Science - Climate Change and the Future

Aim; To look at the different ways we can prevent climate change in the future.

How is sea level rise going to effect us in NZ

What places will be effected?

Pacific Island, New Zealand (Different places near the sea)

What else do we need to think about?

Where you live, Where to build houses,

What other places around NZ will be affected?

Auckland - Har bour, Lion rock, Nelson, Bay of islands and more

What does this do to our drinking water?

Salt water, Sea level rise

What are the main concerns?

1.  One of the main concerns are where to build your houses as the sea level rise can floud those houses  
2.  The second one is that we will stat to get salt water into our drinking system.

What can we do to prevent climate change?

What can we do?

1.  Build our houses away from the sea
2.    STOP plastic

Curbing climate change

What is the one, silver bullet solution?

There is no silver bullet 

What is the mix of things we need to start doing?

1.   Renewable 
2.   Solar heating
3.  Transport

What are 3 others you can think of?

1.  Walk
2.   Cycle
3. recycling

Activities:

Carbon Footprint: 

Carbon Footprint explained

Dwelling
Water
Recreation
Heating and cooling
Electricity
Transportation
Food
Waste
Air Travel
Consumption

Colour 1: for actions they are already doing 

Colour 2: for actions that they pledge to undertake in the future

Ecological Handprint The Ecological handprint builds on the concepts from the Carbon Footprint. We will look at the positive actions of:

1. Transportation
2. Community
3. Consumption
4. Water
5. Food
6. Home
7. Waste

1 Colour: For each action you are already doing 

2 Colour: For each action you would like to do in the future

Science Decompistion

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

Hypothesis: I think that...... The Banana is going to rot the fastest

Materials:

1.   Bread
2.   Water
3.   Test Tubes
4.   Banana
5.   Cardboard
6.   Styrophone
7.   Test tube tack

Steps:

1.   Add the bread, styrophone, banana and cardboard into a test tube each.
2.   Add water to the test tube that had bread
3. Put little lids on them
4.   Put them all in the test tube rack
5.   Let it sit for about 3 weeks
6.   See what had happened to it

Image:

Findings:

TODAY	Colour	Change	Observations
Banana	Yellow	Little Brown	The banana started to go a little disgusting
Paper	Brown	Brown	The paper was just the same
Styrophone cup	White	White	It stayed the same
Bread	Cream	cream	The bread started getting hard

3 weeks	Colour	Change	Observations
Banana	Green	Mouldy	The banana had become completely mouldy
Paper	Brown	Brown	The paper stayed the same
Styrophone cup	White	white	The styrophone had mold around the edges
Bread	Green/Cream	mouldy	Was watery

5 weeks	Colour	Change	Observations
Banana	Green	Green	The banana has stated to become hairy
Paper	Brown	Brown	Its stayed the same
Styrophone cup	White	White	I has formed more mold in the tube
Bread	Cream	Bit of mold	Soggy

  

Conclusion:

This experiment was very disgusting. I didn't like it at all. The was a complete difference in 3 weeks. But this did turn out how it was supposed to and my guess was correct that the banana was going to rot the fastest There is also a very  big difference from 3 weeks to 5 weeks.

Science Week 2: Pizza Ovens

Renewable Energy
Aim: To make a solar powered oven

Equipment:

1. Sellotape
2. Scissors
3. Pizza box
4. Straw
5. Marshmallow
6. Biscuit
7. Glad wrap
8. Tin foil
9. Black plastic
10. Ruler
11. Vivid marker
12. Newspaper
13. Plastic Plate

Steps:

• Cut out the flap on the lid of the pizza box so that it is 5 cm around the edge
• Sellotape some tinfoil on the inside of the flap
• Sellotape some glad-wrap so that the whole you have cut on the pizza box lid is covered over with glad-wrap
• Put a piece of black plastic on the bottom of the inside of the box. 
• Make a paper square that fits inside the pizza box and lays around the edge
• Put a marshmallow on top of a chocolate biscuit, place it on a plastic plate and put it in the solar oven
• Put it in the sun to cook.

Conclusion:

Our experiment didn't work exactly. I think it should be in a place that the sun comes out more often and is close to our "OVENS". The smores were DELICIOUS.

Science Week 1 - Wind Turbine

Extreme weather

Measuring weather.

Aim: To test the wind to see how you would test the wind

Definitions:

1. Anemometer:
2. Beaufort wind scale:

MATERIALS

1. 2x sticks  
2. Cello Tape
3. Pencil  
4.   4x cups
5. Pin
6. Sticky note
7. Scissors

STEP

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 a sticky note and stick it onto your Anemometer

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	20
2.	Old J Block site	15
3.	Grass hill in quad	10
4.	Tennis Court gate	3

CONCLUSION:

This week in science we have been focusing on a wind power and how reporters tell how the weather is going to be. We had to be in a group of 5, in my group I was with Amanda, Latoiya, Bianca and Keghan.  We have made a wind power source that we are going to test in the areas above and with that we will be recording the number of spins. We have been focusing on the graph below on what the we found. There is a bit of maths that is in there but I had a little help, (Not by Cheating). This week with science was more complicated tan I had expected. I always love challenging myself aswell.

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	16	6-12	2
Old J Block site	10	2-5	1
Grass hill	5	0-2	0
Tennis Court Gate	3	0-2	0

WHICH IS THE WINDEST AREA AND WHY?

WHICH IS THE CALMEST AREA AND WHY?

WHERE IS THE BEST PLACE ON LAND TO BUILD A WINDMILL?

1. The field is the windiest as the cars come past and make a lot of wind plus its a big space.
2. The Tennis court is the calmest as its all fenced off and there would be very little wind.
3. The best place to build a windmill would have to be the old J block site because people won't be over there most of the time and it's also out of the way of the children

Saftety equitment in a science lab

Today we have been learning about the equipment in the lab and some of the safety rules as well. 

 Aim: To get across what the rules are in the science lab

Top five Safety rules in a Science lab:

1.  NO Running
2. Bags at the back of the classroom or under your desk
3. If you break a glass product tell a teacher right away and clean up the mess
4. Listen carefully to instructions
5. Make sure if there is any water involved, and any of it spills on the floor clean it up.
6. NO Food or drink
7. Only a murmur voice as someone could be trying to do there experiment and someone starts to yell which will put them of and may spill something
8.  Be careful of your surroundings
9. Have your hair tied up
10. Never inhale any chemicals

Safety equipment:

Beaker

Test Tubes

Spatula

Tongs

Funnel

Conical Flask

Measuring cylinder

Flask

Science - Reflection

AIM: TO LEARN ABOUT WATER ON EARTH.

Definition:

Scientific words:

• Evaporation. When water is heated by radiant energy it turns into water vapor.
• Transpiration. Evaporation from plants.
• Condensation. When water vapor cools, molecules join together and form clouds.
• Precipitation. When clouds get heavy the waters falls as rain, sleet, hail, or snow.
• Acidification: the action or process of making or becoming acidic.

THE WATER CYCLE SONG

THE WATER CYCLE EXPERIMENT

Bag 1: Normal Water cycle

Bag 2: Water cycle with CO2 added: like Oceans in climate change

Bag 3: Water cycle with ice added: like Antarctica in climate change

Material:

1.  Vivid
2.  2x Bags
3. 1/2 Water 
4.  1 tbsp of baking soda

Steps:

1.  Draw your water cycle
2.  Carefully add the water
3.  If your doing the acid one, add 1 tbsp of baking soda and litmus paper at the top
4.  Add some food colouring
5. Wait at least 2 - 3 wks

Two Images:

Findings:

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

Key: Water and acidity amount: 1 = none 

2 = small 

3 = large 

Conclusion:

The normal water cycle had less condensation than the other. The normal bag didn't have any Baking soda involved

The water cycle with the acid, had changed the colour of the litmus paper to red after it started out blue.

Science (Solar Pannels)

Aim: To find out what colour attracts the suns heat.

Hypothesis:

I think that the colour is going to be silver/Tin foil.

Materials:

1.  1x Tin foil cup
2.  1x Clear cup
3.  1x Black plastic bag
4.  1x Small black bag
5.  1x Heat lamp
6. 1x White paper
7. 1x Thermometer
8. 1x Tin Foil 
9. 1x Plastic cup

Steps

1.   Collect the equipment
2.  Set it up, Put the white, tin foil and the black bag on the table.
3. Put with clear cup on the black bag in the middle
4. Put the little black bag over it
5. Put the white cup in the middle of the white paper
6. Put the tin foil paper in the middle of the tin foil
7.  Plug in the heat lamp
8.  Pour the water
9.   Wait 15 minutes
10. Record your findings

Findings:

Time	Cup 1 White	Cup 2 Black	Cup 3 Tinfoil
0	16.c	16.c	16.c
15	20.c	25.c	19.c
30	20.c	35.c	20.c
45	20.c	30.c	20.c

Conclusion

This is a photo of all of the cups. Throughout this the black one spilled as we let the thermometer. 

The highest was the black one even though it was on the side. 

This was amazing 

Science - Climate Chaos

For Science we have been learning about the water cycle. We have been having a look at different types of changes. So with the changes we used litmus paper which should turn red. With the other bag it will possibly just have condensation.

This is a doc that I used to write up my experiment. Have a look...

Climate Chaos

Written by: 

Title	Litmus paper water cycle	Water Cycle
	Experiment 1	Experiment 2
Purpose	To see what happens with the Litmus paper	To see what happens throughout the condensation
Materials	1x Zip 1x Vivid 2x Strips of double sided tape Half a cup of water 2x drops of food colouring 1x Pair of scissors 1x teaspoon of baking soda 1x strip of Litmus paper	1x Zip lock bag 1x Vivid (Colour of your choice) 2x stripes of double sided tape Half a cup of water 2x drops of blue food colouring 1x pair of Scissors
Steps	Step one: You need to get a long zip lock bag and 1 vivid Step two: Carefully cut 2 strips of double sided tape about 4 cm long Step three You need to draw out a water cycle on the bag. Don’t poke any holes in there Step four: Carefully pour half a cup of water in the bag Step five: Add 1 teaspoon of baking soda. Step six: Add 2 drops of blue food colouring (Don't get any on your clothes or hands) Step seven: Close the bag Step eight: Hang it up on a window where sunlight comes through.	Step one: You need to get a long zip lock bag and 1 vivid Step two: Carefully cut 2 strips of double sided tape about 4 cm long Step three You need to draw out a water cycle on the bag. Don’t poke any holes in there Step four: Carefully pour half a cup of water in the bag Step five: Add 2 drops of blue food colouring (Don't get any on your clothes or hands) Step six: Close the bag Step seven: Hang it up on a window where sunlight comes through
Conclusion	What I think the outcome is: I think that the outcome is that the litmus paper will turn a different colour	What I think the outcome is: I think that the outcome is that the bag will have condensation in the bag.

What would your outcome be if you had this experiment?

Findings:

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

1.  This one has not got the litmus paper 
2. And the cycle is a bit different to the other 

Second Bag

1. There was litmus paper that had changed colour 
2. This bag had more condinsation from the other