The behaviour of the Whalers, the Missionaries’ desire to help protect Māori rights, Maori land, and the Musket Wars were reasons that a treaty was needed. In 1830 a large number of Europeans settlers came to New Zealand and settle in Kororareka (Russel.) Kororareka soon became a significant point of contact between Maori and Europeans. The treaty gave Maori and Europeans common ground to live as one. The outburst of lawless behaviour, and musket raids throughout New Zealand, as well as the missionaries and declaration of independence, was a manger factor of why the Treaty of Waitangi was needed.

One reason that the treaty was needed was the lawless behaviour of some British Settlers like whalers. This lawless behaviour was a key cause that entered the British Crown and Maori into a treaty. The two races living side by side caused a lot of chaos. Because they came from different cultures, therefore they had a different way of handling things. Such as communication was very difficult. This then led to the establishment of Kororareka, the first Europen settlers and seaport in New Zealand. Since there was no treaty there was no laws or boundaries. There was an increase in racial slurs, prostitution, drunken acts, and overall reckless behaviour. This resulted in the settlers taking advantage of their freedom. The treaty would set boundaries but it would be written in “laws” where everyone must obey. This is one of the reasons why the Treaty of Waitangi was essential 

Another reason that a treaty was needed was to protect Maori rights and land. One group that felt strongly about this was the missionaries. The missionaries fostered good relationships with the Maori which was a very powerful influence on the signing of the treaty. The missionaries also introduced Maori to new technologies, such as farming methods and equipment. The missionaries did this so the Maori would understand the British way of life and convert to there religion. Due to all the lawless behaviour missionaries felt that these behaviours  of the settlers, threaten the missionaries intention of influencing good Christian behaviour, as well as the number of Maori being killed and enslaved as a result of the musket wars. The missionaries promoted the Treaty of Waitangi in order to protect Maori. These are the key reasons why missionaries supported the treaty and encouraged Maori to sign it. 

Musket wars were another reason why the treaty was needed. There were as many as 3,000 raids fought throughout New Zealand among Maori tribes between 1807 and 1837. The introduction of the musket changed everything. These weapons gave the tribes that possessed them a huge advantage against their enemies. The main reason why the musket wars began was because of rivalry between the northern iwi Ngapuhi and Ngati Whatua. But later on, all tribes would trade large quantities of food with the pakeha in order to obtain muskets. Because of these wars the Maori tribes grabbed all the muskets they could afford and killed as many revivals as they could. These battles resulted in the death of many of between 20,000 and 40,000. As well as the many Maori that was enslavement or became a refugee. This fatal impact changed New Zealand forever and the treaty was a way of amending it.

The final reason that a treaty was needed was the existence of the Declaration of Independence. The declaration was used for Maori to trade with other countries as well as promote the protection of Maori rights. New Zealand did not  have a flag yet, which meant that they couldn't trade fairly.

In conclusion, the treaty was needed to regulate settlement and control the settlers and land. The Treaty of Waitangi is one of the most significant events that happen in New Zealand. The treaty is a living breathing document that is woven through New Zealand and you can't take that away. To this day the impacts it has caused has made New Zealand what it is today.

Volcanoes - Mauna Loa

In science, we have been learning about the earth. Currently, we are learning about the volcanoes and how they work, and how to identify every part and its name. We got given the task to pick whatever volcanoes we wanted it could be from anywhere in the world, and research it. After we have done research we then get to form little groups and make erupting volcanoes our selves. Once I picked my volcano I then had to research it before making a model. The volcano I decide to research was Mauna loa, which is one of five volcanoes that form the island of Hawaii in the pacific ocean. Down below is my research, hope you enjoy reading. 

What is a volcano? 

A volcano is a mountain that opens downward to a pool of molten rock the surface of the earth. Volcanoes are the result of the earths trying to lose its internal heat. Deep inside the earth, between the molten iron core and the thin crust at the surface, there is a solid body of rock called the mantle. When rock form the mantle melts it moves to the surface through the crust and releases gases. When pressure builds up an eruption occurs. These forces drive the gases and hot liquid, known as magma out through the volcanoes orifice known as a vent. Once out of the vent rock shoot up through the opening and spill over or fills the air with lava fragments. Eruptions tend to cause lava flows, hot ash, mudslides, avalanches, falling ask and floods. An erupting volcano can trigger tsunamis, flash floods, earthquakes, and rockfalls. 

How are volcanoes formed? 

Volcanoes are formed when tectonic plates collide and go through the process of subduction. This sets the foundation for a volcano. The overlapping of the plates causes the magma to break through the earth's crust. Once it has made its way to the earth surface, a solid body of rock lies within. When the temperature and pressure rises, the rock melts and moves through the surface and crust witch then releases gases and magma. Magma is forced up to the surface of the Earth because it is less dense. This then flows out through an opening called the vent.

Mauna Loa volcano

Mauna Loa is the world's largest and one of the most active volcanoes on the island of Hawaii. it is about 600, 000 - 1,000,000 years old. Although the volcano has not erupted in a few years, it is one of the most active volcanoes in the world. When it erupted it usually produces a large river of lava. 

When did Mauna Loa volcano last erupted and did it do any damage? 

Mauna Loa last erupted in March 24th to April the 15th, 1984. Not that much damage was caused by this. The lava flows cause no significant damage except for burying about 16 miles of land owned by the sate.

No recent eruptions have caused deaths, but eruptions in 1926 and 1950 destroyed villages. 

Volcano eruption 

Here is my group and I volcano eruption. For our eruption to work we used 4 spatulas of potassium iodide in 20ml of water, 35% of hydrogen peroxide, dishwashing liquid, a few drops of green food clouring, and some gold glitter. Hydrogen peroxide turned into water plus oxygen.

This is the reaction - H₂O_2 ---> H₂O + O₂ 

Poster

In social studies we have been learning about varies gods. Here is my poster about Papatūānuku.

Gymnastics in p.e.

In p.e. our current unit we are doing is gymnastics. We have been learning some basic gymnastics skills on different Gymnastics apparatuses and how to put those skills into a flowing sequence. These apparatus included parallel bars, horizontal bars, floor, balance beam, and tramp. Before I started I had some sort of basic gymnastics skills. I knew how to do a cartwheel and a handstand, but my form was incorrect and I didn’t know how to make one trick flow between another. At first, I mucked around and thought I wouldn’t try but later on into the unit I really tried to focus on how I could correct my form and add this form to a flowing sequence. Down below are my videos of me doing trampoline, floor, and beam.

It this video attached above is my trampoline sequence. It took me a few time to film but this was my best one yet. There was 3 level in which you could choose the one that best suit you. I tried out all 3 but I was most comfortable with level one. The level 1 sequence included 10 controlled bounces, seat drop, half turn, tuck jump, and finally a seat drop. You must perform this sequence in order and have it flow between each trick. For this sequence to flow you need to do each trick without having to stop. As you can see in the video I tried my best to make sure each trick flowed one after the other without having to stop. Although my form is a bit off I think it looked pretty good. One way I could I improve would be by making sure I know what I’m doing for the sequence. As I had one of my friends read it out to me while jumping.  In addition to this, I did not challenge my self enough, I fount level 1 quite easy.  I think I could have challenged myself by doing level 2 maybe even level 3. But as I keep progressing and learning throughout the unit, I may be able to ease my self into doing a more higher level trampoline sequence.

Here is my other video. The video above is my floor sequence. As you can see I’m not that good at  floor but I tried my best. My friend meadow and I decide to record ours together as we could somewhat support each other. Just like the trampled there was 3 level for floor. Meadow and I decided to do leaves 1 as we felt we felt that this was best for us. The sequence went like this, front roll, half turn, back roll, and then into a cartwheel. This sequence as easy but difficult at the same time. This challenged me by making sure that I knew what the sequence was for it to flow. In order for it flows nicely together, I had to do each trick after the other without stopping. My form is completely off but at least I gave it a try. I could improve my sequence by making sure I put place my hand in the correct potion. Especially when doing a back roll. As you can see in the video I don’t place my hand down there for I roll sideways. Another way I could improve would be my cartwheel. Instead of leaving my hand down I could try and bring them up. This will give me a little life and make it flow much better.



Here is my last video of me doing beam. This video may seem a bit rushed because I ran out of time. As you can see I'm not on a standard beam I'm on a much littler one. For my sequence, I did level 1, which consist of a few basic moves, a side mount, 4 leg swipes, cat leap, then a tuck jump dismount. As I was on a little beam I was not able t do a side mount. The reason for me do my sequence on the little beam was because I felt I performed much better in slower beam. I did try it on the big one but I was not confident enough. Something I found challenging was doing a cat leap and a pivot turn. The cat leap was challenging for me because I was scared I would not land on the beam, I knew I would but it was my mind saying I wasn’t. The pivot turn was hard for me because I lost my balance and it was hard to turn around n it I’m my feet because it was wooden. All thought I had my challenges I think I did it pretty well, as I said it my other sequence my form for beam was off. But I intend to improve on it.

This unit has now come to an end. I’ll keep attempting to make my sequence flow and that I have the correct form. I have learnt a few skill but I’m sure there are many more to learn. Overall really fun a enjoyable. Next team is tennis and cricket, yay! Looking forward to it.

Just for fun here’s a video of me doing a front flip.

Cooking

This term we have been looking at a cultural unit. So far I have learnt that you need different skills to make different food items. I know I have learnt this because it was difficult to make certain dishes, for example, pad thai. For pat thai it was very challenging as we had to get all the measurements right. Practicals we have made this term are Scones, jam drops, fish and chips, pizza, vegetarian sushi, pad thai,  souvlaki, and pancakes. 

Sconce are from England.
Jam drops are from England.
Fish and chips are from England.
Pizza is from Ital.
Vegetarian sushi is from Japan.
Pad thai is from Thailand.
souvlakis are from Turkey.
Pancakes are from ancient Greece and Rome.

Skills I have learnt from the practicals are Time management, cooperation, communication, and multitasking. I will use these in the future by helping me in a certain environment e.g. work environments and cooking with my group. Working with other people in my group has been really good, we have worked well to produced our dishes.

Describe a relationship between 2 or more characters in the text. Explain how this relationship helped you to understand at least 1 of the characters.

Relationship between 2 or more characters, the relationship between Zelie and Amari. 

What did it help us to understand? 

It helps me to understand the friendship between Amari and Zelie by Zelie being able to help Amari escape. It shows that Zelie hads trust issue into the book but she starts trusting others later into the book.   

It helped me understand the idea of loyalty between friends and family because it showed that Zelie could change her hard cold-hearted personality to helping out others. It also helped me see that certain words can impact us heavily. As Mama Agba's words seep in Zelie head, "you must protect those who can't defend themselves." The relationship you share with friends and family is of great worth. Sometimes the bond you have with another can be so valuable that it could one day save your life, in this case, it did.

Essay planning continued

The incident of when Zelie found Amari in Lagos and helps her escaped helped me to understand the idea of loyalty between friends and family because it shows how you can develop some sort of relationship with another and form a close bond. We see this in the text when Amari pulls Zelie into a hidden opening between two stalls so tight Zelie can't break free. Amari is asking Zelie for help. "please help me! I have done something unforgivable... if they catch me."

The pyramids of Giza

The pyramids of Giza 

 The pyramids of Giza located in Egypt are the most famous pyramids in the world. To this day, Egyptologists aren't quite sure about how the Great Pyramids of Giza were built. Theses great structures consisted of 3 pyramids built in the year 2560 BC. The name of the 3 pyramids is the great pyramid of Giza, the Pyramid of Khafre, and the Pyramid of Menkaure. The great pyramid was the tallest man-made structure for nearly 4000 years. These structures were built over 4500 years ago. The ancient Egyptians built the pyramids as tombs for the pharaohs as the belief in life after death. Mummified bodies of the pharaohs would be placed in tombs as the pharaohs were expected to become gods in the afterlife. The construction of pyramids is so impressive that today humankind can't be sure on how the pyramids were built.  It was first thought that the builders were slaves, but it is now actually believed to be built by very skilled Egyptians who lived in the area. There is proof of villages and tempory cities where people believed the workers lived, it seems to be there for a few years. The ancient Egyptians created techniques and different form of technology to build these pyramids. Thanks to the ancient Egyptians we now have math. The pyramids are built out of huge blocks of limestone, the limestone blocks were quarried at Giza and possibly other sites. The Egyptians were really limited on tools. Iron tools were not available, so they used various tools such as pounders, chisels, hammers, and pickaxes made from granite.  The Egyptians used limestone in many different ways. Fine, white limestone was used to decorate the outsides of the temples and the tombs of the pyramid, whereas the not so fine limestone was used more for the core of the pyramids. The difference of teclogly the Egyptian develope over time has really the world we live in and how we adapt.

Essay Pre-planning’

My key event is going to be when Zelie turns back into a maji. The important character I picked is Zelie. Zelie went through a few changes throughout the book. During this event, she changed from being full of fear and anger to be strong and brave, from wild white hair that was as straight as a blade to having just a streak of white that went curly and wavy as she gains her magic, and she went from having magic to no magic to then having magic again. Using reaper magic to connect to the gods.

(sorry the photo is flipped)

Pizza

Pizza 

This pizza dough is fairly simple to make and cook.

Ingredients: 1 cup of self-raising flour, 1 cup unsweetened yoghurt, 1/2 teaspoon of salt.  

One of the recent practicals we cooked was pizza.

This practical is different from your local pizza hut or dominos pizza takeaway because of how easy and simple the ingredients are. We created our pizza dough by mixing the unsweetened yoghurt, flour and salt together, then knead it. Although it sounds a little strange it actually tastes good. The mixture was sticky at first but we kept adding flour until we form the continuity that we wanted the dough to be at. My group and I then split the dough into 3 and made up out pizzas. We first added tomato paste then the following toppings: cheese, red and green capsicums, tomatoes, and more cheese.

Note: This blog post is in progress and not yet finished. Will be complete in the following days.

A message I take from this scene is knowing another side of someone. Zelie knew a different side of Inan but now she knows the who the real Inan is just by looking into his eyes. They are both shells trying to fight for what they think is right. There's always a choice, can you live with the consequences of your choice?

A message I take from this scene is, following your destiny. Although Inans's destiny is to be king, he must pick whether to follow his heart or lead his country. Also putting your duty over others before your own self.

Paragraph Question:

Are students addicted to their cell phones? If so, is that a problem?

Many students have some sort of addiction to their smartphone. Smartphones can be very beneficial to students. Students can connect with friends and family, seek help for a school test, and they can even download apps to stay organized. However, smartphones can also be very addicting. Students are expected to use technology both in and out of school/classrooms. They manage their social lives through various apps and social media platforms. Students find themselves mindlessly reaching for their smartphone or refreshing social media feeds, even when they just checked it minutes ago. Smartphones can cause many health issues mentally, physically, and emotionally. For example, it may affect the way you communicate or interact with certain relationships. Whether it's with friends, family, or others. Many times it affects your communication in a negative way. Sometimes students might find it hard to hold a simple conversation when they can't peel their eyes away from their smartphone. It helps to focus less on counting the minutes of use and more on how they use their smartphone. It is important to have a healthy balance with a smartphone, understanding how students use their phone and what that purpose serves them. 

A message I take from this scene is someone being hurt and thinking revenge is the right way to go. The king is disgust by the maji because of the hurt they cause him. So he believes hurting the maji is the only way to feel to get vengeance. Him insulting Zelie by calling her a Maggot is typically he's known for treating people horribly, no matter how it might affect them.

A message I take from this scene is there is always 2 sides to a story, everyone has there own perspective. Zelie's sees that the king's wrongdoing affected her and her family. Well, the king sees it as being powerful. But we don't know why the king is this way or the reason behind his wrongdoings, as we don't see his perspective of things or his childhood. He's just painted in the book as the bad guy.

Technology

Technology Definition

Technology is the creative process that utilises tools, resources and systems to solve problems. It also enhances control over natal and man-made environments to improve our lives. 

T

 A message I take form this scene is being filled with sorrow and sadness. Expressing it through tears. Feeling destress by the loss of many beloved people.

A message I take from this scene is to imagine all of them coming together as one. It could create something wonderful where there is no hate, violence, and everyone gets along. Bringing everyone together can bring positive and negative to the situation but it could also bring them together as one.

Science - Electricity and Magnetism

A message I take from this is doing the knowing you are doing wrong though you know what the right thing to do is. You are willing to change but people don't believe you because of all the wrong you have caused/done. 

Do I trust Inan? Does he deserve a second chance? 

Trust isn't something that you have it's something that you gain over time and growth. Personally, I think Inan has shown some good but trusting him will be a process.

Do people in real life deserve second chances? 

I believe everyone deserves a second chance, but depending on the situation you may think they don't deserve one. A second chance is not given to make things right they are given to prove that you can do better after failing.

Amari has realized that strength isn't about hurting people is can be something else. To me, strength is being able to stay strong through the good and bad, but also to be self-motivated.

The Power of One Essay (Reflection)

The Power of One Essay

A curl shadow cast over the world, as seeds of apartheid, take root in South Africa. In the film, The Power of One, directed by John Avildsen, the ‘going for a run,’ scene where Pk and Gideon Dumar are running through Alexandria also known as the slums, uses various, techniques. The following techniques used in the scene are structure, different camera angles and shots, non-diegetic and diegetic sounds, and lastly facial expressions. These important film techniques help broadcast what the director is trying to portray in the scene, extremely impacting the audience.
“We hope for a good tomorrow, but if we don't learn to do for our selves as equals that hope disappears.”

Avildsen uses many different important techniques in the scene to get emotions and understandings into the audience. In The Power of One, the sound is an important technique used widely throughout the scene. During the scene when Pk and Gideon Dumar are running through the streets of Alexandra, an upbeat and joyful song is playing as the little kids follow behind. This aspect of the song is non-diegetic sound, which adds another layer of meaning to the scene. This shows that the director wanted the audience to know everything is alright and nothing bad is going to happen, this creates an impact. The change of pitch, tempo, and volume, the director used indicates how he expects the audience to respond to a given noise. This is important because it captivates and changes the mood and emotions of the audience.

In the ‘going for a run scene,’ the director uses the aspect of a tracking shot also known as a dolly shot. We see this throughout most of the scene when Pk and Gideon Dumar are running through the filthy slums, and the shot stops when Pk and Gideon run into the water taps. The director did this to show the movement of Pk And Gideon, while also giving us a glimpse of the slums. This helps to involve us as the audience in Pk’s and Gideons discussions. This shows us that Gideon is desperately seeking help from Pk to start a school for the South Africans, so the black community can learn to read and write English. As they can't even read the apartheid sigh that tells them when and where they are allowed to go, because the law only allows 2% of the Black community to go to school. This is important because we see how despite Gideon is reaching out for Pk to help his people.

Another technique Avilsen uses is the aspect of Camera angles and shots. To be specific, the director uses a long shot to showcase Pk and Gideon Dumar running through the streets of Alexandra. In this long shot, we see Pk and Gideon running while in the background the black community are lined up for the toilet, as the government only allows 1 toilet per 200 individuals. The purpose of this long shot was to establish the difficult and ill-treatment of the South African black community. It shows how small, filthy, and crowded living in the slums were during apartheid. The concept of this shot creates an extreme dejected impact on the audience. This is important because we see how unfair the living conditions of the South African black community are, due to the apartheid policy.

When I started writing my essay I found it difficult. Something I am proud of is how I kept going and read through it and rewrote it if I thought I could have done it better. Something I could do better is relating my writing to the real and outer world. One thing I enjoyed about learning about the film is watching it and analysing what happened. One thing I found challenging about learning about the film is to notice the difference between each technique and describe the different camera angle and shots with what their purpose is behind it. One thing I learned that I will use the next time I write an essay is to write with more detail and information. One thing I am wondering about is will 2020 be my year? 

My boomerang

Boomerangs 

What was the purpose of the activity? 

The purpose of this activity was to get a better understanding of how the aboriginal culture used boomerangs.  We designed our own boomerangs with the inspiration of the artwork aboriginal people used. Painting dots, line, animals, etc. We did this to get an idea of how a boomerang might have been designed and used. 

What is the meaning of my boomerang?

My boomerang doesn't really have a specific meaning to me. I took some symbolic aboriginal painting designs and applied it to my boomerang. The tree represents the wood the aboriginal used to make the returning boomerang, traditionally boomerangs were made from Mulga or Black Wattle. The brown background represents the colour earth, healing and the wood. The light green represents growth and peace. I added the white lines and dots as inspiration from an aboriginal boomerang.  

What went well when painting my boomerang? 

At first, I didn't know what to paint. I painted one side of me boomerang and I didn't end up liking how it looked. So I started again on the other side. My boomerang turned out alright, I was happy with what I painting. The painting was really fun and it was cool to see everyone's designs. 

 

English

A message I take from this scene is having unrealistic hope. The mirage created the illusion that the water wasn't rushing through the gates, but in reality, it was. Many are dying for water all for it to be wasted.

English

 A message I take form this scene you may think you know someone but you don't. Based on how they act, dress, and walk does not define a person. You misinterpreted the situation thinking that they live a simple life when in reality they face struggles, problems, etc like everyone else. 

Testing for Carbon Dioxide Gas

Aim: To show that carbon dioxide gas is produced when a metal carbonate reacts with acid. 

Equipment: Two boiling tubes, delivery tube and bung, Bunsen burner, test tube rack, wooden splint, a bottle of acid, small amount of metal carbonate, test tube tongs, safety glasses. 

Method: 1. Light your Bunsen burner.

2. Add a 'pea-sized' amount of the metal carbonate into one of the rubes.

3. Place this boiling tube into a test tube rack. Ensure you have the bung and delivery tube ready. 

4. Add 5mL of acid to the boiling tube and quickly insert the bung and delivery tube into the mouth of the boiling tube. 

5. Holding the other boiling tube with your lungs, capture the gas produced as shown in the diagram below. 

6. When you think the tube is full, your lab partner should light a wooden splint.

7. Carefully remove the boiling tube from under the delivery tube, taking care to keep it facing upright. 

8. Insert the burning splint into the mouth of the test tube. 

Result

Test 1 showed that the splint going out in an instance when I added to the test tube. It went out due to no oxygen within the space.

Lime water result

Test 2 with lime water showed that the liquid became cloudier and foggier.

Discussions

While doing the experiment we watched a chemical reaction occur.  

Calcium carbonate + Hydrochloric acid ---> Calcium  chloride + carbon dioide + water 

Japanese - Self Intro

                                           Here is my self into for Japanese’s  in Japanese.

Making salt

Aim:

To produce copper sulfate salt by reacting copper oxide with an acid. 

Equipment:

Copper oxide powder
Dilute (o.5 mol L-1) sulfuric acid
50 ml measuring cylinder
two 100 mL beaker
Bunsen burner
Tripod
Gauze mat
Funnel
Filter paper
Thermometer
Spatula
Evaporating basin
Stirring rod

Method:

1. Add 20ml of sulfuric acid to a 100 ml beaker. Heat the acid until it reaches 70 degrees Celsius. Turn off your Bunsen burner.  
2. Once heated, use a spatula to add pea-sized portions of copper oxide to the beaker. Stir the mixture for 30 seconds.
3. Repeat step 2 until no more will dissolve. Allow the beaker to cool. 
4. Fold the filter paper and place it in the funnel. Place the filter funnel into the second beaker. 
5. Make sure the beaker is cool enough to hold at the top. The contents should still be hot. You may need your teacher to complete this step. 
6. Gently swirl the contents of the beaker to mix, and then pour into the filter paper in the funnel. Allow to filter through. 
7. Rinse the beaker you used to heat the mixture previously, and place it back on top of your tripod filled with 50-60 mL of water
8. Place the evaporating basin on top of the beaker and carefully pour some of the solutions from the beaker into the evaporating basin. 
9. Gently heat the beaker until the solution in the evaporating basin had reduced by half.
10. Leave the evaporating basin to cool. Once cool, move the evaporating basin to a warm place where it will not be disturbed (i.e. a window-sill)  and observe over the next few days. Blue copper sulfate crystals should form. 

We made a copper sulfate salt. We made this by using acid to react with copper oxide. We evaporated the solution and was left with blue crystals. 

Here are my crystals

This experiment was very fun. Producing copper sulfate by reacting copper oxide with acid was interesting, it worked really well. I think my crystals turned out great. 

Making Indicators

Making Indicators: Cabbage  

Aim: 

To make acid-base indicators using everyday substance. 

Equipment:

Red cabbage, a beaker, water, tripod, Bunsen burner, gauze mat, 1.0 mol L-1 HCI and 1.0 mal L-1 NaOH.

Method: 

Chop the cabbage into small pieces until you have enough to fill 2 cups.

Place the cabbage in a large beaker and add water to cover the cabbage. 

Boil over a Bunsen burner for at least ten minutes for the colour to leach out of the cabbage.

Filter out the plant material to obtain a red-purple-bluish coloured liquid. This liquid is at about pH 7. (The exact colour you get depends on the pH of the water.) 

Place in a small beaker and leave to one side.



Here are my results 

When I added HCI (Acid) to cabbage it turned red. When I added NaOH (Alkali) it turned green.

The other indicators here were made by my other classmates.

When HCI (Acid) was added to Tea it turned yellow. When NaOH (Alkali) was added to tea it turned Yellow

When HCI (Acid) was added to Tumeric it turned yellow. When NaOH (Alkali) was added to Turmeric it turned red.

When HCI (Acid) was added to Cranberry it turned a pink-red colour. When NaOH (alkali was added to Cranberry It turned green.

When HCI (Acid) was added to beetroot it turned red. When NaOH (alkali was added to beetroot it turned yellow.

Cabbage boiling 

All indicators with HCI(acid) and NaOH (alkali)

Conclusion:

We successfully made acid-base indicators using everyday substances. It wasn't hard at all. I think the Cabbage worked the best when adding acid and base because of the colours changes that happen. 

Power of One SEXXY paragraph

In this scene, the director uses a close-up shot of sergeant Bormann and Geel Piet. Geel Piet appears scared and useless but ready to die, as sergeant Bormann forced him with his baton to translate what the prisoners were singing. The purpose of this close up shot is to show us the drastic levels sergeant Bormann went to, to know what the prisoners were singing about. It keeps the audience feeling wayward and interested. This close up gives the effect of concern with anger, as it makes us feel worried for Geel Piet but feel hatred towards sergeant Bormann. This close shot of Geel Piet and sergeant Bormann can be juxtaposed to the close-up shot of P'K and sergeant Botha. This closeup shot displays the same struggle that Geel Piet went through and how the sergeants went to drastic measures, by betting P'K.  

Power of one SEXXY paragraph

In English class, we have been learning how to write a SEXXY paragraph. Here is my SEXXY paragraph on the movie Power of One, by John Avilsen. Paige and I worked on this SEXXY paragraph together. 

                                                                                                                                                                                                    

In this prison scene, the director uses this long shot effectively. In this long shot, we see sergeant Bormann holding his baton, Pk, Geel Piet, Doc, and some prisoners. The aspect of this long shot has an effect of suspiciousness and possible violence in the next scene. This long shot can be juxtaposed to the scene showing Maria's fathers house. The difference between the prison and the mansion is very drastic 

SOST Creative writing: Migration

Dirty, noisy, overcrowded London. The population is growing wildly, I need to get out of here.

I grew up in an area of poverty just outside of London. We lived in a one-room house with very plain furniture. The environment is appalling, it’s so disgusting it makes me gag. Conditions were really bad and not ideal. The streets were full of people’s business. For example urine, poo, and bath water were just dumped on the streets. People would just throw it out their windows. Orphans roamed the streets because they had nowhere and no one to look after them. They had little chances of improving their situation. If you were poor you lived a very difficult life, you struggled to survive. While my parents were unemployed, it was a struggle to try to find a meal. Most meals we ate consist of bread and potatoes; the meat was an uncommon luxury. Some days we went without food and water. At a very young age, I was forced to work, to help provide for my family. I worked in factories where you got little to no pay. I worked from dusk to dawn. Gases and toxins filled the air, it had a major effect on people's health. I wish I went to school instead of working. The school was not compulsory. I had little to no education, due to work. My education was something that I valued and not being able to attend school saddened me. But I learnt to deal with it.

Shaking as shivers rush down my spine. Arms crossed over another as I try to keep warm is this brisk weather. “AHH” I scream. My vision was suddenly covered by a piece of paper. I pulled it off my face, just as I was about to rip it I noticed that it was a poster. It caught my attention, “A chance of a new life,” it says “ Job opportunity” it says, “ A life in New Zealand for yourself and your family.” Surely it’s too good to be true..............

I had to post what I had written so far. I'm not yet finished.

Model Atoms 

 Here is my model of the atom boron (B)

Boron has 5  protons, 6 neutrons, and 5 electrons. 

The protons and neutrons are the particles in the middle. The electrons are the coloured circles on the 2 rings.  The limit of the electrons that can be in the first ring is 2. The limit of the 2 rings is 8 electrons.  So it is written like this 

2,3. Meaning 2 electrons in the first circle and 3 electrons in the second ring.  Electrons always come in pairs. 

The equipment I used to make this are :

Paper 

Tape 

Blue Tac

String 

beads. 

English

English 

Show don't tell

What does it mean? 

Show don't tell means to use various kinds of text to allow the reader to experience the story through actions, words, thoughts, senses, and feelings rather than a description. 

Examples

Tell- The buildings were tall

Show- The buildings could nearly touch the sky.

Tell- Sarah was really upset

Show- Sarah's mouth frown, head aching, hands shaking, tears flowing from eyes to the mouth. 

Narrative opening 

He was nervous- His finger tapped a steady rhythm, as his voice was shaky.

Burning house- Air getting hotter, walls falling apart, bright orange light reflects in his eyes. 

Girl running away- She sprinted across the lawn, with fear in her eyes. 

Setting activity: setting it up

A ghost town in the wild west 

It was a town of echos, with tumbleweeds flowing with the breeze, In the distance, a coyote howled, as shadows unfold and creep like tentacles across the sand. The footsteps whispered across the sand as voices that screeched like a rusty hinge increases.  

Create a protagonist 

What is the protagonist? 

A protagonist is a lead character in a story and is at the center of the story. 

My name is - Scarlet Lane

The name I like to be called is - Scarlet

My birthday is - July 22

I live in - America 

The people in my family are - 2 sisters, Mum, and Dad

I live with - Myself and my best friend

My interests include - Science, singing, cooking 

Usually at the weekend I - Hang with friends or go see my family

A dream/ goal I have is - To be a scientist 

Words that describe me are - Fun, wise, playful, helpful 

My worst fear is - Being hurt, death, losing someone I love

Reflection 

What new things Have I learned? 

In this section of the task, I have learned what it means to show someone instead of telling someone through writing with a different action, feelings, senses etc. 

How is this going to help you to be a better creative writer?

I think this will help me by using various kinds of text. 

What activities did I enjoy from this unit of work and why

I enjoyed everything. I didn't really know anything about the different activities, but I'm glad I learned about them. 

Science experiment

DNA Extraction 

In to days lesson of science, we did a DNA extraction experiment with kiwi fruit. 

Our aim was to extract the DNA from kiwi fruit. 

Equipment

Spatula, Kiwi fruit, bag, water, salt, cloth, funnel, beaker, dishwashing liquid, ethanol.  

Steps/ Method

1 - Using a spatula, scoop 1/2 Kiwifruit into bad. Add 25ml water + a pinch of salt 

2 - Mush until a thick soup

3 - Pour over cloth into a funnel into beaker

4 - Pour liquid into a test tube. Add dishwashing liquid + swirl. Allow to sit for 5 minutes. 

5 - Tilt test tube on a 45-degree angle and slowly pour 10ml of ethanol down the side.

6 - Allow to sit. 

Here are photos of the DNA extraction experiment results. 

Water helped break kiwi fruit apart.

Salt helped clump the DNA together.

Ethanol helped to see it as it sits on top.

These photos are results. These photos display how it looked over time.  

Here is our final result of the DNA extraction experiment. The clump of the top was the DNA that was extracted from the kiwi.