Hurumanu - Wind power

Extreme weather

Measuring weather.

Definitions:

1.  Anemometer:
2. Beaufort wind scale:

MATERIALS

1.  Sellotape
2.   Pencil
3.   Pin
4.   2 Sticks
5.   4 cups 

STEPS

1. Sellotape the sticks to the cups   
2. Sellotape the sticks together to make a cross
3. Pin the cross to the rubber in the pencil
4.   
5.   
6. 
   

Group Investigation.

Groups size: 2,3,5 
Roles:

• Timekeeper
• Counter
• Recorder
• Anemometer Manager
• Wind Manager

1. Mount the anemometer in a place that has full access to the wind from all directions.
2. When the timekeeper says "Go", the counter in each group will count how many times the marked cup passes them in one minute and write it down.
3. Repeat the above step four (4) times and record the number of spins on the chart.

FINDINGS

	Place name on school grounds	Number of Spins in 15 seconds
1.	Field	20
2.	Old J block site	15
3.	Grass hill in the quad	10
4.	Tennis Court gate	3

CONCLUSION: 

Wind

Beaufort Wind Scale

Beaufort Force	Wind Speed (KPH)	Spins	Indicators	Terms Used in NWS Forecasts
0	0-2	0	Calm; smoke rises vertically.	Calm
1	2-5	10	Shown by the direction of wind smoke drift, but not by wind vanes.	Light
2	6-12	40	The wind felt on face, leaves rustle; ordinary vanes moved by wind.	Light
3	13-20	80	Leaves and small twigs in constant motion; wind extends light flag.	Gentle
4	21-29	130	Raises dust and loose paper; small branches are moved.	Moderate
5	30-39	190	Small trees in leaf begin to sway; crested wavelets form on inland waters.	Fresh
6	40-50	250	Large branches in motion; whistling heard in telephone wires; umbrellas used with difficulty.	Strong
7	51-61	320	Whole trees in motion; inconvenience felt walking against the wind.	Strong
8	62-74	390	Breaks twigs off trees; generally impedes progress.	Gale
9	75-87	470	Slight structural damage.	Gale
10	88-101	550	Seldom experienced inland; trees uprooted; considerable structural damage occurs.	Whole gale
11	102-116	640	Very rarely experienced inland; accompanied by widespread damage.	Whole gale
12	117 or more	730+	Very rarely experienced; accompanied by widespread damage.	Hurricane

	Spins per minute	Wind speed ( kph)	Beaufort Scale
Field	16	6-12	2
Old J Block site	10	2-5	1
Grass hill	5	2-5	0
Tennis Court Gate	3	2-5	0

The Boy who Harnessed the wind: 1:36

Wind Farm construction

Fossil Fuels

Aim: To learn about the impact of fossil fuels on our environment.

The first thing was that we looked at Mining Fossil Fuels. We had to answer:


What Fossil Fuels are mined?

1. Coal
2. Oil
3. Natural Gas

We had a Chocolate Chip Cookie and we had to draw it. Also, we had to draw a habitat. Here are our drawings.

After doing the activity, we had to answer a few questions. 

 What type of habitat is it?:

 In the sea.

What plants and animals live there?:

 Fish, Sharks, dolphins, etc

 How do humans use your habitat?:

They dig up Oil, do fishing, do scuba diving, swimming, etc.

After Mining

After digging our cookie, we had to answer reflection questions.

 How was your habitat (cookie) changed?:
 It had holes and crumbs falling.

How can we avoid this in the future?:
By starting from the middle part of the cookie.

What lives there now?:

Nothing 

Materials:

1. Plastic plate
2. Chocolate Chip Cookie
3. A Toothpick

Steps:

1. Get a Plastic Plate and put the Cookie in the middle
2. take a  book.
3. Draw two drawings
1. Draw a picture of the cookie.
2. Draw a picture of the habitat.
4. With a toothpick, dig the chocolate chip.
5. After digging the cookie, count how many chocolate chips you have.
6. Draw the cookie after being dug up 
7. Eat the cookie

Conclusion:

There was new information that I have learned today.There are 3 fossil fuels which are dug up, Oil, Coal, and Natural Gas.

Climate change

climate change

AIM: TO LOOK AT CLIMATE CHANGE AND THE GREENHOUSE EFFECT

Materials

1. 1 plastic bottle
2. 1 Teaspoon Baking Soda and Citric Acid
3. 1 heat lamp
4. 1 Thermometer
5. 100 ml of water
6. 1 rubber bung

Procedure:

1. Get all the equipment you need for the science projects 
2. Set up the lights, bottles, thermometers, and bungs.
3.  Add the baking soda mix along with 100ml of water.
4.  Wait for 5 minutes and start recording the temperature for each cup start the timer again. 

Variables:

All water added to the bottles was from the classroom tap

Minutes	Bottle 1: Water	Bottle 2: CO2 Gas
0	18.c	18.c
5	25.c	18.c
10	26.c	25.c
15	No Recording.	No Recording.
20	No Recording.	No Recording.
25	No Recording.	No Recording.
30	No Recording.	No Recording.
35	No Recording.	No Recording.
40	28.c	38.c

Conclusion:

The normal bottle of water didn't get as hot as the CO2 water. This is just the same as climate change. I also found this experiment interesting.

Climate change - Orana Park

This week the year 7 & 8's got to go on a trip to Orana park which was very very thrilling and exciting, In this post, I will be sharing 3 things I enjoyed on the trip, with 4 facts about the animals and 4 facts about how climate change affects the animals in the zoo.

3 things I enjoyed:

I enjoyed the Lunch

The kiwi 

the lions & Tiger & cheetah 

4 Facts I learned:

I learned that cheetahs are more closely related to domestic dogs when they run sometimes they don't barely touch the ground so they use their tails to guide them.

I learned that the flaps around orangutans head help them flow their voice

I learned that for African wild dogs only the alpha and alpha female are the only ones that can have pups and if any females have pups the alpha female kills their pups.

I learned that some lizards are different from other lizards because some of them blink instead of lick their eyes.

4 climate change facts I learned at Orana park :

Tasmanian devils are effects by disease in Australia