How long it takes things to rot

How long it takes things to rot!

Title: Decomposition

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

Hypothesis: I think that bread will decompose the quickest because if you leave it there for too long of a time it will go stale then bad.

Materials:

1.  test tubes x4
2.  test tube rack x1
3. banana x1
4. bread x1
5. paper x1
6.  white styrophone x1
7. water
8. test tube bung.

Steps:

1. Collect the test tube rack.
2. Collect the test tubes.
3. Add the bread, paper, banana, and white styrophone all into there separate test tubes.
4. Add water to the test tube with bread in it.
5. put the test tube bungs on all the test tubes.

Findings: 

TODAY	Colour	Change	Observations
Banana	yellow	0	it looks like a banana
Paper	brown	0	it looks like paper
Styrophone cup	white	0	It looks like styrophone.
Bread	white	0	looks like bread

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3 weeks	Colour	Change	Observations
Banana	Yellow	White	the mold around it made the banana change colour into a white colour.
Paper	Brown	Brown	It has not changed for 3 weeks ago.
Styrophone cup	White	White	It has not changed for 3 weeks ago.
Bread	white	Brown	It got moldy and changed colour because of the mold it turned brown.

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5 weeks	Colour	Change	Observations
Banana	Yellow
Paper	Brown
Styrophone cup	White
Bread	White

  

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Images:

Conclusion:

Science (Wind Power)

Science (Wind Power)

Extreme weather

Measuring weather.

Definitions:

1. Anemometer:
2. Beaufort wind scale:

MATERIALS 

1. PLASTIC LID X4
2. TAPE
3. PENCIL
4. PIN
5. SKEWERS X2 

STEPS

1. Get all the materials you need.
2. Tape plastic lids to the skewers. (two on each skewer.)  
3.   Tape the two skewers together.
4.   Pin the skewers to the pencil.
5.   Test to make sure it spins.
6.  Go to winding spaces to see the wind speed.

Group Investigation.

Groups size: 5 
Roles:

• Timekeeper ( watch)

• Counter

• Recorder ( Chromebook or refill )

• Anemometer Manager ( Anemometer)

• Wind Manager

Instructions:

• Go to the measuring place and set up your wind gauge.
• Make sure everyone in your group is ready to start their roles.
• Record how many times it spins and record it in the table below.
• Count the number of spins in 15 seconds.
• Record it on your chart.

FINDINGS

	Place name on school grounds	Number of Spins in 15 seconds
1.	Field	0.5
2.	Old J Block site	1
3.	Grass hill in the quad	1
4.	Tennis Court gate	0

CONCLUSION:

There was much wind where we went today so the number of spins would be a low amount.

The places that had the most wind were the grass hill in the quad and the old J block site.

The field was the second most windest place in the school because it spun half the way around.

The Tennis Court was not windy at all and it spun 0 times.

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	0.5	0-2	0
Old J Block site	1	0-2	0
Grass hill	1	0-2	0
Tennis Court Gate	0	0-2	0

The Boy who Harnessed the wind: 1:36

BYE!

WEDNESDAY, OCTOBER 16, 2019

Tieke Bird

Hi Guys!
Today In class we were given the task to research your Kahui bird.
My Kahui has the bird Tieke (Saddleback).
My research:

1. The Tieke bird is for the family of birds called Callaeidae.
2. The Tieke (saddleback) gets its name from its saddle on its back.
3. Its taxonomic family is also known as the wattlebirds.

This was really fun to research about and I would like to find out more about this bird in the future.

BYE!

The Greenhouse Effect

The Greenhouse Effect

AIM: TO LEARN ABOUT THE GREENHOUSE EFFECT AND CLIMATE CHANGE

The Greenhouse Effect experiment

Materials:

1. 1 plastic bottle
2. 1 Teaspoon Baking Soda and Citric Acid
3. 1 heat lamp
4. 1 Thermometer
5. 100 ml of water
6. 1 rubber bung

Steps:

1. Collect 2 bottles, 2 lamps from the teacher
2. Set up bottles and lamps beside a powerpoint on a flat surface.
3. pour 100ml water and Baking soda into one of the bottles
4. turn on lamps and wait for every 5 minutes and record the findings taken from both thermometers.

Findings: The Greenhouse Effect Data 

Minutes	Bottle 1: Water	Bottle 2: CO2 Gas
0	20	21
5	25	20
10	24	19
15	24	21
20	24	22
25	25	23

Conclusion:

What I found out is the over longer time the co2 gas would be more but over smaller periods of time the water is warmer because it is getting heated from the lamp.

The water was hotter/warmer than the gas by 2 degrees.

BYE!

Water cycle

The Water Cycle

THE WATER CYCLE

Hi Guys.


Today in science class we were given the task to put hexagons together. The hexagons have different scientific words to do what we have been learning about recently in science class. The hexagons had to work together with each other and we had to write down how they go together.
Here is what our group had:

How they work together:

Evaporation, Condensation, Transpiration, Water Vapour, and Precipitation all go together with the water cycle so they are around the water cycle.

Acid rain goes with carbon Dioxide, Water vapor, and Precipitation because rain had water vapor and precipitation is the rain coming down, Carbon dioxide is one of the things that made the rain acidic.

Climate change works with Carbon Dioxide, Hurricanes, and acid rain because they are all parts of climate change. Carbon Dioxide helps make climate change and hurricanes and acid rain are things that climate change make happen more often.

I really enjoyed doing this task and it was really fun and interesting to see what others got and why/how they got those answers.

BYE!

My investigation on climate change

Acidification
Definition: When asid is pumped into an object the P.H leave rises, 

Deforestation
Definition: Cutting down trees and not replacing them.

What are trees used for? They get rid of CD and makes Oxigen

What does cutting down trees do to the climate? It rowens the water cycle


Icecap melt
Definition: Icecap melting

If all the ice melted what would happen? Sea levels would rise and fish would die

How does ice cap melt affect climate change?

The past a couple of weeks for hurumanu we have been learning about something a bit weird. We have been learning about Puberty and the changes we get from it. We learnt about the boys and girls body parts and came up with other names for the parts. For boys going throw puberty there voice starts to go deeper and they start to grow hair on their body.

C.I.P

Today for C.I.P we have been doing some weeding in our garden 
Also, we had Kiwi Kaha in Kiwi Kaha we play two-game the first one was Space ship and the other was prop. We took the weeds out from around the plants and make space for other plants. 

Bio peom

Patrick

I am Samoan, Sporty, talented 

Bio poem

Best friend of Richard and brother of Saga

I love Fortnite, Piano, Rugby 

I commonly feel the emotions of hype, Happy, excitement

The thing I fear the most is Miss Clark 

An achievement I have gotten was best forward for rugby.

I want to get 1,000,000 v-bucks 

I was born in Christchurch hospital   

C.I.P

Hi guys,

This week for C.I.P my class got given choices of what we could do like making our future houses on tinker;p[ or create food recipes and more. I have chosen to think of a way to keep our plants watered over the summer.

Below is a picture of what I have thought of. 

How it works- rainwater goes into the barrow then when it gets full the water comes out through a tube and waters the plants.