Atomic Science: Periodic Table

 In science we went over the topic of the periodic table we had only learnt up to the 30th element, we had learnt a numerous amount of stuff that we went over but the main ones we focused on were.

• Mass Number
• Elements
• Atomic
• Different Columns
• Different rows
• Features of the elements (E.g Alkali Metals, Transition metals, Gases)

Distillation

Today in Chemicals we did an experiment on distillation. Distillation is an experiment used to show the process of condensation.  In this experiment, we're using different types of cokes like normal ones and zero ones. 

Separating a mixture using Distillation
Aim: To separate a solute from a solvent in a solution using distillation.
Hypothesis: I think that Coca-Cola will stay the same, and Zero will just be partly changed. 
Equipment: A solution of different types of cokes, 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 50mL of coke to your conical flask. 
3. Start the element.
4. Heat the solution until most of the solvent has been evaporated. Turn off the element.  

First, we had set up the equipment we needed. Our group used the Coca-Cola Zero. 

Images:

Observation: First the Coke was still and it was just heating up, then it just started to form little bubbles, then it started to bubble up a lot, then it looked like clear water was being sucked by the delivering tube into the conical flask. 

Discussion: In the conical flask that had the coke in it, at the bottom there were some dried sugar left (it isn't a burn mark because if we heat it up it would form bubbles), When we heated the Coca-Cola, it evaporated and it got trapped which separated it, then we used ice to cool it down. I saw steam because it was heating. Our flask had less sugar left over compared to the other group that had the original Coca-Cola that had sugar in it.

But then there was a clear liquid that has been sucked by the delivering tube and I think that it the condensation from the Coca-Cola, I guess there's only one way to find that out, is to look on the ingredients on the Coca Cola bottle. 

Conclusion: This experiment was very interesting and shocking, because I've always thought that the Zero Coca-cola had no sugar in it because it say on the label of the bottle, then doing this experiment shows that there was actually a decent amount of sugar left at the bottom of the flask. 

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.

My Investigation on climate change

My Investigation on climate change

ACIDIFICATION

DEFINITION: acidification occurs when CO2 is absorbed into the water at a high rate

What is happening to the oceans?

The ocean is taking to much CO2, because of that the fish can't settle by the ocean taking to much of CO2 the shellfish start to aciditate making them not able to form their shells. 

What does this do to shellfish?

They start to aciditate wish enables them to create their shells.

HOW DOES CLIMATE CHANGE CONTRIBUTE TO THE ACIDIFICATION OF OUR OCEANS?

2 Images;

DEFORESTATION

DEFINITION: clearcutting of forests

What are trees used for?

They're used for the water cycle, and transpiration and CO2 wood is mostly used for houses household items paper and pencils. 

HOW DOES DEFORESTATION AFFECT THE CLIMATE?

2 Images;

ICECAP MELT

DEFINITION: Ice melting and falling into the ocean  

If all the ice melted what would happen?

The seawater will rise higher and higher The ocean would cover all the coastal cities. And land area would shrink

HOW DOES ICECAP MELT AFFECT CLIMATE CHANGE?

2 Images;

WATER VAPOUR

DEFINITION:

Gas water 

HOW DOES  WATER VAPOUR AND EVAPORATION CONTRIBUTE TO CLIMATE CHANGE? 

As the climate warms, air temperatures rise more evaporation from water sources

2 Images;

New science lab

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

Our R9 Class Treaty

1.    Bags under your desk 
2.    No food or drink/s 
3.   No running
4.   Don't touch experiments 
5.  report any breakages or spills 
6.   Do not taste or sniff anything

Safety in a laboratory.

teacher   shoes   practical  teacher laboratory   ask  sniff teacher  breakages 

1.   Follow the instructions given to you by the teacher  
2. You must not enter the laboratory without your ____teacher____.
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 - This is used for experiments using liquids. They have a bung that can be placed in the top. Test tubes sit in a test tube rack.
• Conical Flask - This is 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 - This is a 20cm glass rod used to stir and mix any liquids together.
• 
• Test tube tongs - These are used to hold a hot test tube after an experiment.
• 
• Spatula - This is for holding very small amounts of chemical powders.
• 
• Funnel - used to channel liquids into a smaller container.
• 
• Measuring Cylinder - This is used to measure liquids for experiments. The liquids will be poured into a beaker or test tube once measured out.
•