Hurumanu - Water Cycle

Water Cycle Experiment

Aim: To learn about water on Earth

Material:

1.  1x Zip lock bag
2.  1x Vivid pen
3. 2x strips of Double sided tape
4. ½ a cup of water
5. 2x drops of blue food colouring
6. 1x Scissors
7. 1x teaspoon of baking powder
8. 1x Litmus paper 
9. 1x Soda water

Steps:

Experiment 1:

Step 1:

Grab your Zip lock bag.

Step 2:

Grab a vivid pen.

Step 3:

Draw the water cycle on the zip lock bag with the vivid.

Step 4:

Get the 2x of the strip double tape. 

Step 5:

Stick the tape on the top below the zip and at the bottom of the bag.

Step 6:

Carefully add ½ a cup of warm water
and 2x drops of blue food colouring into the bag.

Step 7:

Close the zip lock bag and give it to the teacher to stick on the glass
window where there is sun shining on. 

Experiment 2:

Step 1:

Grab your zip lock bag

Step 2:

Grab a vivid pen

Step 3:

Draw the water cycle on the zip lock bag with the vivid.

Step 4:

Get the 2x of the strip double tape. 

Step 5:

Stick the tape on the top below the zip and at the bottom of the bag.

Step 6:

Carefully add ½ a cup of warm water and soda water into the bag.

Step 7: Add 2x drops of blue food colouring into the bag.

Step 8:

Add 1 teaspoon of baking powder into the bag

Step 9:

Close the zip lock bag with the litmus paper at the tip of the zip
and give it to the teacher to stick on the glass window where there is sun shining on.

Two Images:

Findings:

	The Water Cycle: Bag 1	CO2 Water Cycle: Bag 2 Acid	Desert Water Cycle Bag 3
Does it cycle?	2	1
Amount of Water	2	1
Acidity	1	1

For bag 1 it did a small amount of the water cycle and it also had a small amount of water.

For bag 2 the water cycle was no change at all and the water didn't change. 

Key: Water and acidity amount: 1 = none 

2 = small 

3 = large 

Conclusion:

The normal water cycle did have a little movement through the cycle and the water stayed the same.

The water cycle with acid didn't do anything to the litmus paper and the water stayed the same as well.

Hurumanu - Fossil Fuels

Aim: To learn about the impact of fossil fuels on our environment.

What Fossil Fuels are mined?

1.   Coal
2.   Oil
3.   Gas

How are they mined?

1. 
2. 
3. 
4. 

Where are they mined?

1.  
2.  
3. 



Material:

1.  Cookie
2.   Toothpick
3.   Plate

Steps:

1. Draw a picture of the Cookie.  
2. Draw a picture of a Habitat.  
3. Start mining the Chocolate Chips off the cookie without breaking it.  
4. Count how many Chocolate Chips you have mined and then show the teacher.  
5. Eat the cookie if you want too.
6. Then answer the questions about your Habitat.  

Picture of cookie and habitat:

Conclusion: 

Today in science, we have been focusing on fossil fuels. We did some mining on a cookie, drew some pictures of the cookie and a habitat and then answered some questions related to the habitat that we have chose. During the lesson, I have learned that mining actually effects our environment and our surroundings. 

Hurumanu - Renewable Energy

Aim: To make a solar powered oven.

Materials: 

1.   Cellotape
2.   Pizza box
3.   Glab wrap
4.   Tin Foil
5.   Scissors
6.   Newspaper
7.   Ruler
8. Straw
9. Vivid Marker
10. Black Plastic
11. Marshmallow
12. Biscuit

Steps:

1. Cut out the flap on the lid of the Pizza Box so that it is 5cm around the edge.
2. Cellotape some Tinfoil on the inside of the flap.
3. Cellotape some glad-wrap so that the hole you have cut on the Pizza Box lid is covered over with the Glad-Wrap.
4. Put a piece of Black Plastic on the bottom of the inside of the Pizza Box.
5. Make a Paper square that fits inside the Pizza Box and lays around the edge.
6. Put a Marshmallow on top of a Chocolate Biscuit, place it on a Plastic Plate and put it in the Solar Oven.
7. Put it in the sun to cook.

Findings:

Time	Temperature
0	Haven't started
15	Haven't started
30	Haven't started
45	Haven't started

Conclusion:

This term in week 2 in science, we have started a new experiment called Renewable energy. We got into groups of four and I am with Janel, Keyana and Tahnesha. We had to make a solar powered oven by using the following materials on Mr Palmer's blog and also watch a video and write down the steps on how to make it. After that we got to make a s'more and put it in our solar oven that we made and leave it resting in the sun to cook.
Overall it was a great experiment and lesson and I enjoyed learning about renewable energy.


Aim: To make a presentation that investigates different renewable energy's.

Section 1: Title Page

Make a title page that incorporates all renewable energy 's Hydro, Solar, Wind and Wave. 

I have done my title page on paper.

Section 2: Definitions

Define and provide a picture of each energy type.

Hydro Energy:

Solar Energy:

Wind Energy: 

Wave Energy:

Section 3; Investigate each of the 4 Energy types.
( Hydro ,Solar ,Wind ,Wave ) 

1. Type: 

Hydro energy is a type of energy that comes from flowing water into electricity. 

Solar energy is a type of energy that is emitted from the sun, for example, it is sunlight that shines through a window and heats up a room.

Wind energy is a electrical energy obtained from harnessing the wind with windmills or wind turbines.  

Wave energy is the capture of energy of wind waves to do useful work for example, electricity generation or pumping water. 

1. Is it used in NZ ?

Hydro energy has been a part of New Zealand's energy system for over 100 years and continues to provide more than half of the country's electricity needs. 

Solar energy in New Zealand is on the rise, but operates in an entirely free market with no form of subsidies or intervention from the New Zealand Government

Wind power- In New Zealand there are 17 wind farms operating. As of December 2017, New Zealand had an installed wind generation capacity of 690 MW. IN the 2017 Calendar year, wind power produced 2,120 GWh of electricity.    

 New Zealand has large ocean energy resources but does not yet generate any power from them. TVNZ reported in 2007 that over 20 wave and tidal power projects are currently under development.  

Other Countries that use it?

Hydro energy - There are also other countries that have hydro power such as China, Canada, Brazil, the United States and Russia, they also have big land masses.

 Solar energy - China, United states, Japan, Germany, India, Italy, United Kingdom and Australia have Solar Energy. 

Wind energy - France, Canada United Kingdom, Spain, India, Germany, United States and China have Wind energy.

Wave energy - The Western coasts of Scotland, Northern Canada, Southern Africa, Australia, Northwest Coast of United States and particularly Alaska have Wind energy.   

How is it used to generate electricity?

Hydro Power plants capture the energy of falling water to generate electricity.

Solar energy generates electricity indirectly by capturing the heat of the sun to produce steam, which runs a turbine that produces electricity.  

Wind power converts the kinetic energy in wind to generate electricity or mechanical power. 

Wave energy is produced when electricity generators are placed on the surface of the ocean.   


Draw and label a diagram of the main parts of the electricity generator?
This can be done on paper and uploaded or on a drawing program on your device. I do not want any internet images or pictures. They must be hand drawn using a ruler and labelled. 

Section 4: Renewable Energy in the future.

List 10 ways that renewable energy will be used in the future to replace our current activities.

  

Hurumanu - Decomposing and Recycling

Aim: To learn about the rate that different materials decompose. 

Hypothesis: I think that either the banana or the bread with water is going to rot the fastest.

Materials:

1. Bread  
2. Water  
3. Paper 
4. Banana  
5. Styrophone  
6. 4 Test tubes  
7. Test tube rack  

Steps:

1. Collect materials from the teacher.  
2. Sort out the materials in the correct order. 
3. Add in each of the 4 equipment in each separate 4 tubes. 
4.  Get a sticky note from the teacher and write your names on it.

Findings:

3 weeks	Colour	Change	Observations
Banana	Green	Rot	It turned into green rot
Paper	Brown	Nothing changed	Nothing changed, it still looks the same
Styrophone cup	White	Nothing changed	Nothing changed, it still looks the same
Bread	Light Brown	Mushy	It melted and turned Mushy/Watery

5 weeks	Colour	Change	Observations
Banana	Green	Rot	It is still green rot
Paper	Brown	Nothing changed	Nothing changed, it still looks the same
Styrophone cup	White	Nothing changed	Nothing changed, it still looks the same
Bread	Light brown	Mushy	It melted and turned Mushy/Watery

  

Conclusion:

Last term in week 10 in science, we have been focusing on decomposing and recycling. We had to get into groups of three and I was with Janel and Keyana. We had to write our hypothesis on which item is going to rot first and then set up our materials and follow the steps that Mr Palmer told us to follow. After that we had to leave the materials set for 3 weeks and then write down our findings on what happened and what had changed.  

My Narrative Story About My Stop Motion Film

Today in Hurumanu Art, my group and I have been focusing on voice recording our stop motion. We have been doing it for 2 weeks now and finally finished today. Overall I enjoyed every part of making the stop motion with my group and here is my narrative story that I wrote myself about the Stop Motion Film, I hope you enjoy.


The holiday had finished and everyone was starting school. There was a girl named Trinity and she just started High School. She walked in through the gates not knowing anyone at her school, so she was very lonely. Her whole body was shaking and she was getting butterflies in her stomach. She had her left arm holding onto her other arm with a frown on her face looking down feeling shy. 

She was wearing a black top with a rock star on it and was wearing ripped jeans with blue bright shoes. As she walked into her new school, there were already girls staring at her named Victoria and Amber. They were the school bully’s that everyone was afraid of. They were also wearing blue ripped jeans with a yellow top, old skool vans and their hair up in a bun with a scrunchies around the wrist. They were gossiping into each others ears, laughing and making fun of Trinity’s outfit. Trinity was flustered by the way they were staring at her, so she just ignored them and started walking towards her classroom.

Trinity entered her classroom and sat at a desk, there were kids behind her following behind just when she spotted Victoria and Amber in the same class as her. Trinity started doing some work, she was doing a piece of writing introducing herself, as the time goes on the bell rings at 12:40 for their lunch. She grabbed her bag just about to walk out the door, then BOOM!! at the corner of her eye Victoria pushed her and Trinity fell splat on the ground. Her face started turning red and everyone who saw were laughing at her. 

When Trinity was on the ground feeling embarrassed, a girl was looking at her from a different class, she went up to her and lended her a hand, her name was Brittany. She helped Trinity up and she was feeling less embarrassed. Brittany asked her “ are you okay”, Trinity answered “ yeah”. They became friends and Brittany offered her if she wanted to pop over at her house after school, Trinity was relieved and said “sure”. 

     

Tane Mahuta - CIP

Today in Tane Mahuta CIP, during period 2 all the way to period 4, we have started clearing and weeding around the vegetables and the trees we have planted last term. I did some weeding around the beetroot and the cabbage with Khaylanie and Bailey and it took us all the way through the last 3 periods. We didn't have the opportunity to do some last week because it was raining so we had more work to do today. Today was a success and looking forward next week. 

     

Hurumanu - Wind Power

Extreme weather

Measuring weather.

Definitions:

 

Anemometer: Anemometer is a instrument for measuring the speed of the wind or of any current gas. 

Beaufort wind scale: The Beaufort scale is an measure that relates wind speed to observe conditions at sea or on land.

Typhoon: Typhoon is a tropical storm in Indian or Western Pacific oceans.  

Monsoon: Monsoon is a prevailing wind in the South and SE Asia.

Sudden change of weather:

MATERIALS 

1. 2x Sticks

2. Cello Tape

3. Pencil

4. 4x cups 

5. Pin

6. Sticky note

7. Scissors

STEPS

1.  Collect Materials 
2.   Tape the 2 sticks together to form a cross
3.   Tape the sticks onto the cups
4.   Plug the pin through the tape
5.   Stick the pin into the rubber of the pencil
6.   Then write your names on the sticky note and stick it onto your Anemometer. 

Group Investigation.

Groups size: 5 
Roles:

• Timekeeper
• Counter
• Recorder
• Anemometer Manager
• Wind Manager

1. Mount the anemometer in a place that has full access to the wind from all directions.
2. When the time keeper says "Go", the counter in each group will count how many times the marked cup passes them in one minute and write it down.
3. Repeat the above step four (4) times and record the number of spins on the chart.

FINDINGS

• Record how many times it spins and record it in the table below.

• You will need to time them and count the number of spins.

	Place name on school grounds	Number of Spins in 15 seconds
1.	Field	20
2.	Old J Block	15
3.	Grass Hill In Quad	10
4.	Tennis Court Gate	3

CONCLUSION:

On the Field it came up to 80 spins per minute, the wind speed was 13 to 20 and the Beaufort force was 3.

Near the old J block it came up to 60 spins per minute, the wind speed was 51 to 61 and the Beaufort force was 7. 

On the new grass hill it came up to 40 spins per minute, the wind speed was 40 to 50 and the Beaufort force was 6.

Then near the tennis court gate it came up to 12 spins per minute, the wind speed was 6 to 12 and the Beaufort force was 2.

In conclusion the field had the most spins which was 80 and the tennis court gate had the least spins which was 12. 

Wind

Beaufort Wind Scale

Beaufort Force	Wind Speed (KPH)	Spins	Indicators	Terms Used in NWS Forecasts
0	0-2	0	Calm; smoke rises vertically.	Calm
1	2-5	10	Shown by direction of wind smoke drift, but not by wind vanes.	Light
2	6-12	40	Wind felt on face, leaves rustle; ordinary vanes moved by wind.	Light
3	13-20	80	Leaves and small twigs in constant motion; wind extends light flag.	Gentle
4	21-29	130	Raises dust and loose paper; small branches are moved.	Moderate
5	30-39	190	Small trees in leaf begin to sway; crested wavelets form on inland waters.	Fresh
6	40-50	250	Large branches in motion; whistling heard in telephone wires; umbrellas used with difficulty.	Strong
7	51-61	320	Whole trees in motion; inconvenience felt walking against the wind.	Strong
8	62-74	390	Breaks twigs off trees; generally impedes progress.	Gale
9	75-87	470	Slight structural damage.	Gale
10	88-101	550	Seldom experienced inland; trees uprooted; considerable structural damage occurs.	Whole gale
11	102-116	640	Very rarely experienced inland; accompanied by widespread damage.	Whole gale
12	117 or more	730+	Very rarely experienced; accompanied by widespread damage.	Hurricane

Based on your findings what was the Wind Speed and the Beaufort Wind Force for each area.

	Spins per minute	Wind speed ( kph)	Beaufort Scale
Field	80	13-20	3
Old J Block site	60	51-61	7
Grass hill	40	40-50	6
Tennis Court Gate	12	6-12	2