Making Salts

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

Equipment:

Copper oxide powder
Dilute (0.5 mol 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:

1. Add 20mL of sulfuric acid to a 100mL beaker. Heat the acid over the Bunsen burner until it reaches 70 degrees Celcius. 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 around thirty seconds.
3. Repeat step 2 until no more will dissolve, allow the beaker to cool.
4. Fold the filter paper and place it into the funnel. Place this into the empty second beaker.
5. Make sure your beaker with the copper sulfate is cool enough to hold at the top. The contents should still be hot. You may need a guardian to complete this step.
6. Gently swirl the contents of the beaker, allow it to mix together. Then pour it through the filter paper in the funnel. Allow all contents to filter through.
7. Rinse the beaker you used to heat the mixture out and place it back onto the tripod, filled with 50-60mL of water.
8. Place the evaporating basin on top of the beaker and carefully pour the solution from the second beaker into the evaporating basin.
9. Gently heat the beaker until the solution in the evaporating basin has reduced by half.
10. Leave the evaporating basin to cool. Once cooled, move the evaporating basin to a warm place where it won't be disturbed (a window-sill) and observe over some days.

Results:

We were able to somewhat create the desired salt, except that it isn't ours. Our experiment was destroyed by another classes student, this is the results of their experiment.

However, on Monday this should be redone with the experiment that is being recreated.

Edit:

This is the actual experiment that we had redone, we believe this is better and an even better experiment than the one Mr Stock created for us.







Discussion:

During the experiment, we were able to recreate the original. The acid in the sulfuric acid was combined with the copper oxide powder and triggered a chemical reaction which created the copper sulfate salt. While in the earlier parts in the experiment, if you did it yourself, you would have noticed that it was a complete liquid until when you next checked up on it after some time. By when you looked at it, it would have crystalized. This is simply because after evaporating the water molecules only the copper sulfate salt was left.

Conclusion:

We don't currently have a conclusion of whether the experiment worked or not. However, we can report that we followed all the instructions to a tee. This post and my other classmates will be later on updated with the results of the experiments.

Edit: As we finally do have a conclusion and a finished experiment we believe that we completed the experiment successfully and the salt is perfectly made.

Term Two Drama Log

02/05/2019 Log

We’ve discussed which musical scene we would like to do, but haven’t decided yet. However, we spent most of the period discussing roles on and off stage, such as stage manager, props manager, wardrobe manager, so on and so forth, we even have some badges getting made for us. I took the role of media manager, meaning I record the progress and do things such as vlogging the practices, writing about the progression and advancement of the piece etc.

Job Done

Discussion of jobs and musical scenes.

Next Steps

Further discussion.

03/05/2019 Log

We believe we are going to do the ‘School Song’ piece from Matilda the Musical. We haven’t discussed it with Mrs Clark yet. However, Chloe and I believe it would tie in nicely with other pieces and go with the flow as it is planned this time. All the pieces from the several other classes are going to be tied together to flow into one larger piece instead of the announcer having to come onto stage in between each singular scene to explain the storyline and characters.

Job Done

Discussion of the chosen musical scene between some students.

Next Steps

Choose musical scene wanted.

09/05/2019 Log

After discussion, we are looking at doing a class piece from Carrie called ‘In’. It’s a very bendable song that can fit into what we want of moulding it with the other pieces. Even though it is from 1988, the stereotypes and song plays into what high school can be like in the modern day. It is all about teenagers worrying about fitting in with their peers and being annoyed with their parents. This is what I believe will be a project for the class.

Job Done

Choosing of musical scene for the entire class to do a project on, we believe it will be ‘In’ from Carrie
the Musical.

Next Steps

Further discussion of the chosen scene and learning how to use the camera.

10/05/2019 Log

We started off by doing improvisation games and learning a new game, where we could only use three sentence words. Afterwards, I got to use the camera and record Nadia, Chloe and Samantha talking and walking through some choreography from Carries’ ‘In’.

Job Done

Further discussion of the chosen scene and learning of how to use the camera and learning how to add the videos and pictures to files.

Next Steps

Learning further how to use the camera and the laptop movie app thing.

16/05/2019 Log

We went through improvisation games using kinetic stuff, meaning we followed along with each other and every action was in response to another someone did. We then moved onto a second game where the theme was dance and we repeated a game where we only could say three sentences at a time. I was able to record some of the games on my phone instead of the camera this time. We also looked through some choreography for Carrie. We were able to decide that we wanted to use the Riverdale version, as it is shorter and with a lot more flexibility. We also decided that every on-stage actor would have an accessory that made them stand out as a stereotype, popular girls in stiletto’s, ‘nerdy’ girls with glasses or cardigans, girls or boys with rainbow bands on. In a certain part of the song, the actors will strip these off and throw them behind or in front of them.

Job Done

Doing improvisation games and discussing choreography.

Next Steps

Work on constructing some physical choreography and discuss roles.

23/05/2019 Log

Today we were able to walk through the choreography a small bit. We got the actors on stage and had them walk around as if they were in a high school hallway. I was able to record a lot of the practice and talking between ourselves about the choreography and the ending of the performance. I got to do a lot with the camera as in videos instead of pictures this time. I mainly videoed for the behind the scenes video that is being created by myself.

Job Done

Work on constructing some physical choreography and discuss roles.

Next Steps

Further work on constructing some physical choreography and discussion of roles.

30/05/2019 Log

We were able to continue with work on constructing some physical choreography and discussion of
roles. We are talking about instead of In we do a different piece due to the lack of effort and
enthusiasm from various actors involved. Instead, we were considering stopping the performance
and instead doing things separately such as Nadia and Sam’s performance, me recording the NCEA
performances, most of the others working backstage. Otherwise, we would switch our performance to
something else, we were considering doing Ex-wives from Six. There is also the chance we will
continue with this, however, many people are unenthused with the idea.

Job Done

Further work on constructing some physical choreography and discussion of roles.

                                              Next Steps

Further work with the camera and discussion of the piece.

31/05/2019 Log

We have decided to continue on with the current piece for now and we have been able to get multiple actors to participate further. I was able to take some pictures and record some small videos documenting our progress and behind the scenes moments. So far I have been unable to continue creating the video of all of this, however, I have chosen to do it in a break time instead, as I do not have much time while helping and rehearsing the choreography.

Job Done

Further work with the camera and discussion of the piece as well as work on choreography.

Next Steps

Further work with the camera and discussion of the piece as well as work on choreography.

Neutralising Reactions

Throughout our newest Science topic, Acids and Bases, we have been learning about things such as pH testing and making our own indicators out of household chemicals, foods and other items. The latest experiment was Neutralisation, where we combined some acid and some base as well as Universal indicator to attempt to create a neutral solution.

Aim: To observe or create a neutralisation reaction.

Equipment:

A test tube
Test tube rack
1 mol L(-1) Na(2)CO(3) (sodium carbonate),
1 mol L(-1) HCl (hydrochloric acid)
Dropper or dropper bottle / Pippette
Universal indicator solution

Method:

1. Add approximately 1-2mL of the Na(2)CO(3) and place the test tube into the test tube rack.
2. Add 3-5 drops of Universal indicator.
3. Using a dropper bottle or dropper, add the HCl drop by drop. Be careful, even two drops extra can make you miss the neutralisation point.

Results:

During this experiment, while we did reach a neutralisation point, we were able to create a rainbow out of the colours we made. Using decisive and exact amounts of acid and base to create a precise colour to add to the six colours of the rainbow we made, this included red, orange, yellow, green, blue and violet.

Discussion:

During the experiment we attempted to balance the colours in the pH levels, the strongly acidic solutions are identified by the universal indicator as red, on the pH scale the strongest acidic solutions that appear red have a pH level of 1 - 2. On the other end of the spectrum, the deep violet colour shown to us by the universal indicator is an extremely basic solution, with the pH scale knowing it as a solution most likely between the levels of 13 - 14. While the opposite spectrum ends are quite interesting, the real experiment was the green solution. When experimenting with the acids and bases, after mixing them together, with the universal indicator as well, it is somewhat difficult to create the solution, due to how quickly it can switch from a yellow solution to a blue one with too much base.

Conclusion:

In the end, our experiment was successful as multiple of the people within our group were able to create a neutral solution. Multiple of us due to a small race we had to attempt to create a neutral solution first.

Power of One Essay Introduction Questions

Essay Question

Describe at least two important techniques used in the text(s). Explain how the use of the techniques created impact, supporting your points with evidence from the text.

Sample Introduction

During the harrowing time of Apartheid, a lot of injustices were served to the black population of South Africa. In the film The Power of One, directed by John Avildsen, the scene where Sergeant Borman forces Geel Piet to eat donkey excrement paints the picture of the ill treatment towards black people. The following techniques are used in this scene: diegetic sound, camera angles and shots, and dialogue. These film techniques helped convey this important idea and caused the scene to have a strong impact on the audience.

1. Highlight the different elements of TAKO (Title, Author, Keywords from the Question, Outline of Ideas) using four different colours. Create a key to indicate which colour goes with which part of TAKO.

Title

Author

Keywords from the question

Outline of Ideas

2. What is this person’s ARGUMENT going to be in their essay?

The ill-treatment and injustice towards the Black South African people and how the film techniques shown in this particular scene show this imbalance of power.

3. What do you think this person’s three body paragraphs are going to be about?

How the film techniques contribute towards the film's scenes and develop the impact of the scene even more. Particularly with each paragraph, it will likely talk about how each technique develops it instead of one paragraph dedicated to all of them.

4. Now it’s your turn to write a conclusion. You just need to re-state the same ideas in a different way! Here is an example.

The techniques John Avildsen has developed and shown to us in the Power of One are strong and extremely impacting upon the effect it had on the audience. Avildsen has shown us many important techniques and while they are not as visible or known, without them the scene wouldn't be nearly as impactful. They show the difficult and eventful life of the ill-treated South African people with showing Sergeant Bormon showing extremely mistreatment towards them, especially within this scene where Geel Piet is forced to eat donkey poo off of Sergeant Bormon's shoe.

I kinda worked with Connor on this.

Individual SEXXY Paragraph

During the scene, there are many things that make the scene so much more intense, however, the lighting stands out the most to me. Through this shot, we see Sergeant Bormon press up against the wall. The context for this is that the Sergeant distrusts what the Black Africans are saying, and confronts Geel Piet as he transports the tobacco while everyone is distracted by the concert. The director gave a purpose to the lighting used, the darkness that Geel Piet is confronted in suits what happens. Soon after the shot, Geel Piet is killed, he is killed in the night to mean the end of his days. It is a dark time for him and the others, if this was instead done during the day, it wouldn't nearly have the same effect on the audience. The difference between how darker lighting can be used for both sad and happy shots is the characters and how the other aspects contribute to it, an example of this is the scene where P.K climbs the trellis against the wall of Maria's house, in this scene, it isn't nearly as sad, but still has that same level of intensity.

The Power of One SEXXY Paragraph and other things I guess...

In English, we have been tasked with writing a SEXXY paragraph about a camera shot seen in the film Power of One, it is the long shot seen in the scene in which Sergeant Bormon approaches Geel Piet. SEXXY is an anagram for the criteria of the paragraph.

Statement (of what's going on in the shot and what it is)

Example (of what is going on in the shot)

eXplain (the director's purpose)

eXplain (the effect on the audience)

Your link (to something else to do with the aspect)

The long shot scene described

P.K leaves his mother for boarding school

In this scene, the long shot is used by the director to show the Afrikaner guard as he approaches Geel Piet. In the long shot, we see Geel Piet as he exits Doc’s jail cell with the bucket of tobacco leaves, as well as the guard staring him down from a distance before he confronts him. John Avildsen, the director, used this shot to establish something, in the scene we also see two smaller prisoners sitting aside, and while Geel Piet stands up and stands up to Sergeant Borman, he gets beaten back down to the same level these prisoners, who have surrendered themselves to the authority of the Afrikaners by sitting down. As Sergeant Borman stands to confront Geel Piet, he has a baton in his hand, the effect this has on the audience is that this incites the thought of incoming violence towards Geel Piet or the prisoners in the approaching scenes or shots. This aspect can be contrasted to another scene in which the long shot is used to show P.K

as he leaves his mother to attend a boarding school.

Also, I kind of worked with Connor.

We also had to answer some questions that Miss Johnson gave us.

What does the director of the film The Power of One, John Avildsen, want us to know?

John Avildsen wants us to the story of Apartheid and World War || from P.K’s view and lifestyle. The story of P.K takes a different perspective on what happened during these times, instead of taking it from the view of a Black African or an Afrikaner, it takes it from a young English boy. He wants us to know there weren't just two sides, Afrikaners and Black Africans, that there were other people who took sides in the fight for what they thought was ‘right’.

How does the text depict Black Africans? Afrikaners? The English South Africans?

It depicts them as soldiers, as people constantly at war with each other. The Black Africans want their home, their people, their tribe. They are shown as the ‘good’ people in this story, I say this not to pose them as if they aren’t, but to only say that that is what they believed and what The Power of One depicted them as. Afrikaners are depicted in a worse way, they are shown as guards and soldiers who beat down the people around them, whether they are the English or Black Africans. The English South Africans, however, are treating very differently among the two people. It quite really depends on what view you would want to take. Towards the Afrikaners they were regarded as enemies and threats, while this may be true, they are not nearly as attacked or targeted as the Black Africans are. When it comes to the viewpoint of the Black Africans it is varied, P.K is seen as an ally and a friend of these people, on the other hand though, we never get to see how these people reflect on other English South Africans.

Is the text fair in how it depicts these people?

No. There were many that fit into the stereotypes I similarly presented, but that does not apply to every single character. As I have had said, I can’t seem to generally put the English South Africans together due to how little attention the characters besides P.K get from the Black Africans. In place of this, Maria is a prime example. She was a purebred Afrikaner and had had such views forced onto her for her entire life, however she did not take this into account and defied her Afrikaner brethren to help the Black African people read and write. Even getting killed for it.

BOTTLE ROCKETS

Aim: To launch a functioning vinegar and baking soda bottle rocket with the intention of staying in the air the longest and having the most creative design.

Equipment:

• 1.5L Plastic Bottle
• Tape 
• Cork
• Pencils
• Cardboard
• Something to decorate
• Baking Soda
• Vinegar

Method:

Not our rocket

1. Take the empty plastic bottle and discard the cap. Next, take the pencils and tape them to the side of the rocket so they extend past the mouth of the bottle. Wrap the tape around these pencils more to stabilize them, these will act as your stands.
2. Make sure your cork fits the mouth of the bottle and it isn't too big or too small.
3. Add a cone made out of cardboard and paper, try to make it thinner so it is more aerodynamic and can fly further and easier.
4. Decorate!! We named ours the 'Rat Rocket' and have various designs on it.
5. Create a funnel out of paper or take an actual funnel, this will be used to funnel the baking soda into the bottle.
6. Take the bottle outside and get ready to fly it. Fill the bottle with vinegar, not too much to outbalance the baking soda though. Make sure there are other people around to help you with the next steps. Have someone stand by with the cork.
7. Pour the baking soda into the bottle through the funnel and quickly put the cork in the bottle tightly and stand it on the pencils.
8. FIRE IN THE HOLE!!!

Not even close to our rocket but was an inspiration and basis

https://www.youtube.com/watch?v=jjU1IAgRcQg

Draft Creative Writing in Social Studies

In Social Studies, we have had to write up a piece of creative writing, based on someone who departed England for New Zealand, this is set in the 1880s when work was tougher and paid less. We are instructed to write about someone who sets off for the paradise of New Zealand. We were also asked to both write the first draft and then a final one, later on, this post contains the original draft.

We were asked to make a plan before writing the actual piece so here's what I wrote.

Nora Minnie Hill is a seamstress of the age of twenty-four. She lives with her husband Jonathan William Hill, an abusive man who both verbally and physically abuses her and their three children, Audrey Beryl Hill, Mary-Anne Elsie Hill, and Jonathan James Hill.
After years of abuse, she is convinced to leave her husband in England and take her children to the so-called paradise of New Zealand.

Names -
Nora - Short for Honora, which is Latin for honour, also short for Eleanora, a Greek name for 'light'.
Minnie - A Hebrew name meaning 'of the mind', 'intellect', 'rebellion'.
Audrey - Old English name meaning 'noble strength'.
Beryl - Greek name meaning 'sea-green jewel'.
Mary - Name of Hebrew origin meaning 'bitter'.
Anne - Hebrew name meaning 'gracious', 'full of grace'.
Elsie - Scottish origin meaning 'pledged to God'.
Jonathan - Hebrew name meaning 'gift of Jehovah'.
James - Of Hebrew, English origin meaning 'supplanter'.
Martha - Aramaic origin meaning 'the lady', 'the mistress'.
Harriet - Name of French, English origin, meaning 'estate ruler'.

Last Names -
Milton - Comes from the words Mill-Town referencing to a family that had a mill. Believed to be of Irish origin.
Hill  - A last name meaning ‘A person who lived on a hill,’ it is of English origin.

Actual Writing
-----------------------------------------------

It was all planned. John would leave, and she would too. Off to work as the Noble's Seamstress. As she threw on her cleanest dress, her eyes flitted towards the cot tightly pushed against the wall. Her breath, that she hadn't even realised she was holding released. Her beautiful baby boy. Gazing at the sleeping twins in their bed calmed her as well.
The crashing that came next told her one thing, the Smith family was awake.
Mr Smith yelled hurriedly to his wife, who was busy scooping up and preening her four boys. Off to work every one of them went. It was the only way to afford food and rent.
Mrs Hill soon would too, she would take her baby, wake her twin daughters and walk them to the Noble's house. The three children would then have to stay quiet as their mother tailored a dress for the Noble's daughter. The girl got a new dress each week, and although it was little work, it paid twice what her husband made as a telegraph operator.
Her thoughts snapped her back to reality as she heard the thunder of footsteps.
"Up, up!" she cried to her daughters.
"Daddy's coming," she continued, "Get up!"
The girls drearily rose and stood from the bed, their mother rushing to hold her baby. In case of John being in a bad mood this morning.
The door slammed open, a ragged lanky man standing in its frame.
"I hope you're off to work, Nora," The woman shook her head, spittle rained from his mouth as he spat her name.
"I'm just gathering the children love."
"Damn the children!" John yelled, raising his voice enough for the neighbours to hear. They wouldn't do anything though. Yelling was usual for Mr Hill.
"Get to work already woman!"
She nodded and held her baby tighter as she stared at her daughters, who had pressed themselves against the edge of the bed, getting as far away from their father as they could.
Smart girls, the mother’s mind chided. Only five and they understood how horrible a man he was.
Now to get them away.
John had walked away to prepare himself for work. Mrs Hill strode across the small room to her daughters and, setting down her baby, helped dress them ready for the day.
As the family approached the Noble’s house Nora’s shoulders seemed to relax.
Away from my husband, she thought.
Work was a better time for her, doing what she loved, with her children close to her, and the young girl talking of horses and her readings to keep her distracted.
She couldn’t have a better job.
Like every Monday, the doorbell rang and the butler escorted them to the small corner of the house where the youngest of the noble family had her dresses tailor-made for her. The white patterns of the walls didn’t wear a single stain, nor did the glossy wood that surrounded each and every edge of the room. A platform stood in the centre of the room and to each wall stood new materials and fabrics each week. Needles and pin placed gently into cushions that laid upon the wood of the dresser, and stringed pearls and jewels left to accessorize the girl’s dress placed in the dresser draws.
Nora sat her self on the chair to the corner of the room, placing her fragile baby into the bedded cot that rocked and lulled him gently to sleep. Slowly, she turned to her girls who had taken the box of games and books and had begun to play chess against one another.
The door tenderly slid open as a young girl peered into the room, curiously watching the mother stare lovingly at her children.
Realising her mistake, she quickly knocked on the door. As her tailor looked over to her, she smiled, Martha loved to be around Mrs Hill. She listened to her ramble on about anything she wanted, not interrupting her to present opinion after opinion.
After ten minutes of Mrs Hill checking that her measurements were correct, Martha began to ramble on.
“Mother says if my hips grow any wider, people will begin to suspect her to be a grandmother,”
Nora’s head shook, the girl on the podium was barely smaller than every girl her age.
“How rude,” she agreed, “You’re a growing girl, Miss Milton.”
“You don’t have to call me that,”
“Nor do you have to call me Mrs Hill, yet you do,”
“Fine,” the girl reluctantly gave in, “Shall I call you Nora then?”
The woman shook her head as she wrapped the measuring tape around the girl's hips. They’d gotten wider.
“Call me Minnie, it’s my middle name, only my husband calls me Nora,”
“What’s your husband like?’ Her curiosity got to her.
Mrs Hill never talked about her husband.
Nora’s breath caught in her throat, the girl was thirteen! How was she meant to understand her bruises' true origin?
“He’s… lovely,” The rehearsal coming to mind. My husband is a wonderful man who treats me and my children right, John had drilled the words into her head. But before Nora could say her rehearsed words her baby began to cry.
“Jonathan James Hill, what do you think you’re doing?”
As Nora cradled the crying baby, her mind thanked him for being able to change the subject for her.
When Nora returned the next day, Martha no longer stood atop the platform. Instead, on the days after measuring, and talking through her dress design with Minnie, she would sit with the Hill twins and their younger brother, reading and playing games with them. All the while Nora pinned and cut the fabrics. Only occasionally asking for design preferences from the young girl.
“Martha, would you prefer cuffed sleeves or no?”
“Could I have lace on the cuffs? Mother loved the last dress with those.”
“How about a dress jacket for the cold?”
“That would be perfect, Father just adored how practical it was.”
Mrs Hill turned to the girl who rocked in her chair with a thick clean book cradled in her hands.
“It isn’t your parents dress, don’t let them pick your design.”
“Oh but it is,” she sighed, “I have the Milton name, all my decisions and words and clothes reflect them.” She sighed once again and placed the book on the dresser’s only empty space.
“Then when I marry, all of that will just apply to my husband’s name, it will not end till my death,”
Nora stared at her, her dull stared into the even duller brown ones.
“Can’t you leave this awful cycle?”
“No, I don’t think I can, Minnie,” the young girls face flushed red and soon an ugly sob choked her words.
“I don’t think I’ll ever escape,”
The tears made her eyes glisten, as Nora wrapped her arms around her, she whispered words of comfort.
“You’ll beat it all Martha, one day you’ll run and never look back and I’ll run with you,” her words were foolish. She couldn’t leave much less with her three children and the thirteen-year-old Noble’s daughter.
“Me, you, Jonathan, Audrey, and Mary-Anne, we’ll all run away,” What was she thinking? John would find her. Martha’s parents would find her.
“You want to run away?”
“I have wanted to leave this awful place for so long, Martha. You don’t know how long.”
“But your hus-” Nora’s sharp words cut her off.
“Is a lowly bastard who beats his wife and children.”
Martha’s eyes looked to the twins and cradle, all of them were asleep soon after she had read them a story.
How vile was a man who beat such beautiful creations? Martha’s mind wondered upon the questions Nora’s single sentence had brung.
“I’ll go with you,”
She wouldn’t let such a man treat these people, who, for once, treated her as one of their own, not a prize or trophy.
Nora didn’t know what she was saying anymore, but looking at her children, she couldn’t be more confident. The lingering thought of leaving for a new place had always dwelled on her mind. The money stored away in the dresser drawer proved it.
Now it had a use.
It would pay for her to leave England forever.
Staring at her children as they peacefully slept, she began crying as Martha did.
An escape was right there.
And the newly formed family would take it.
The next day, when she arrived at the house, she slid the money from the drawer.
It was enough to take them anywhere.
But they knew where they were going.
After Nora and Martha had cried, Martha placed the book she was reading in Nora’s hands.
“The Paradise of New Zealand?” Nora questioned.
“It’s meant to be the most beautiful place on Earth,” she claimed, “Lakes and forests,” she sighed whimsically.
“You want to run here?”
“Why not? The settlers say the views are beyond compare!”
Nora focussed on everything for a moment, there were a thousand things to push them away.
Nora’s abusive husband.
Martha’s expectant and judgemental parents.
The horrible future the children would have.
How cramped the city was.
How little money Nora got for herself.
The paradise had nothing to give them, but neither did their “home”.
After Martha convinced her parents to let her take the seamstress’s family on a carriage ride to the wharf, the hardest part was over.
They approached the booth, Jonathan swaddled in the thickest blanket to be found and the twins with only the clothes on their backs to carry. Nora carried a large brown case packed with a small amount of clothes for the four. Martha carried her own handbag and was wrapped tightly in wool and thick materials.
When they took their steps onto the swaying ship and continued into steerage, the stuffy and sweaty air didn’t stop Nora from breathing in the air, as if she stood atop a mountain on a warm summer’s day. Audrey and Mary-Anne, in all their excitement, jumped atop the stiff bunks and the thin blankets that laid on them. The men, women, and children that sat near stared in astonishment.
These children leaving their home were happy?
After a month of sickness, boredom, and horrible storms, Nora began to learn everyone else's stories. Mary leaving to meet her husband and brother, after she had missed the first boat. Arthur, who, after his whole family died of scarlet fever, sought out a paradise.
Martha memorized each one and even told her own.
Each and every night was cold, most ended up in another’s bed, desperate for the warmth, Martha often found herself crawling over to huddle with the twins or Minnie.
No one knew Nora as Nora, everyone called her Minnie, no one knew a Mrs Hill either.
Both seemed to have faded from existence.
As they got closer and closer to the “Paradise’s” coast they never knew of what lives they would live, they only wanted a new beginning, one without pressures, one without expectations to meet.
Yet life in Paradise would never meet their expectations. The forests would fade, lakes become unswimmable, and the air turn unbreathable.
Paradise would turn to Hell and they didn’t even know it yet.

Uni-hock or Floor Hockey?

The Uni-Hock stick we use 

Over the week we have been learning about floor hockey in PE. Floor hockey, for those who don’t know or didn’t understand like I did, floor hockey is the same thing as Uni-hock. On Tuesday we were able to play games and drills to do assist with learning about how to handle the floor hockey sticks and pass between people properly. We worked on passing through gates to assist with our aim, we played stick in the mud to help with how we controlled the ball, we played other games as well to help with our management of the ball. 

On a scale of 1-10, rate yourself on how well you participated in the floor hockey lesson on Tuesday and why did you rate yourself that way? Give three reasons for your rating.

A Hockey stick

I rate myself a nine as I participated to the best of my ability and as often as possible. I play hockey as my winter sport so I try to put in full effort so I can learn how to handle the ball with a stick better. I often try to get the teachers to do hockey in PE, as it is not done as often as other sports are practised in this subject. In our first drill we got separated into our classes and then the class in half, we each got a number, and then when the teacher called the number, we would run and try to score against the other half of the class. In the second we played stick in the mud, where each person had a ball, we each tried to knock the others ball away and if that ball got knocked out of the area we were in we were out. I found the exercises fun and encouraging to the unconfident people. My reasoning for my own score is simply that I called for the ball constantly when out in the 

open, played fair with others, even when they cheated or played dirty, 

and that I took loads off my teammates and volunteered my self to do 

drills instead of them at times.

What skills do you think you did well?

I believe my dribbling was well done, besides that, I struggled using the different 'hockey' sticks from my usual wooden one. When it comes to things such as shooting and passing, I had difficulty handling the stick and trapping the ball as it came towards me. I believe though, that I did try my best, even though I wasn't exactly the best player on the team.

What skills did you use to pass and dribble the ball?

• Positioning my body, instead of trying to awkwardly hit the ball with the edge of the stick.
• Controlling the ball, so I didn't accidentally hit it to the other team or into our own goal.
• Holding the stick with two hands, holding a hockey stick with one hand risks losing control, and, therefore, the ball.

What do you think you need to improve in future lessons?

Accuracy. I will improve upon this by focusing on how I position my body instead of my hockey stick, that can often be the problem with myself, as where you point your foot is the direction the ball goes in. I will also improve by slowing myself down so I can gain more control of the ball and focus more on shooting and dribbling instead of having to keep up with the ball or fall back just to go get it again. 

Making a Model Atom

Later on edit:

I majorly screwed up with this.
There are so many things wrong with this.
Nitrogen has seven electrons; Beryllium has four.
If I talk about Beryllium in this post using a 2,5, kinda pattern, I screwed up, Nitrogen has that pattern, Beryllium has an electron pattern of 2,2.
Ignore any scientific explanation and the diagram, I know I screwed up the diagram majorly, so you shouldn't really trust the science either

Aim: To make a model atom.

Equipment:

Paper
Tape
Beads
Blue Tack
String

Method:

With these instructions, you will be making a model of the atom Beryllium, this particular atom has four protons (silver beads), four neutrons (gold beads), and seven electrons (black circles).

1. Take a piece of paper and fold it into quarters. Cut three quarter circles from the folded corner. Throw ring two out. You don't need it.
2. Next, take your rings, on the smaller ring, draw two small black circles connected to one another. On the second larger paper ring, draw two pairs of circles and a singular circle by itself. Make sure to set these away from each other as shown in the results.
3. Put the rings aside and take out your blue tack, stick all eight of the beads on, whatever the colour, it doesn't matter, as long as four are one colour and the other four are another. This is your nucleus.
4. Take your string and press it into the blue tack, making sure it sticks on without either piece falling.
5. Take your smallest ring and flip it upside down so you can't see the beads. Take the blue tack, beads and string and align it in the creases of the paper and in the middle of the ring. Use the tape to stick the string to the paper on both sides.
6. Repeat with the larger ring.
7. Grab your nearest periodic table and design your own little label for the atom, like you'll see mine has, I personally went with a basic one.

Results:

Discussion:

What makes up the atom? + Plus answering other things!

The three main particles make up the atom, including electrons, protons and neutrons. While the protons and neutrons are located in the nucleus, the electrons form shells, wanting to form a full outer shell to become an ion. From what I know, atoms have three shells, two outer and the first shell. The first shell can only hold two electrons, once it has that many electrons, the electrons go to the next shell, which can hold a maximum of eight, if that is at its maximum capacity, it goes to the next shells, all of which, if there are more than two outer shells, can hold a maximum of eight. The example above, Beryllium, does not have a valance shell (full outer shell), and it would gain one by either losing or gaining electrons. Since Beryllium's pattern is 2,5, it's best bet would be to gain electrons, therefore gaining a valance shell and becoming an ion. The way that it would gain these electrons would be through a chemical reaction. During a chemical reaction, atoms either lose or gain electrons to gain a valance shell.

The major differences between the particles in an atom are their sizes, charge, and place. As discussed, the protons and neutrons are in the nucleus, while electrons surround them to form the shell or shells. You may think that the particles are all the same sizes, and while protons and neutrons are the same sizes, however, the electron sets itself away from them again by being a two-thousandth of their size. The only thing that I know that sets the protons and neutrons apart is their charge, protons are filled with a positive charge, neutrons have no charge, and electrons have a negative charge. Due to this, the atom Beryllium's whole charge is -3, however, after becoming an ion with a valance shell, it would become -6.