Decomposition🥀

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

Hypothesis: I think that banana is going to decompose the fastest.

Materials:  

1. Banana
2. Bread  
3. Styrofoam
4.  Paper
5. Test tubes  
6. Bung
7. Test tube rack  
8. Water

Steps:

1.   Put the test tubes into the stand.
2.   Put the banana in one tube, the paper in another tube, Etc.
3. Put water into the bread tube.
4. We took it back to our table.
5.  We Wrote our names on a piece of paper and stuck it onto the stand.
6.   Placed the stand onto a surface where it won't be touched.
7.   Wait 5 weeks

Findings:

TODAY	Colour	Change	Observations
Banana	Yellow	-	-
Paper	Brown	-	-
Styrophone cup	White	-	-
Bread	Beige	-	-

3 weeks	Colour	Change	Observations
Banana	brown and a greenish colour.	Changed colour and rotted	the banana went from a smallish yellow piece to a brown disgusting smelly mess.
Paper	Brown	Nothing	Nothing had changed about the paper it was still brown and looked the same.
Styrophone cup	White	Nothing	Nothing had changed about the cup it was still white and looked the same.
Bread	Green, black and white	Change of colour	The bread was a normal beige colour at the start but slowly started changing colour.

5 weeks	Colour	Change	Observations
Banana	green	Changed colour.	The banana had gone very mouldy and disgusting.
Paper	brown	nothing	It looks the same
Styrophone cup	white	nothing	Looks the same.
Bread	white, brown and a creamy colour.	mouldy foam on the top.	The bread had turned into white mouldy foam and the water had turned into a beige creamy liquid.

  

Conclusion:
I personally think the banana moulded the fastest because in 3 weeks it had already started to look like the end result, The bread had also moulded very fast. In conclusion I don't think anyone should ever do this its very gross and smells.  

Water Cycle in Bag

The Water Cycle Experiment. 

Purpose-

The purpose is to duplicate the water cycle process under controlled conditions. 

Materials-

• 2 x A4 clear zip-lock bags.
• 100m of water.
• 1 x vivid.
• Blue food colouring.
• 100m of soda water.
• 1 x Litmus paper.
• 1 x teaspoon of Baking Soda
• 2 x stripes of double-sided tape.

Steps-

1. Using your vivid draw a picture of the water cycle on the bag.
2. Add the labels of the water cycle on to the bag.
3. Add 100m of water to the bag.
4. Add 2 drops of blue food colouring.
5. Zip up the bag.
6. Tape the bag to a window using double-sided tape.
7. Repeat the drawing steps on bag two.
8. Add 100m of soda water.
9. Add one teaspoon of baking soda.
10. Zip up the bag but leave a small gap.
11. Put one strip of litmus paper in leaving it half in the bag and half out.
12. Make sure the zip lock is closed and securing the paper.
13. Tape the bag to the window next to bag one.
14. Wait for a few days(weeks)
15. Watch as the condensation builds up.

Conclusion:

If you follow these steps you will be able to create your own water cycle experiemnt.

	The Water Cycle	Acid Water Cycle
Does it cycle?	Yes	Yes
Amount of Water	1	1
Acidity	0	1

Key: Water and acidity amount: 0 = none 

1 = small 

2 = large 

Conclusion:

If you follow these steps you will be able to do the experiment successfully and replicate the water cycle process in controlled conditions

The Greenhouse Effect☂

Aim: To look at climate change and the greenhouse effect

Materials📋

1x Plastic bottle

1x Teaspoon Baking Soda and Citric Acid

1x heat lamp

1x Thermometer

100 ml water

1x rubber bung︵‿︵‿︵‿︵‿︵︵‿︵‿︵‿︵‿︵‿︵‿︵‿︵‿︵‿︵‿︵‿︵‿︵　　

Steps📝

1. Add 100 mL of water to each of the beakers.
2. Prepare your lamps. Set them up next to each other with the necks angled
   so they will just fit over the tops of the bottles.
   Turn them on so they are ready.
3. Add Baking Soda mix to one of the beakers,
   and immediately cover both beakers with cling a rubber
   bung and thermometer. A tight seal around the edge will work best,
   and make sure thermometers are left visible so you can record the
   temperature.
4. Have students record the starting temperature –
    it should be the same in both beakers.
5. Turn the bottles so the thermometer is visible.                             
6. Record the temperature in both beakers every
   5 minutes for 50 minutes.
   

Minutes	Bottle 1: Water	Bottle 2: CO2 Gas
0	21	21
5	25	18
10	27	22
15	31	25
20	34	25
25	34	28
30	36	30
35	DNF	DNF
40	-	-
45	-	-
50	-	-

︵‿︵‿︵‿︵‿︵︵‿︵‿︵‿︵‿︵‿︵‿︵‿︵‿︵‿︵‿︵‿︵‿︵　　

  

The Water Cycle

This week in science hurumanu also known as Climate Chaos we cut out 10 hexagons and explained why they are together.

This week for Climate Chaos we had to cut out 10 hexagons and explain how each of them went together.

Water Cycle is connected to Transpiration because transpiration is a step of the Water Cycle.

Transpiration and Water Vapour are connected because they are all the action of water vapour going up.

Water Vapour and Evaporation are connected together because they are from water (Oceans, Lakes, Rivers, Ponds) and the watering plants.

Water Vapour and Condensation are connected by when the water vapour rises it forms together to make clouds which is also part of the water cycle.

Evaporation and Condensation are connected because (evaporation) the water evaporates and rises and it clumps together to make clouds (condensation).

Condensation and Hurricanes are connected because Hurricanes can change the climate and the surface of the earth which can lead to disrupting weather patterns.

Water Vapour and Precipitation are  connected because water vapour goes up into clouds\\

Safety of The class room.

Aim: To learn about the expected behaviour in a science laboratory.

Our R9 Class Treaty

1. Quiet Voices.
2. Sitting with appropriate people.
3. No Fidgetting
4. No disturbing
5.  Respecting equipment
6.  Make good choices 

Safety in a laboratory.

  

1.   Follow the instructions given to you by the teacher.
2.   You must not enter the laboratory without your shoes.
3.   Report all breakages to your teacher.
4.   You must never eat or drink in a laboratory.
5.   shoes must be worn at all times.
6.   If you spill something you should tell your teacher immediately.
7.  You should wash your hands after every practical activity.
8. You should know what you are doing. If in doubt ask your teacher.
9. Never taste or sniff chemicals.

In your group discuss how the following scenarios could be dangerous.

1. Not putting your bag under your desk.
2. Running around in the laboratory.
3. Not wearing shoes in a laboratory.
4. Shaking a test tube with your thumb over its mouth?

How do we work in this laboratory?

1. Beginning and End of class: Lining up, Entry, Seating, 
2. Equipment tray: equipment list and details.

• Test tube
  used for the most experiments using liquids. They have a bung that goes in the top.
• Conical Flask
  Conical flasks are used for experiments with liquid up to 150 ml. The flask has a rubber bung for the top and the glass is heatproof.
• Glass Stirring rod
• Test tube tongs
• Spatula
• Funnel
• Measuring Cylinder

✧･ﾟ:Solar Energy

╔═══════════════ ∘◦ ☆ ◦∘ ═══════════════╗

Aim: To learn about how solar energy is used.

Hypothesis: I think that black will attract the most heat.

Materials:

1. Solar Heater
2.  Thermometer
3.  Tinfoil
4. White cup 
5. Clear Cup
6.  White Paper
7. Black Plastic 
8. Water

Steps

1.  Get your materials.
2. Set up your lamp.
3.  Cover the cups one cup in tin foil, and one cup in black plastic.
4.  Place the cup with tin foil on a tinfoil sheet, Place your clear cup with black plastic on to black plastic and finally put your white cup on a white piece of paper. 
5.   Put all the cups in a line.
6. Place them in front of the lamp.
7. Record every temperature every 15 mins.

Findings:

Time	Cup 1 White	Cup 2 Black	Cup 3 Tinfoil
0	16	16	16
15	19	21	21
30	20	22	20
45	20	24	21

                                                                              ∘◦ ☆ ◦∘

In pairs rate the livability of coal vs solar energy.

Comparing Coal energy with Solar energy ( Rate; 1 = poor to 10 = great)

Factor	Solar	Coal
Livability	10	4
Sustainability	10	2
Accessibility	10	3
Cost	9	5
Your choice...	10	1

Conclusion:

1. Solar power is more sustainable than coal is.

2. Sun, wind & water are all renewable energy.
3. The color black attracts the sun & heat.

                                  ╚═══════════════ ∘◦ ☆ ◦∘ ═══════════════╝

Anemometer💨

Extreme weather

Measuring weather.

Definitions:

1. Anemometer:
2. Beaufort wind scale:

MATERIALS

1. Skewers    
2. Vivid  
3.  Pin
4. tape
5. pencil
6. plastic lid things

STEPS

1. Get all the materials needed.
2.  Grab the skewers and tap the plastic lids to each end of the skewers.
3.   Tape both the skewers with the lids on the end into a cross shape.
4.   stick a pin through the tape.
5.   and then stick the pin into the eraser of the pencil.

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
2.	Old J Block site	0
3.	Grass hill in quad	0
4.	Tennis Court gate	0

CONCLUSION:

I think that there was no wind around the field because everyone in my group was crowding around our anemometer.

There may have been no wind around the old J Block because there were fences and buildings around.

In the tenniss court, I don't think there was much wind because of the trees and gates.

And Lastly, I don't think there would have been any wind on the hill because It was not a very windy day and the buildings around the hill.