America’s greatest domestic tragedies: ‘Death of a Salesman.’ Following an expensive London-priced lunch feast, we proceeded to the small but intimate Young Vic theatre. Immediately noticeable were the cleverly suspended props, which descended for each scene, complementing the dream-like quality of the place and Willy Loman’s aspirations for a better life for him and his family. The flashback scenes were particularly hypnotic and creative. One reason was how the characters’ lines came to life through these talented actors when, beforehand, in the confines of our classroom, we were only able to imagine how these words might work. Another aspect of the inventiveness of the production was the characters’ destruction of the boundaries of the stage through compelling (if not startling) appearances among the audience, which I feel really showcased Willy’s deterioration from his present ‘reality’. By the end of the play, the tension had escalated to Willy’s untimely death and the devastation of his downfall was powerfully conveyed through the performances and music.
ANTICIPATION: Students wait for the play to begin.
We all agreed the actors deserved the standing ovation (and tears) that subsequently erupted from the audience. Thank you, Mrs Blackford for organising the A level trip. Hayden Byles, (L6-RW)
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