Maths thingy Bi variate

Our group consists of Chloe Jasmine and myself, I don't even understand why we're doing this but we're trying to figure out who 'killed' our dean, we have everyone's heights and foot spans and we need to figure out who did it. The foot span of the 'killer' is 26cm and we need to figure out how tall the person is. Here is a scatter plot showing everyone's height and foot spans.

Our predictions are that the taller you are the bigger your feet are. (If that's not obvious!) And our predictions of the 'killers' height are that they'd be about 170- 180cm tall

Putting our first action plan in to place!

Today is the 23rd of November and my group and I have made some posters to raise awareness around conservation, the point of this is to get people to have some knowledge about what the issues are around conservation and how they can help. The teachers were very supportive of this, they printed out our posters and practically told us to get out. I think we've put all the posters in places where people walk the most and are most likely to read them and think about what they could do to help the problem!

Our action plans

Steps needed to achieve the goal.	What will help us achieve this goal?(Enablers)	Possible barriers and how they could be overcome.	Who is responsible for this step?	Date this step will be achieved by.
One: Get Chloe to make posters and pamphlet. Two: Give her information, and let her take charge. Three: Put posters around the school, and hornby message boards.	Chloe being well behaved.	Chloe objecting/ not doing it. -make her do it	Chloe	24/11/17

 

Steps needed to achieve the goal.	What will help us achieve this goal?(Enablers)	Possible barriers and how they could be overcome.	Who is responsible for this step?	Date this step will be achieved by.
One: Put posters around the school	Teachers	Teachers not letting us out of class. -run away	teamwork	1/12/17

 

Steps needed to achieve the goal.	What will help us achieve this goal?(Enablers)	Possible barriers and how they could be overcome.	Who is responsible for this step?	Date this step will be achieved by.
One: make muffins at Scarletts house Two: sell them for $2	If Scarlett can figure out how to figure out how to use the oven. If they sell well Advertising	If we’re not allowed to sell them, think of another plan	Scarlett and Ruth	28/11/17

 

Steps needed to achieve the goal.	What will help us achieve this goal?(Enablers)	Possible barriers and how they could be overcome.	Who is responsible for this step?	Date this step will be achieved by.
One: give the money from muffins to DOC	If we can figure out how to give the money to Doc	If they don’t want the money give it to a different organisation who specialize in conservation	Ruth	4/12/17

Project Based Learning

The Last Of The Real Ones

At Hornby High we have been asked how we can make a positive impact on the community?

We have formed a group called "The Last Of The Real Ones" there are four of us in our group, Chloe, Jasmine, Myself (Ruth) and Scarlett and our topic is about conservation in New Zealand due to the fact that we have a big problem with our native animals and plants being depleted because of the pests. 

To help us learn and understand more about conservation we have a list of websites that we've looked at.

Website Name	Link	Date we accessed the site
DOC	http://www.doc.govt.nz/	13/11/17
Conservation International	https://www.conservation.org/Pages/default.aspx	13/11/17
Ministry for the Environment	ttp://www.mfe.govt.nz/	13/11/17
Te Ara	https://teara.govt.nz/en	13/11/17
Massey University	ttp://www.massey.ac.nz/massey/learning/colleges/college-of-sciences/research/agriculture-environment-research/ecology/conservation.cfm	13/11/17

We had to answer some questions about the topic.

Who is affected? There are many things that are affected, there are all the animals who get eaten by the stoats, rats and possums.

What are the issues? There are a lot of issues, such as ecosystem loss,endangered species and pests.

When did it start and how has it progressed? The conservation act was put in place in 1981 because the native birds were all dying out due to the pests that have been introduced here in New Zealand.

Where is this happening? Everywhere, all over New Zealand. Anywhere where there is a particular place that needs to be conserved. 

Why is this happening? Because the native New Zealand animals are in danger, the introduced pests are harming their population.

Performance music evaluation.

What have I enjoyed about preforming this year?

I have enjoyed a lot about preforming this year, I have always enjoyed playing music. It's a way of distracting yourself when you can't do anything else. I have really enjoyed learning new songs and playing them for an audience. I think that music is a way of reflecting a persons inner self.

What has been a challenge for me?

I  have had a few challenges over the past year, some of them big, others small. One challenge that I've faced is the trouble I had with my first solo performance, I had practiced everything and knew the whole song of by heart, I walked onto the stage, sat down and began playing. I had gotten halfway through the song when I started freaking out and gave up.. It was so embarrassing!  I thought that I had practiced enough and that I would ace it. I guess that goes to show you that you can never have enough practice.

What would I do to improve if I could do one more performance?

I think if I could do one more performance I would defiantly choose a song that means something to me, an intensive to practice as much as I can. I would also put more energy into the performance, I think that I hadn't tried hard enough to learn the songs I played , I think that because I already knew the songs that I already had a head start. It doesn't work that way! I really needed to practice hard and use all the time I had to do that.

What has been my favorite performance of the year and why?

My favorite performance was defiantly the one we did with the drama class, the musical performance! I think that I enjoyed that one the most because we were working with our friends and we had so many mishaps, I fell over one of the boys a few times. It was so funny and we had so many laughs. I love working with people when we do performances like that because they are so much fun, to learn the moves. There were a lot of hilarious fails!

Heat Experiment

Aim: We were trying to figure out how colour affects heat
Method:
We painted four beakers four different colours (black, white, red and blue).
Fill them with hot water and put a thermometer in each one.
Write down the temperature of each one every five minutes. 
Repeat for however long
Results:  I drew a graph showing the results. It shows that the red retained the most heat, white was second at retaining heat, blue was third, and black lost heat most easily.
Conclusion: I  learned that darker colours lost heat faster, whereas the lighter colours retained the heat better.

Research: Black and other darker colours absorb heat better than white and lighter colours. Likewise darker colours radiate heat faster than  lighter colours. This means that dark colours heat up faster and cool down faster.

Metal around the school

Metals around the school

Aim:

To observe the many uses of metals around the school

Method:

1. Take a walk around the school and take photos of the many uses of metals around the school.

Get your teacher to identify the different metals or alloys (mixtures of metals)

2. Write the name of the metal under each photograph and include AT LEAST ONE reason why the metal is used in this situation.

The word equation for the reaction is:

The balanced chemical equation is:

The balanced chemical equation is:

2. Iron filings reacting with sulphur:

Method: We mixed equal amounts of iron filings and sulphur then used a magnet wrapped in paper to separate them. We mixed them again and added the mixture to a test tube and heated strongly.
Observations:
1. The iron filings were (describe the colour etc)
2. The sulphur was (describe the colour etc)
3, When we heated the tube (describe what happened)
4. After the reaction (describe the product)

Include a photo/video of each observation and label them.

The word equation for the reaction is:

The balanced chemical equation is:

Making another salt

Making another salt
Aim:
To make copper sulfate crystals (salt) by neutralising copper oxide (base) with a sulfuric acid (HSO)

Method:


Observations: (write an observation for each key stage of the process - full sentences please)

1.
2.
3.

Results:
Add 3 photos for the final stages of the experiment to illustrate the process.

Conclusion: (write a single sentence as conclusion - remember to look at your aim and write your conclusion as a response to your aim)

Word equation for the reaction:


Balanced chemical equation for the reaction:

Acids and Bases

Aim:
To measure the pH of several solids and liquids using universal indicator solution and a pH pen
Equipment:
Spotting tile
Universal indicator solution
Samples of several solids and liquids
pH pen
Method:
1.       Take two samples of each solid/liquid to be tested and arrange on your spotting tile. (If you are testing a solid add a drop of water and mix it before adding indicator)
2.       Place one drop of universal indicator on ONE of each sample.
3.       Use the pH pen to measure the pH of the other sample of each substance
Results:
Insert a photograph for each step you took in your method – see your teacher if you don’t have a phone

Substance	Colour with PH	Description	PH reading	Description
Eg. Substance A	Pale blue	Weak base	8.3	Weak base
Suger	Blue/ Green	Weak base	5.8	Weak acid
Lux flakes	Blue/ Green	Weak base	9.9	Average base
Detergent	Green/ Yellow	Weak acid	7.8	Neutral
Toothpaste	Yellow	Weak acid	7.4	Neutral
Fruit juice	Orange	Average acid	3.6	Strong acid
Window cleaner	Blue	Average base	7.1	Neutral
Citric acid	Red/ Pink	Strong acid	8.8	Weak base
Cheezels	Blue	Strong base	12.6	Strong base

Conclusion:
I think that the pH readings are very very incorrect because people in my class were mixing all the chemicals, so the readings were incorrect.

Making indicators

Making Indicators
Aim: To make and test several indicators to see how their colour changes in acid and base solutions.

	Acid	Water	Base
Beetroot extract	Pink	Bright pink	Dark red
Red cabbage extract	Red	Blue	Green
Turmeric	Yellow	Yellow	Red
Cranberry juice	Light pink	Light pink	Light pink

Green and Rainbow challenges

Green and Rainbow challenges
A: Green challenge:

Take a test tube and fill with "two fingers" of the base. Now see the teacher for three drops of universal indicator. Now add the acid

Observations:
1. When we added the universal indicator to the base the colour changed to Blue
2. When the solution was neutralized the colour changed to Green

The most difficult thing about this challenge was trying to get the acid to neutralize the base without making the mixture of the acid and base become to acidic./

Include a photo of the final green solution.
B: Rainbow challenge:

Take a test tube, the base and the acid and universal indicator and create a the best rainbow in a test tube you can manage.

Put a photo of your rainbow in a test tube here:

Using indicators to test random things around the house

Using indicators to test some random substances from around our homes
Aim:
To use indicators to test various substances around home to see if they are acids or bases.

Method:
1. Set up your spotting tile with 12 substances from your teacher. (Use just two drops for any liquid and add two drops of water to the solids before you test them eg soap powder)
2.Add a single drop of universal indicator to each of the substances.

Put a photo of your completed spotting tile here:


Results:
Draw a table which lets you display your results clearly. The table should include the name of the substance, the colour with universal indicator and whether it is acids or base and how strong it is.

Conclusion:
(Look at the aim of the experiment and write a short conclusion which responds to the aim)

Acids Bases and Indicators

Acids, Bases and Indicators

Aim: To investigate how indicators change colour in acids and bases.

Method:

1. Set up your spotting tile with two drops of acids in the first row of four, two drops of water in the middle row of four and then 2 drops of base in the last row of four.

2. In the first row of three put a small piece of red litmus paper (tear your strip into three for this), in the second row put a small piece of blue litmus paper, in the third row a small piece of universal litmus paper and in the fourth a drop of universal indicator.

3 Take a photo of your spotting tile and insert it here:

Conclusion:

Acids always turn/stay red. Bases always turn/stay red. Neutral always stay the same

Making table salt

Making Table Salt

Aim: To make sodium chloride crystals by neutralizing an acid with a base (alkali)

Method:
1. Measure 10ml of hydrochloric acid (HCl) in the small measuring cylinder and pour into a 50ml beaker.

2. Add dilute sodium hydroxide (NaOH) to the acid a few drops at a time while stirring with a glass stirring rod.

3. Use the glass stirring rod to transfer a drop of the solution to a spotting tile. Add a drop of universal indicator. Is it neutral? (green)

4. Once it is neutralised (pH = 7 - green) pour the liquid into an evaporating dish and heat till it boils slowly.


Observations: Write one observation for each step of the method.
1. The acid was really strong so we had to use ten mills of base, and add 5 drops of acid.

2. The water evaporated really fast, but the water in the evaporating dish was still there.
3. After we were left with a white substance on the bottom of our evaporating dish.

Word equation for the reaction:

Hydrochloric acid + Sodium Hydroxide --> Sodium Chloride + water
Balanced symbol equation for the reaction: 

HCl + NaOH = NaCl + H2O

Chemical Rections

Our first Year 10 Chemical Reactions
1. Magnesium reacting with oxygen:

Method: We held a strip of magnesium metal in the hottest part of a bunsen burner flame till it caught fire. We didn't look directly at the reaction because (safety reason)
Observations:
1. The magnesium metal was a grey, shiny and flexible.
2. The magnesium burned with a very bright white light.
3. After it burned it was a white powder.


The word equation is: Iron+ Sulphur = Iron sulfide

The balanced chemical equation is: Fe + S = FeS

2. Iron filings reacting with sulphur:

Method: We mixed equal amounts of iron filings and sulphur then used a magnet wrapped in paper to separate them. We mixed them again and added the mixture to a test tube and heated strongly.
Observations:
1. The iron filings were dark, grey and powerish
2. The sulphur was neon, yellow/ green powder
3, When we heated the tube it let off a smell of rotten eggs
4. After the reaction a clump of black/ grey stuff