Making Salts 2 - Science

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

Equipment: Copper oxide powder, dilute (0.5mol L-1) sulfuric acid, 50mL measuring cylinder, two 100mL beakers, bunsen burner, tripod, gauze mat, funnel, filter paper, thermometer, spatula, evaporating basin, stirring rod.

Method/Steps: 

1. Add 20mL of sulfuric acid to a 100mL beaker. Heat the acid until it reaches 70 Celcius then turn off the 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 half at the top. The contents should still be hot. 

6. Gently swirl the contents of the beaker to mix, and then pour into the filter paper in the funnel. Allow filtering through. 

7. Rinse the beaker and place it back on top of the tripod filled with 50mL to 60mL 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 has reduces 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 and observe over the next few days. Blue copper sulfate crystal should form. 

Observations: Sulfuric is heated up, took off from the heat and out copper oxide powder then stirred for 30 seconds and filtered it turns to the colour blue and creates salts/crystals. 

Word Equation: Copper Oxide + Sulfuric ACid = Copper Sulfate 

Name of the reaction happening in method 2? Neutralasation 

Home Economics For This Term

In our lesson in Home Economics, we have to make a blog post about all of the things we've cooked this term. The food we have cooked this far are hamburgers, cupcakes, 4-way wrap, chow mein, spaghetti with meatballs, taco bowl, potato salad, etc. 

We are focusing on the colour, texture and flavour of this term and how they are significant when cooking. 

Firstly, colour plays an important part in the food industry because it attracts consumers. There's a saying that "You Eat With Your Eyes First", the reason why this is true is that when food looks good in our eyes, we expect them to taste as good as they look. It helps the consumer to make a decision whether they should purchase the product or not. The way a certain food looks gives consumers an impression of its quality and taste. 

Secondly, texture is essential because it determines the quality of the food and its nutritional value.

Lastly, the flavour is probably the most important as all of them, flavours come in different varieties such as artificial and natural. Flavour determines the quality of the food as well as its nutrition. When food tastes good, it gives happiness to the consumers and fulfils their desires. 

For instance, in a burger, we added a lot of ingredients that combined well together. These ingredients have different nutritional values, rich in vitamins and proteins. When we see lettuce in a burger, we will think that it's juicy, crunchy and healthy. When we see meat, we expect it to be savour and chewy. Tomatoes, sweet and sour, soft and juicy. 

Therefore, we should always take note of the texture, colour and flavour of the food we eat, this will help us enhance our techniques and skills with cooking and knowledge. We should also observe and be mindful of the food we eat and cook; How we cook things and how we can be safe while we do so. This is so we can pass the knowledge on to other people. 

Vietnam Song - Social Studies

 Title: 

Give Peace a Chance by John Lennon

Lyrics: Ev'rybody's talking about

Bagism, Shagism, Dragism, Madism, Ragism, Tagism
This-ism, that-ism, is-m, is-m, is-m

All we are saying is give peace a chance
All we are saying is give peace a chance

C'mon
Ev'rybody's talking about Ministers
Sinisters, Banisters and canisters
Bishops and Fishops and Rabbis and Pop eyes
And bye bye, bye byes

All we are saying is give peace a chance
All we are saying is give peace a chance

Let me tell you now
Ev'rybody's talking about
Revolution, evolution, masturbation
Flagellation, regulation, integrations
Meditations, United Nations
Congratulations

All we are saying is give peace a chance
All we are saying is give peace a chance

Ev'rybody's talking about
John and Yoko, Timmy Leary, Rosemary
Tommy Smothers, Bobby Dylan, Tommy Cooper
Derek Taylor, Norman Mailer
Alan Ginsberg, Hare Krishna
Hare, Hare Krishna

All we are saying is give peace a chance
All we are saying is give peace a chance

All we are saying is give peace a chance
All we are saying is give peace a chance

What is the message of the song? The song is about achieving peace, ending wars and fights against people and loving each other instead. They want people to love each other and not fight in a war or have a war with each other. They want peace instead of war.

Making Salt Experiment - Science

 Title: Making Salts

Aim:  To produce sodium chloride salt by carrying out a neutralisation reaction. 

Equipment: 

• 50mL and 200mL beakers
• Dilute HCI (Hydrochloric acid)
• Dilute NaOH (Sodium hydroxide) 
• 25mL Measuring Cylinder
• A Glass Stirring Rod
• Spotting Tile
• Universal Indicator Solution
• Tripod 
• Bunsen Burner
• Evaporating Basin

Method/Steps: 

1. Using the measuring cylinder, measure 10mL of HCI and pour it into the 50mL beaker.

2. Every 10 to 15 drops stop adding the NaOH and use a glass stirring rod to transfers a drop of the solution to a spotting tile. Then, test its pH level using a universal indicator. 

3. Keep adding NaOH and testing the solution by repeating step 2. As you get to the neutral colour of the pH level, you may text the solution after every drop. 

4. Pour the neutral solution into an evaporation basin and evaporate the water out of the solution using the equipment.

Observation: When you pour an indicator and add sodium hydroxide together, it turns purple. When you add hydrochloric acid and indicator together, it makes red. To make a natural pH level of 7, carefully add an equal amount of drop of acid and the sodium hydroxide in the indicator. When it turns to colour green, it needs to be heated up, this then creates a chemical reaction because heat is absorbed. When it evaporates, it makes sodium chloride salt. 

The word equation for this reaction: Hydrochloric Acid + Sodium Hydroxide - Sodium Chloride + Water 

The name of the reaction in step 1: Neutralisation 

What is the name of the process in number 4? Evaporation

My Culture - Wananga

In our lesson in Wananga, we are starting our new topic, "Cultural Identity". 

In this blog post, I will be presenting my culture, The Philippines.  

Storytelling

Languagege

Music

Sports and Games

Art

Clothing

Celebration

Wananga Reflection

 She Walks In Beauty 

By Lord Byron (George Gordon) 

She walks in beauty, like the night

Of cloudless climes and starry skies;

And all that’s best of dark and bright

Meet in her aspect and her eyes;

Thus mellowed to that tender light

Which heaven to gaudy day denies.

One shade the more, one ray the less,

Had half impaired the nameless grace

Which waves in every raven tress,

Or softly lightens o’er her face;

Where thoughts serenely sweet express,

How pure, how dear their dwelling-place.

And on that cheek, and o’er that brow,

So soft, so calm, yet eloquent,

The smiles that win, the tints that glow,

But tell of days in goodness spent,

A mind at peace with all below,

A heart whose love is innocent!

What is this text about?

This poem is about seeking to capture a sense of beauty in a woman. Comparing a particular woman to every beautiful thing seen in life. Featuring the physical appearance of a woman and their inner beauty. Using metaphoric sentences and adjectives which describe the appearance of the woman and her impact on the person's life. She is viewed as the "Perfect Woman" in his life, his ideal woman, the woman who has captured his heart.

How do we know this? 

Reading the poetry, you can imagine the girl described by the author. In this line "She walks in beauty, like the night, Of cloudless climes and starry skies; And all that’s best of dark and bright, Meet in her aspect and her eyes; Thus mellowed to that tender light, Which heaven to gaudy day denies." The author described her beauty as one of nature, meaning, she is a goddess. 

English Reflection - English

Writing Reflection

What are the things you have learnt? Ever since we started this unit in English, I've learnt a lot of things. Things such as how to make your introduction more powerful and appeal to the readers, how adjectives create better descriptive writing and more detailed. I've adapted other skills such as listening and reading, especially when we read about "The Merchant of Venice" by Shakespeare. 

How is this going to help me improve my writing? The things I've learnt so far in this unit will definitely help improve my English, especially when it comes to useful in the future. This will help me in my listening and reading skills, I can say that I am capable to teach other people the things I've learnt in English. This will also help me to be confident and enhance my self-esteem. Not only that will help it my listening and reading skills, but it also writing and speech. Because being a student, at some point in our lives, we will definitely have to do or make a speech that we will be presenting in front of other people. The things I've learnt in English will help me build up all my knowledge, pass the knowledge on to the next generation and help people that are struggling in this subject. 

What activities have I enjoyed in this unit? Why? I enjoyed every activity in the current English unit. If I had to pick which one, it would be that time when we had to read the page over again though it wasn't from the audio on the computer but from us. I volunteered to voice one of the characters in the story and play the part. I found it enjoyable because I like plays, especially when you play the character itself.

Which style of learning is best for me? The style that fit the best for me when it comes to learning is when everyone is quiet or in a murmuring voice and when nothing is distracting me. Also, a support teacher helps me a lot to be courageous and to work harder. 

What are the obstacles in my learning? If I were to identify which part I had a hard time doing it would be in one of the activities where we had to write a narrative opening using the "Show not Tell" technique. I struggled in that part because I couldn't really understand it fully, I do understand some part but often, it's hard for me to use adjectives and be creative on that one. Finally, I was able to get back on track and manage myself.

Create a Character - English

This blog post is about the character I created using my imagination. In order to create the character, I had to live with her, see what she's like, how she does things, what kind of personality she has and her background. 

The way I created this character is similar to the way I am; What I want to be doing in the near future, successful, happy, contented, and loved. 

The Character: Protagonist and Antagonist - English

 After working on the setting of the story which includes the narrative openings. We move on to the character: Its purpose and description. 

Setting - English

 For this activity, we have to choose our own settings or the one set example for us. We need to create a narrative opening for the one we chose using the "Show not Tell" rule. 

The setting I chose was from an anime movie I watched a couple of days ago called "Spirited Away". I chose the scene where "Chihiro" or "Sen" eats a rice ball from which "Kohaku" or "Haku" gave her. While she was eating the rice ball, she remembered all the good things her parents have done for her and the bad things that might happen to them. 

(Real Photo)

The Beatles Tour - Social Studies

The Beatles are an English rock band, originated in Liverpool, England, in 1960. The band consists of 4 members; Paul McCartney, John Lennon, Ringo Starr, George Harrison. 

What made The Beatles famous? The Beatles contributed in the music industry influencing the music, filmatography and literature, this made a big impact to the art and fashion industry as well, as a result of a change in cultures and lifestyle of several generations. 

How long were they together? The Beatles had been together for eight years.

The Beatles My Map: https://www.google.co.nz/maps/d/edit?mid=13HfN6O8qDhpkiAJ5l_u_X3DcTHeVgwkr&ll=-43.52597289235334%2C172.63689905040349&z=17

The Difference between The 1975 (Band I like) and The Beatles: 

https://docs.google.com/document/d/1PDUJZ0bL0gD2T4fJIveytGL_cPpkT50DESYPkWcCg6w/edit

People who liked The Beatles tour in New Zealand (Positive):

The Maori performed the "Haka", a traditional and cultural Maori dance for greeting someone important. 

The Beatles able to feature their music during the tour. Some fans said it was "life changing" because of the influence the band made to varieties of industries. 

People who disliked The Beatles tour in New Zealand (Negative): Over 7,000 fans greeted The Beatles at the airport in Wellington, violating the police officers and the band's privacy. Jealous boyfriends of fangirls threw eggs and tomatoes at the windows of The Beatles' hotels. The Beatles disrespecting the Maori culture. Fans screaming which made the music performed by the band unheard. The Beatles struggling to perform infront of screaming and hysterical fans. The Beatles had a hard time going in and out of their hotel and the concert halls. Crazy fan girls trying to climb up the windows and fences. Fans hurting each other and themselves, risking their lives just to see The Beatles. A girl slashed her wrist after The Beatles refused to receive introduction from the fan. Some people think that the music The Beatles make are "Anti-religious".

Significance:

Come Together by Michael Jackson 

Shoot me

Shoot me
Shoot me
Shoot me

Here come old flat top
He come groovin' up slowly
He's got ju-ju eyeball
He one holy roller
He got hair down to his knees
Got to be a joker
He just do what he please
Check

He wear no shoeshine
He's got toe jam football
He's got monkey finger
He shoot Coca-Cola
He say I know you, you know me
One thing I can tell you is
You got to be free

Come together, right now
Over me

He bag production
He's got walrus gumbo
He got Ono sideboard
He one spinal cracker
He got feet down below his knees
Hold you in his arm
'Til you can feel his disease

Come together, right now
Over me

Ah, come together, baby
Woo, ah
Come together, baby
Come together
Come together, oh yeah

He roller coaster
He's got early warning
He's got muddy water
He one mojo filter
She say one and one and one is three
Got to be good looking
'Cause he's so hard to see

Come together, right now
Over me, yeah

Shoot me
Check it
Shoot me
Shoot me

Come together, baby, yeah baby
Woo, yeah
You're a mojo
Come together, yeah
Let's come together, yeah
Let's come together, yeah
Muddy water
Spinal cracker, baby
Mojo filter
Early warning
With the spikeball
A walrus, woo
A walrus cracker
Woo, come together, yeah
Come together, yeah
Come together
Mojo
Come together
You're a mojo filter

Meaning:

"Here come old flat top

He come groovin' up slowly
He's got ju-ju eyeball
He one holy roller
He got hair down to his knees
Got to be a joker
He just do what he please
Check" 

This part of the song was a song written by John Lennon which is included in Timothy Leary campaign. This song means to support the drug culture. 

Beatles Song - Social Studies

 In Social Studies, we started to study the Beatles; How they came to New Zealand, how they came to fame and influenced the world with their music. The first activity was to listen to 4 of their songs and research the song you picked. 

She Loves You - The Beatles 

Lyrics:

[Chorus: Paul McCartney & John Lennon]
She loves you, yeah, yeah, yeah
She loves you, yeah, yeah, yeah
She loves you, yeah, yeah, yeah, yeah

[Verse 1: Paul McCartney & John Lennon]
You think you've lost your love
Well, I saw her yesterday
It's you she's thinking of
And she told me what to say

[Refrain: Paul McCartney & John Lennon]
She says she loves you
And you know that can't be bad
Yes, she loves you
And you know you should be glad

[Verse 2: Paul McCartney & John Lennon]
She said you hurt her so
She almost lost her mind
But now she said she knows
You're not the hurting kind

[Refrain: Paul McCartney & John Lennon]
She says she loves you
And you know that can't be bad
Yes, she loves you
And you know you should be glad, ooh

[Chorus: Paul McCartney & John Lennon]
She loves you, yeah, yeah, yeah
She loves you, yeah, yeah, yeah
With a love like that
You know you should be glad

[Verse 3: Paul McCartney & John Lennon]
You know it's up to you
I think it's only fair
Pride can hurt you, too
Apologise to her

[Refrain: Paul McCartney & John Lennon]
Because she loves you
And you know that can't be bad
She loves you
And you know you should be glad, ooh

[Chorus: Paul McCartney & John Lennon]
She loves you, yeah, yeah, yeah
She loves you, yeah, yeah, yeah
With a love like that
You know you should be glad

[Outro: Paul McCartney & John Lennon]
With a love like that
You know you should be glad
With a love like that
You know you should be glad
Yeah, yeah, yeah
Yeah, yeah, yeah, yeah

What is the song about? She Loves You was written by John Lennon and Paul McCartney, sang by the Beatles, it was released as a signal on the 23rd of August 1963 in the UK and September 16 in the US. In one interview, they stated that the song was about a guy who thought that he lost his girl forever but found out that she still loves him. 

How different does it sound to music from the 1940s? The Beatles impacted the world big time, from the way people think and act. They have also influenced the fashion industry with funky styles and vibrant colours, long hairstyles, dance moves, etc. 

Setting - English

For this activity, we had to write narrative openings using our sensory language. We were given a choice to decide on the setting we will do our writings on. 

What is a setting? A setting is a place or surroundings where an object is placed in a position. It contains the time and place to set a mood and give visualisation to the readers. 

Write Your Own Narrative Opening! - English

In English, we had to write 3-5 narrative openings. For the narrative opening, there will be 5 photos for the visual prompts. We had to choose at least 3 photos to base our writing on. 

I chose these three photos as my visual prompts. 

Narrative Opening #1 

Narrative Opening #2 

Narrative Opening #3 

The Battle of Passchendaele - Social Studies

 This blogpost is an extension work once the ANZAC blogpost is finished. The extension work is about the Battle of Passchendaele which occurred during the First World War. 

The Battle of Passchendaele: https://www.google.co.nz/maps/d/edit?mid=13HfN6O8qDhpkiAJ5l_u_X3DcTHeVgwkr&ll=51.313626001433065%2C2.335138916476951&z=8

"The Haka: Ka Mate" 

Kikiki! Kakaka! Kauana kei waniwania taku tara kei tarawahia, kei te rua i te kerokero! He pounga rahui te uira ka rarapa ketekete kau ana To peru kairiri mau au e koro e! Hi! Ha! - Ka wehi au ka matakana, ko wai te tangata kia rere ure tirohanga ngā rua rerarera ngā rua kuri kakanui i raro! Aha ha!

Let your valor rise! Let your valor rage! We'll ward off these haunting hands while protecting our wives and children! For thee, I defy the lightning bolts of hell while my enemies stand there in confusion! O God – to think I would tremble to a pack of wolves seeing fear, or running away, because they would surely fall in the pit of shame as food for the hounds who chow down in delight! Oh, what in the name…?

Then follows the main body of the haka:

Ka mate, ka mate! ka ora! ka ora! Ka mate! ka mate! ka ora! ka ora! Tēnei te tangata pūhuruhuru Nāna nei i tiki mai whakawhiti te rā Ā, upane! ka upane! Ā, upane, ka upane, whiti te ra!

'Tis death! 'tis death! (or: I may die) 'Tis life! 'tis life! (or: I may live) 'Tis death! 'tis death! 'Tis life! 'tis life! This is the hairy man Who summons the sun and makes it shine A step upward, another step upward! A step upward, another... the Sun shines!

What does this line refer to? "'Tis death! 'tis death! (or: I may die) 'Tis life! 'tis life! (or: I may live)"

I think this line refers to the possibilities of events or consequences that may happen. It's like saying "I might die" or "I might live". This I think regards fighting for one's country and protecting their loved ones, risking their lives. During the battle, there is 50 out of 50 per cent might die or live. 

How is the haka used? The Haka is used to prepare the warriors mentally and physically for their battles, furthermore, to portray peace. 

How was the Maori Battalion viewed? It is viewed with respect, which gave the warriors and the people motivation. It gave them strength, hope and perseverance. 

How is the Haka symbolic now? The Haka symbolises respect; A war dance, a blessing, and significantly to honour people and to show tradition. 

Where is the Haka used today? The Haka is now used as a ceremonial dance and as a challenge in the Maori Culture. 

ANZAC - Social Studies

Another piece of finished work is about "ANZAC" which stands for Australian and New Zealand Army Corps. We had to research the important details and significance of the war and the importance of why it should be remembered. 

Facts about ANZAC Day:

• The first dawn service for Anzac was in 1923.
• More than 11,000 Anzacs died at Gallipoli and 24,000 were wounded. 
• The flower "Poppy" is worn during Anzac Day as a reminder of the soldiers who passed during the battlefields.
• The last surviving Anzac was "Alec Campbell".
• The Anzacs were all men and volunteers. 
• There were 3,000 New Zealand soldiers that died. 
• There were 9,000 Australian soldiers that died.

What was it like to be an Anzac? 

The Anzacs had to endure extreme weather and primitive living conditions; There were constant noises due to the bombs and guns, diseases, terrible food, lack of rest as a result of low energy and blood circulation, thirst, daily deaths, etc. 

ANZAC MyMap - https://www.google.co.nz/maps/d/edit?mid=13HfN6O8qDhpkiAJ5l_u_X3DcTHeVgwkr&ll=40.2270956516373%2C26.166723608659545&z=11

When do you hear this song? The Last Post is a bugle call that usually played after a minute-long of silence. 

Why is this song significantly important to New Zealand? The Last Post is important because it came to symbolise the soldier's life on earth and the end of his service to the country.

What is the history behind "The Last Post?" In all of the British Empire countries, the Last Post is played and has been incorporated into military funerals as a remembrance of those people who fought in the war. This symbolises the fact that the duty of one soldier is over and they can finally rest in peace. 

Why was it played? The Last Post is played to give importance to dead soldiers who sacrificed their lives in the war to protect their families and to serve the British Empire. 

When was it played? The Last Post is played in military services and at the end of the day activities. It is also played at memorials and funerals.

What does this song represent? The Last Post represents the history of military services, nations, people, and wars. 

International Women's Day

 

"Show Not Tell" - English

 In our English class, we moved on to our next topic which was Creative Writing: The Narrative. 

One of the task there was "Show Not Tell". An activity where you re-write the sentences in your own words without telling it but showing it. To show and not tell, adjectives must be included.

"The buildings were tall.

Sarah was really upset.

She was so happy to see him.

The lake was beautiful."

My Work 

Parihaka - Social Studies

 After learning about the slave trade triangle, we simultaneously moved on to our next topic which is "Parihaka", a treaty in New Zealand, and it's extensional work which is the "Salt March" occurred in India with Martin Luther King Jr's participation. 

What is the Parihaka treaty about? Parihaka was established as a sanctuary, a safe and peaceful place to live for the Maoris. Parihaka was a symbol of peace because it provides resistance from confiscation of the Maori land.

My map link: https://www.google.co.nz/maps/d/edit?mid=13HfN6O8qDhpkiAJ5l_u_X3DcTHeVgwkr&usp=sharing

Lyrics: 

My friend, My friend, I hate to see you suffer,

Events conspire to bring us to our knees,

My friend, my friend, you've taken this the wrong way, 

Rise up, defend yourself, never give in,

Look to the sky, the spirit of Te Whiti,

The endless tide is murmuring his name. 

I know Te Whiti will never be defeated,

And even at the darkest hour,

His presence will remain.

I'll sing to you the song of Parihaka.

Te Whiti he used the language of the spirit,

Then stood accused, the madman and his dream,

He saw the train go roaring through the tunnel,

He heard the voice travel on the magic wire,

But he loved the silence of the river,

He watched the dog piss on the cannon's wheel.

I know Te Whiti will never be defeated,

And even at the darkest hour,

His presence will remain.

I'll sing to you the song of Parihaka.

One day you'll know the truth,

They can't pull out the roots,

Come and take me home,

To weep for my lost brother.

They gather still, the clouds of Taranaki,

His children's children wearing the white plume,

So take me for the sins of these sad islands,

The wave still breaks on the rock of Rouhotu.

And when you taste the salt that's on your pudding,

And when you taste the sugar in your soup,

Think of Te Whiti, he'll never be defeated,

Even at the darkest hour,

His presence will remain,

I'll sing for you the song of Parihaka,

Come to Parihaka,

Weep for my lost brother,

The spirit of nonviolence,

Has come to fill the silence, Come to Parihaka.

Questions

What is the main message of this song? This song is about encouraging people to stand up against the unfair treatment of the people; To use their voices to influence others and spread awareness. 

What line explains their passive resistance method?  "I know Te Whiti will never be defeated, And even at the darkest hour, His presence will remain. I'll sing to you the song of Parihaka."

What does 'You can't pull out the roots' refer to? In my opinion, I think it means that you can take the man out of the hood, but you can't take the hood off the man. Which refers to you can't take away where a person came from and their culture and beliefs. As well as British people can't pull or can't take the Maori land from them.

Give evidence of their determination... "I know Te Whiti will never be defeated, And even at the darkest hour,His presence will remain.I'll sing to you the song of Parihaka."

How does this song show the significance of Parihaka? It shows significance by giving a message of what happened in the past and how they overcame it with their faith, hope, beliefs, working together and perseverance. 

What makes an event significant? What makes one event significant is the impact they were able to make and its long-lasting change for the better such as enhancement, development and improvement.

How many people were affected? about 1,600 troops were affected as well as Te Whiti and Tohu were arrested. 

How long were people affected? The people were affected for about a hundred and sixteen plus.

To what extent were people affected? People involved in Parihaka were evicted from their homes, some were arrested, women were also raped during the invasion.