Distallation - Chemicals & chaos

                                                               Distillation

Recap:  Last lesson we learnt that the process of evaporation is when a liquid turns into a gas. So we can separate a solution, by evaporating away the solvent to learnt a solute (solid). 

But what if we want to collect gas?? When we trap the gas and turn it back into a liquid this is called condensation.

What is it?

• Evaporation: heating a liquid, turns to a gas
• Condensation: cooling down a gas, turn into a liquid.

Experiment:                                  Separating a mixture using distillation

Aim: To separate a solute from a solvent in a solution using distillation.

Equipment: 

• A solution of saltwater
• Conical flask
• Heatproof mat
• A delivery tube and bung
• Bunsen burner
• Tripod
• Gauze mat 
• Retort stand
• Boss head and clamp
• Boiling tube

Method:

1. Set up the equipment as shown in the diagram
2. Add approximately 50 ml of saltwater to your conical flask
3. Light your bunsen burner. Open the air hole and gently push the bunsen burner under the tripod
4. Heat the solution until most of the solvent has been evaporated. Turn off your bunsen burner.

Hypothesis: When the coke is heated the sugar will solidify and stay in the flask and the liquid will be evaporated and travel all the way to the test tube and cool.

Observations: As soon as we put the Bunsen burner on the coke was already boiling, when the coke started to evaporate it was transferred through the bung and into the tube where it cools and turns into clear brown liquid.

Conclusion: Coke Zero has had less dissolved substances, when normal coke had more dissolved solids which was sugar.

Serial Dilution

 Aim: To make a dilution series to investigate concentration.

Hypothesis: I think that the potassium permanganate will slowly dilute as we tip 5 ml of every test tube into the next test tube.

Equipment:

• A potassium permanganate crystal
• Six large test tube
• Tweezers
• A plastic transfer pipette
• A test tube rack
• 10 ml measuring cylinder

Method:

1. Place 6 test tubes in a test tube rack. Label the rack with numbers 1-6
2. Using the measuring cylinder, fill test tube 1 with 10 ml of water. Fill the remaining test tube with 5 ml of water.
3. Using your tweezers, add a single crystal of potassium permanganate to test tube 1
4. Gently shake the test tube until the crystal has dissolved
5. Using the transfer pipette, carefully remove exactly 5 ml from test tube 1 and pour it into test tube 2
6. Rinse the transfer pipette thoroughly to ensure that no purple solution remains
7. Gently shake test tube 2 and repeat the transfer process, transferring exactly 5 ml of solution from test tube 2 to test tube 3.
8. Rinse the pipette again and repeat the transfer process for test tubes 4, 5 and 6.

Discussion:

Which was most dilute? Test tube 6

Least diluted? Test tube 1

Most concentrated? Test tube 1

Least concentrated? Test tube 6

How fo you know? With the most diluted the colour of the liquid has less colour to it and the most concentrated is the brightness of the liquid.

Filtration Experiment

Aim: To separate a solution from a precipitate (precipitate is the name for a solid that forms in a liquid during a chemical reaction.) 

 

Solvent - Thing doing the dissolving (liquid)

Solute - Thing being dissolved (solid)   

Solution - A mixture that is formed.

Filtration - Separates particles based on size.

Filtrate - Liquid after it has been filtered.

Mixture - 2 or more substances together

Solubility - Ability to dissolve.

Hypothesis: What do you think will happen 

Equipment:

• Copper sulfate
• Conical flask
• Stirring rod
• 200ml beaker
• Funnel
• Filter paper

Method: 

1. Pour approximately 50ml of copper sulfate solution into a beaker. 
2. Add the same volume of sodium carbonate solution. A reaction will happen, you should see a cloudy blue precipitate form. Called copper carbonate.
3. Watch demo then fold filter to fit inside the funnel.
4. Place the funnel with the filter paper inside of it, into the mouth of a conical flask.
5. Stir the mixture in the beaker, then carefully pour it into the funnel.
6. Observe what happened.

Observation and Discussion: What you saw happen and why do you think it happened?

When you add the liquids together they start making a bright blue coloured liquid. When you start to filter the liquid through the filter paper there are blue solids on the top and clear liquid coming from the bottom, the reason is that the blue cannot fit through the filter paper because it has large particles in it but the clear liquid has small particles which fit through the filter paper.

9/11 - Chemicals and chaos

 Today in chemicals and chaos we had to choose a terrific event that has happened in the past. I chose to research about the 9/11 that had happened on September 11 2001, this event was the worst that had ever happened. So many people had died and apparently, no one survived that was in the building or planes. 

The day was a normal day and everyone was fine then a plane got hijacked and hit the big twin building then 20 min later the small twin building got hit. In the video that I watched there were voicemails of people saying goodbye to their loved ones and say that they loved them. That day was the worst day.

Expands - Hurumanu 3

 In science web, we have been looking into conduction and expansion. We had to make a stop motion about one of the topics (expansion, conducts, convection). We had to show an example of the topics, we had to make it clear so that others could tell what was happening in the slide.

In this slide, we chose to do the expansion, for the example the tube is cold and the ball doesn't fit, then once the tube is heated it expands and the ball fits. The heat gives the tube energy which the energy makes the tube expand and makes it big.

Particle theory and diffusion experiment - Chemicals and chaos

 This week in chemicals we are learning about particle theory and diffusion, we are working on what is and how it works. There are 6 rules on particle theory and diffusion:

1.  All matter is made up of particles
2. All particles in a pure substance are the same
3. There is space between all particles
4. Particles are always moving
5. There are attractive forces between particles
6. Temperature affects the speed at which particles move

For this experiment, we are going to put Potassium permanganate into cold and hot water to see which one diffuses faster.  

Aim: To investigate the effect of temperature on the rate of diffusion.

Hypothesis: I think that warm water will diffuse faster than cold water, because of the speed of the heat makes the potassium will move faster.

Conclusion: My conclusion was right because when we put the potassium in both the waters at the same time and the potassium spread straight away when it went into the warm water.

30 sec film - Inside and out

1. What was the film about? 2 people playing a volleyball game but something goes terribly wrong

2. Something I enjoyed while making my film? All the laughs and us having fun with the video

3. Something I learned while making my film? That you shouldn't work with friends or people you can't focus with other wise you won't get work finish

4. Some film techniques I included were:

• Low angle
• High angle
• Eye level
• Birds eye view
• Long shot (wide)
• Close up

5. Something I found challenging was:

• Getting angles
• Making sure we got all the scenes

6. What I would do differently next time? 

- Go in a group with people who I work well with

- Have more ideas for angle shots

Digestive system - inside and out

In science, we have been working on the digestive system last week. We had to make a DLO of the digestive system, in the DLO we had to put each of part of the digestive system, then we had to explain what they do and how they help our body to stay alive. We were allowed to go in pairs  so I went with someone in my class here is the DLO we had made:

Characters strengths - Film study

In film studies, we have been given independent work for when we have finished the work that we had been given. For this independent work, we have to choose 2 characters out of the movie and write down what their strengths are, my 2 characters are Coraline and the Other Wybie. 

Coraline: Curiosity and bravery, the reason I chose curiosity was that at the start of the movie when we see her arrive at the house she starts to look around the house and then once she was unpacking the boxes she found the small door but when she opened it, it was empty. The reason I chose bravery was that at the end she found out that she needed to find her parents and the ghost children's eyes and for her to do that she needed to play a game, instead of her crying because she misses her parents she thought about others a fought hard for them back. 

The other Wybie: Kindness and Bravery, the reason I chose kindness for Wybie was that at the start when we first met him we were really nice and actually care about Coraline and at the end, he put his own safeness away from and try to save Coraline. The reason I chose bravery for Wybie was that at the end he was saving Coraline from the other mother and stepped up to the other mother even though he was scared of her he still stood up to her and saved Coraline.

Challenge chart - Inside and out

This week for film studies we had to make a presentation for a challenge chart about 2 characters in the movie, we had to put the challenges they faced, how they reacted and what showed us about that characters. The 2 characters I chose was Coraline the main character of the movie and the other mother. The reason I chose these two characters was that they were showed more in the movie and we could see who they actually are. 

What am I learning?

Understanding how characters are developed in a film.

How does this work show my learning?

I created the show I can understand how the characters developed in a film.

What am I wondering as a result of this learning?

Is there other ways to show this working.

Workshop 5: Creating characters

1. Physical:

- soft/round edges

- looks like real mm

- Normal height

Costume:

- Basic

- Baggy loose clothing

- Mostly covers body

Colour/lighting:

- Warm, artificial light, dull

- (Colour palette) orange

2. Physical:

- Sharper edges (head, nose and apron)

Costume:

- Pattern on outfit

- Blacks/red

- loose/naggy gives an idea of softness

Colours/lighting:

- Warm artificial

- Orange/yellow

3. Physical:

- Paler skin

- Weight shift to hip/bum (accents Beatle)

- Pointy nose, back of the head, elbow

- Skinner

Costume:

- Patter (polka dots, black, white and red)

- Fits her figure better

- Beatle shell-like layers

- Shows more skin

Colour/lighting:

- Bright, vibrant, cold, artificial

- brown/peaches

4. Physical;

- Stick figure (lost all fat)

- Long neck, taller

- Hair, back of the head, arms, elbows, back of the dress

Costume:

- Pattern, black, red white

- Shows more skin

- A lot tighter

- Beatle shape at the back

Colour/lighting:

- Bright, warm, artificial

- Orange/yellow

5. Physical:

- Ugly, spider-like, needles, no fat, no skin

- Lots of sharp angles (head and joints)

Costume:

- Tatters rags, barely-there

Colour/lighting:

- Green, black, cold light, unnatural

Dissection - Inside & Out

Yesterday in biology we learnt different part of the human body and how each work. This week we were learning how the blood flows through the body and how the heart is contributed to this. The test we had for the lesson was to cut open a pigs heart and find the things inside the heart that makes it pump the blood through the body.

The heart is one of the most important parts of the body, the reason is that it pumps the blood right through the body so that each part of the body works.

Here is the different part of the heart and what they do:

Heart - A hollow, muscular organ that pumps blood throughout the body.

Atrium - Upper chamber of the heart that receives blood. 

Ventricle - Bottom part of the heart, V-shaped pumps blood away from the heart.

Aorta - Takes blood away from the heart to the rest of the body, largest artery.

Vena cava - A large vein carrying deoxygenated blood into the heart from the body.

Circulatory system - System that transports gases and nutrients around the body, using the heart, vessels and blood.

Here is some photos and videos of our dissection:

Arthritis research

This week in inside and out we are in science, so today we are going to be looking at arthritis. Here is a slide on all about arthritis:

What are the causes of arthritis?

A cut in the normal amount of this cartilage tissue causes some forms of arthritis. Normal wear and tear, one of the most common forms of arthritis. An infection or injury to the joints can increase this natural breakdown of cartilage tissue.

Can everyone get arthritis?

 It is not an assured condition. Risk factors increase the likelihood you will develop arthritis, but people can develop the disease who have none of the known risk factors.

Who is most likely to get arthritis?

 The risk of many types of arthritis including osteoarthritis, rheumatoid arthritis and gout increases with age and your sex. Women are more likely than men to develop rheumatoid arthritis, while most of the people who have gout, another type of arthritis, are men.

What are the two most common types of arthritis?

Two common types of arthritis are osteoarthritis and rheumatoid arthritis. Osteoarthritis (OA) is a painful, degenerative joint disease that often involves the hips, knees, neck, lower back, or small joints of the hands.

What are ways to prevent arthritis?

• Exercise
• Avoid injury
• Protect your joints
• See your doctor

How is it treated?

Treatment of arthritis usually includes rest, occupational or physical therapy, exercise, drugs, and sometimes surgery to correct joint damage. Treatments for osteoarthritis usually can help relieve pain and stiffness, but the disease may continue to progress.

Search ResultsFeatured snippet from the we

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Workshop 1 - Inside and out

Theme & ideas - Continuous ideas/subject that links throughout the text

'looks can look deceiving' - Don't judge a book by its cover, don't judge by appearance

Examples  1:

- Character Wybyie: when we first met him he seems scary (mask, motorbike) (use of high angle shot) (music really scary and loud) but in reality he's just a weird neighbour.

- Shows theme because like other characters, our first impressions based on appearance, tone, visual techniques aren't always correct.

- Important because helps the audience understand with Coraline that just because something looks good doesn't mean it is, she should choose the real world over the other world.

Example 2:

- Character the other mother: she seems normal/friendly at the start but by the end, she becomes a devouring spider demon.

- Shows theme because 'Other mother' isn't what she appears to be at the start so we shouldn't judge by first impressions.

- Important because Coraline realises that having something that looks perfect isn't always a good thing.

S - statements: In Coraline,  the theme 'looks can be deceiving' is used effectively to engage the audience

E - evidence: For instance, the character of the 'Other Mother' shows us that looks can be deceiving because she starts off as a kind mother figure but gradually changes into a soul-devouring demon spider.

X - explanation/audience: This makes us understand, that we shouldn't judge a character based on first impressions as they can often be wrong.

X - explanation/director: This was done to, help Coraline decide between the real world and the other world. If the 'Other Mother' was really perfect Coraline wouldn't choose to go home.

X - explanation/other techniques (shots/angles, music, setting, lighting/colour): Combined with, is the use of colour and lighting. The 'Other Mother' first appears in a vibrantly bright room that makes us feel warm and safe. However, by the end, it has become dark and green which makes the viewer feel scared and shows that the first looks were deceiving.

Y - Your link: This can be juxtaposed to the character of Wybie who we think at first is evil but is actually kind, proving looks can be deceiving.

Coralline - Inside and out

This week in inside and out we have been focusing on coralline. Yesterday we had watched the full movie coralline then we had to write down the 5 key events and 5 characters that were in the movie. Today we had gone through the movie but have stopped it at a time so we can focus on the music, camera shots and lightning/ mood. In class, we have done the opening scene and the pink palace scene, so here is what we had written down: 

Opened scene: 

Music:

• Creepy - of how slow it was 
• Minor tone - when something bad is going to happen
• There’s a lullaby - made up language
• The sound makes it more interesting

Camera shots:

• High angle - pulling the doll inside out
• Point of view - stitching the doll
• Extreme close up - pulling wool through the needle
• Detail shot - the button

Lighting:

• The lighting was green
• Dark and creepy
• The room looked vintage
• Cold tone - lighting

The pink palace: 

Music

• Gentle - coralline exploring the backyard
• Enchanting - coralline exploring
• Happy/sweet
• More innocent - Because she’s a child
• High pitch - children singing
• Changed to fast - coralline throwing rock at the cat
• High tension
• Minor tone
• Chasing music - cat chasing after coralline 

Camera shots:

• Point of view - cat watching coralline 
• Over the shoulder - cat chasing after her
• High angle - showing the garden
• Long shot - viewing the house
• Transition tilt - when the scenery is changed

Lighting: 

• Grey - arriving at the house
• Warm - adventuring the garden
• Dark - when coralline meets wybie
• Dull
• Gloomy
• Boring

Coraline:

Mood: 

• sassy
• curious
• Childlike, imaginative
• moody

Costume:

• Bright yellow, raincoat
• Bright clothing - stands out - dull setting and everyone else
• Blue hair
• Shows she is different
• She doesn't belong

House - Inside scene:

• Dark
• Cold
• Old
• Boring - pastel colours
• Empty
• Worn down
• Untidy
• Rustic

Real parents:

• Neglectful - giving no attention to coralline
• Busy - workaholics
• Forgetful
• Mum is more passive-aggressive
• Look old - on how they look
• Bland - clothing
• Tired - bags under eyes
• Unhealthy -look pale and drowsy
• Depressed - often frowning and tone of voice

Dutch tilt:

• Sign of danger
• Warning - something bad is going to happen
• Pov - Dolls

Music:

• Creepy
• Minor key - warning
• Slow/medium timbre
• Sounded like a music box - going to bed
• other realm - jack in the box

Colour/lighting:

• Bright - coralline fits in this world
• Vibrant
• Homely
• WArm
• Welcoming
• Full of things - unpacked
• Clean
• Looked after

Other parents:

• Healthy
• Energetic - other dad with the piano
• Mum coding a full meal - selfless and other dad didn't make dinner
• Dad shaved - looked clean and happy

Camera techniques - Definition

Welcome back to another blog. This week blog is related to my definition of the language of film work. This time this one is a definition of each camera techniques and what they are used for, this is going to be shown in a slide:

Language of film

Welcome back to another blog. This week this blog is about our hurumanu class inside and out. This is the new hurumanu that we have started on for this term. This hurumanu is mixed with science and film study, this work is a definition for the language of film: 

Body language: Used to show the feeling of the characters

Costumes: To show the personality of the character through clothing

Hairstyles: Same with the costumes it is to show the personality of the character by what is on their head

Make-up: To make the actor look similar to the character

Colour: To make the stage to match the mood of the scene, for example, blue is sad and red is mad

Lighting: Also to set the mood and make the main part more visible

Props: Equipment that the actor can interact with for the scene

Settings: To get the stories more advance and to describe the areas

Dialogue: To either progress a plot or to show something new about the character (talking in the scene)

Sound effects: Made to create a mood for the audience

Music: Also to set a mood or a scene by sound

Silence: Made to create a serious area or in acting

Symbols: Mostly an object, used to recommend new ideas

Special FX: To create a realistic view of the movie

What am I learning? I'm learning to define the language of film using visual & sound techniques.

How does this work show my learning? This shows that I can identify each of the Subjects and I know what they mean

What am I wondering as a result of this learning? I'm wondering if there is more meaning to these topics

Home economics review

Scones

This week for home economics we made scones. When we started we had to get all our ingredients ready and make sure that they are the right measurement. Then once we had got all the ingredients we had look what the next step was, we used a big bowl and added the dry ingredients in the sift. While one person was sifting another person was cutting the butter into cubes. When the butter was ready and the dry stuff was sifted we added the butter and massage the butter into the dry ingredients. Then once the butter was all smooshed in we added the milk and quickly mixed it with a knife.

Then when the mix was formed into dough we placed on the table (with flour on the table) and knead it. Once it was in done we cut it into 6 pieces. Then we placed the dough onto the sheet of paper that's on the baking tray. Then we cooked them for 10mins on fan bake. Our team checked if the scones had risen and golden, once they were golden we took them out and placed them on a tray to cool them. Our scones looked amazing and the taste was amazing.

How we worked: My team worked amazingly we did have up and downs but we had worked as a team and when someone messed up we supported them and kept going. We had separate jobs which were really good cause we all did our jobs well and we finished in time.

Here are our scones after they came out of the oven:

Recipe:

• 3c Plain Flour
• 6 t Baking Powder (level0
• 1/4 t salt
• 75g Cold Butter
• 1 to 1 1/2 c Milk

In class, we had to make a word shape about hygiene so here is my word art:

Cow Eye dissection

Aim: To look at a cows eye and the main parts of the eye.

Equipment:

1. Dissection scissors
2. Gloves
3. Cows eye 
4. Tweezers

Method:

1. Remove bit of the tissue
2. Gently puncture the eye and cut around the cornea
3. Remove the humour from the eye
4. Cut the rest of the eye in half
5. And get rid of the retina

Findings:

While cutting the eye there was a lot of fluid coming out of it, There was also jelly called the humour. What I found was that dissecting the eye is very disgusting at first but when you see the rest of the eye it's really pretty and fun.

Hornby Athletics day

Yesterday was Hornby Highs Athletics day, I participated in social sports. So the things we did was discus, shotput and 6om.
CARR values were clearly demonstrated by the other student in the school by working hard in the sport, not giving up and achieving their goal they had on that day.
I demonstrated the CARR values by not giving up, actually the activity right, not having a bad attitude and showing respects for my other friends in my group.
I was particularly proud of how others were cheering their friends and how respectful others were to the ones who were racing or competing.
Next year I will be more organised and more chill on the sport and maybe I'll cheer others harder than this year also I will be more creative in my outfit.

Commitment
Achievement
Resilence
Respect