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 - 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.  

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

  

Orana Park Reflection

This week is the last week of the term and the year 7s and 8s got the opportunity to go on a trip to Orana Park. On Monday, 7/8Tz and Bh went to Orana Park first, then 7/8Sh, Ts and Wh went on Tuesday and on Wednesday, 7/8Ds, Al and Mt went last. We got to explore around the park looking and learning things about the different animals that were there and also talking about Climate Change. We saw the Lions, Gorillas, Meerkats, Spider monkeys, White Rhinoceros and other animals that I cant remember the name of. It was a fun time and experience seeing the animals again and I would like to go back and visit them some time soon.

The three things I've enjoyed at Orana Park was learning new facts about each of the animals we saw, seeing them again because I don't really see them as often and being outside in the sun away from all of the technology we are always on.

Here are some facts I've learned about some animals I saw:

• Meerkats - There is one meerkat that is a guard looking out to see if their is danger nearby them, and if they spot something or someone, they will bark as a warning to signal the other meerkats to tell them that their in danger.     

• Giraffes - Giraffes have a purple tongue to prevent it from getting sun burnt. Giraffes use their legs and neck to protect themselves and there babies when they're getting attacked.   

• White Rhinoceros - White Rhinoceros were named vight rhinos but an English man called them White Rhinoceros. Rhinos use anything to shape there horns so they don't grow down.   

• Cheetahs - When all cheetahs are sleeping, lions will sneak and steals all of the cheetahs food.

Facts about the Climate Change affecting the animals:

If the Climate Change destroys the earth, that means there will be not water for plants and trees to grow for the animals such as White Rhinoceros and Gorillas, because the White Rhinoceros always loves to eat grass and Gorillas also love to eat plants and climb on trees.

If deforestation continues, giraffes will have no more trees to eat off from.

Kea's are been feed junk food such as fish n chips or lollies from people and people don't realize they can kill them with that type of foods. Kea's will also keep going to people for food and will not learn how to get there own food themselves. 

Here are a couple of photos at Orana Park:

  

 

Safety/Equipments

Today in period 4 in science, we had to make a blog post talking about the 10 safety rules that we need to know in a science lab. I will also be listing some equipment that is used in a science lab.
These are the 10 safety rules used in a laboratory:

1. Put you bag underneath a table or take it outside where it is not in the way of people.
2. Don't run around the lab other wise you will knock over any equipment.
3. Wear the correct shoes before walking into the lab.
4. Do not taste or smell any of the chemical mixtures.
5. If you break any of the equipment or spill any of the liquid, you will need to tell the teacher immediately.
6. Follow the teachers rules before doing any experiments.
7. Wash your hands after touching any liquid or chemicals.
8. Do not eat or drink in the science lab.


Equipment:
1. Test tube
2. Funnel
3. Beaker
4. Conical Flask
5. Crucible Tongs
6. Test tube rack
7. Measuring Flask
8. Glass stirring rod
9. Spatula
10. Measuring Cylinder

New Buildings/Classrooms - Kahui's

This week the year 7s and 8s finally moved into our new kahui's which was the building that were still getting built. We got to have a tour on Monday by year levels and we were the first ones to explore the new buildings. There are three names for each building that was named after local native birds. They are called Mohua, Riroriro and Tieke. My class moved into Tieke and we were also sharing with another 7/8Ts.

It took more than a year for our buildings to get built and it also was a lot of money to have it been built in our school. 27 million dollars for the buildings.

- When I walked into our new buildings I saw a lot of furniture ready for us to start learning on, I saw a triangular sitting area, TV's with colorful lights changing every minute, stairs leading up to the teachers working area and a huge orange wall of the break out space room.
I also saw some hills, grass and benches outside the front of the buildings for us to hang out on.

- When I walked into our new buildings I thought each building was just for the year 7s and 8s because we were the only ones who had to shift out things from our old classrooms. I also thought the whole classroom was just for my class and 7/8Ts, but then I found out that the seniors were moving in with us as well.

- When I walked into our new buildings I felt excited because we got to learn and share with another class. I also felt surprised because I didn't expect the inside of the buildings to be very huge and spaced out opened out to everyone and it was nothing like the way how I pictured it before it was all completed. 

2040 Documentary - Science

Today in science for period three and four, Sh, Ds, Ts and Mt meet in the auditorium for Science. We were watching a 2040 documentary movie about Climate Change. What surprised me in the documentary was all of the information that was said by this guy named Damon Gameau, and also all of the machinery things that could change peoples lives in 2040. It was very interesting.

What was Exciting? What was exciting for me in that documentary was all of the machines and cars in there that looked really life changing and looking forward to what is going to happen in 2040. 
What worried you? What worried me was some of the machinery things because there were some huge machines and somethings could happen to it if it is used all the time.

     

Art Hurumanu

Today in Hurumanu Art, my group and I have been still currently working on our Characters for our Stop Motion. Unfortunately Keyana wasn't here to carry on with hers but I was still making my character Trinity and Chloe and Kineka are still working on theirs.  It was also the last day to make some few changes on our characters because we had to start packing our classrooms to get ready to head over into our new building next week in week 10.

What I found challenging was still making our characters because, you have to try form the right shape that you are aiming for and also make it look really creative and colorful for people to find attractive in your film. 

Here is a photo of our Characters that we are still working on:

Solar Energy Template

Title	Solar Energy Experiment
Aim	To see what colour it attracts more sun heat
Hypothesis	I think silver will attract the sun because it's the colour of metal and metal always gets hot when it's in the sun.
Materials	1. White A4 Paper 2. Styrofoam Plastic cup 3. Black Plastic 4. Clear cup covered with Black plastic 5. Cup covered with Tin Foil 6. Thermometer  7. Heat Lamp 8. 100mls water  9. Timer
Steps	Step 1: Collect Materials Step 2: Set up the cups Step 3:  Add 100mls water into each cup Step 4: Set up the Heat Lamp facing each cup Step 5:  Start recording the temperatures of the water
Data/Findings	Time  Cup 1 White Cup 2 Black Cup 3 Tinfoil 0 16'c 16'c 16'c 15 19.1'c 19'c 20'c 30 25'c 27'c 26'c 45 20'c 24.5'c 22.5'c I found out that a Black Plastic Cup can attract more heat than a Styrofoam cup and a Tin Foil Cup.
Conclusion	In conclusion, my findings on this experiment state that a cup covered with black plastic can attract more heat than a Styrofoam cup and a Tin Foil cup. I also found out that a styrofoam cup attracts less heat. I think that the Solar panels colour is black because it attracts more heat than any other colours.