Wednesday 27 November 2013

Science Show!

Here is a preview of some of the experiments we will be doing for Year 3 students on Friday:







And here is one of the experiments being done for the Year 3 students:


Friday 8 November 2013

Exam Outline


The resources/activities in blue are the ones provided by Mr Nicoll. The ones in red are ones we can do/prepare ourselves.

Tuesday 5 November 2013

Transpiration


For homework, we had to COMPARE AND CONTRAST nutrient transport in plants and in humans.

The set up for one group. The water in the petrie dish has purple food colouring in it.

One group's results: notice the food colouring in the xylem tissue.




Leaves


We agreed that plants only need leaves to absorb sunlight and carbon dioxide for photosynthesis. They actually prevent water entering them, except from the roots via the stem and veins.


The key parts of the leaf cross-section that we were encouraged to talk about were: wax cuticle, palisade cells, air spaces, stoma, guard cells, and the spongy mesophyll.

Tuesday 29 October 2013

Pollination and Fertilisation

We used our sciPads to find out about pollination and fertilisation. We also had to think about how non-flowering plants reproduce.


Tuesday 15 October 2013

Designing a Fair Test

Today was the first day of preparing our investigation on the effect of plant nutrient additives on plant growth.

STEP ONE: Method Described (Multistructural)

  1. 180-190g of strained soil is weighed and added to a biodegradable punnet.
  2. Three 2cm deep wells are made in the soil (evenly spaced out).
  3. One sugar snap pea seed is put into each well. The wells are covered with soil.
  4. 20mL of tap water is measured in a measuring cylinder then added evenly to the top of the soil.
  5. The class's punnets are put in trays and placed in the window of the resource room.
  6. 20mL of tap water will be added every Monday and every Friday.
  7. The height of the plants will be recorded on Monday every week for 6 weeks.
We have yet to decide how to investigate the effect of the plant nutrient additives we have purchased - this is tomorrow's job!

STEP TWO: Variables Analysed (Relational)

Mr Nicoll identified some key variables that were controlled by using this method. We then discussed why it was important to control these variables:


Completing this HOTMap is our homework tonight.

OUR RESULTS


Wednesday 18 September 2013

Cool Onion Cell Photo



This is a photo I took of the Onion Cells that we were studying under the microscopes today. I managed to snap this shot with my iPhone 4S.

Tuesday 10 September 2013

Ecology Assignments

Over the past few weeks, the class have been doing an inquiry about a New Zealand animal. They needed to find out about its habitat, adaptations, place in a food web, and about its chances of survival. The following links are some of the websites/blogs which were made. Other students presented their findings as: written reports, posters, speeches, or on display boards.

http://nzbluepenguin.weebly.com/

http://newzealandweka.weebly.com/

http://redstagnz.weebly.com/

http://nzsnapper.blogspot.co.nz/

http://brittanyfindlayfantail.blogspot.co.nz/

Tuesday 13 August 2013

Food Chains

Today we learned about food chains, so we could use this information to help us with our Ecology Assignments.



Food chains represent the energy flow and feeding relationships between a group of organisms in a particular habitat or ecosystem:


All food chains start with a producer. They are able to make their own food using sunlight, carbon dioxide and water; this process is called photosynthesis.



Friday 9 August 2013

Adaptations

As part of our assignment, we need to evaluate the adaptations of our New Zealand/Aotearoa organism. Today, we learned about adaptations and have to finish this work for homework:



Tuesday 9 July 2013

Elements and Pure Substances

Over the last couple of weeks, we have learned how to separate mixtures. We have been separating them into their pure substances.

Today, we learned what some of those pure substances are:

  • elements
  • compounds


Some elements exist as atoms, while some exist as molecules. The elements are all found on the Periodic Table, which has their special symbol.

Compounds are formed when different elements react. This means they join together chemically, forming bonds between the atoms. Compounds can be molecules (like some elements) or they can be ionic. We learn more about these in the next few years of Science and Chemistry...

Our task today was to classify all matter from what we have learned in the last few weeks and in today's lesson.



Monday 8 July 2013

Chromatography

Chromatography is a method used to separate differently-coloured pigments.



We did an experiment to help us understand what chromatograhy really is and how it works. Thank you to Angus and Flynn for the results:

The Set Up (BEFORE)



The Results - the colours have separated (AFTER)

Monday 1 July 2013

Separating Solutions - Evaporation and Distillation

First, we had to DESCRIBE Evaporation and Distillation:


For homework, we need to EVALUATE wen each method should be used:


Friday 28 June 2013

Evaporation

Today, we learned about one way to separate solutions: evaporation.


We did an experiment (p36 in the Scipad) to help create a sequence to explain how evaporation works.
This was our apparatus. We have to DESCRIBE what happened
and EXPLAIN how this worked.

One of the groups' results - it is a solid now, not a solution!

Wednesday 26 June 2013

Separating Suspensions

I was so impressed by Daniel's piece of writing that I felt it needed to be shared:

"Decantation is a very quick method for separating a mixture of a liquid and a heavier solid. This works by first letting the solid settle on the bottom of the beaker, and then you can pour the water off the top of the solid without disturbing it. The advantage of decantation is that it is very quick, but it is also rough and does not always work the way it is meant to. It cannot be used to separate a mixture of a liquid and a light solid, like sawdust and water. The particles of sawdust are suspended in the water. They are so light that they do not sink down to the bottom for a long time.

Filtering is a very good method used to separate solids from liquid. This method works by placing a sieve or micron paper over a container or beaker and pouring the mixture onto the filter. The filter separates the solid from the liquid and the liquid passes through without carrying the solid. For example with the sawdust experiment, the sawdust stayed on top of the filter paper while the water passed through. This is because the sawdust bits are too big to fit through the paper, but the water is not, so it passes right through.

A Centrifuge is a piece of equipment, usually driven by an electric motor, though some older models were spun by hand. The Centrifuge puts an object in rotation around a fixed axis, applying a force perpendicular to the axis. A Centrifuge is also used to separate the components of blood in blood banks. A Centrifuge is the most efficient type of filter, but it lacks portability and simple nature. You cannot just go out camping and take a centrifuge with you. First is requires a power source, and secondly it is too big to just chuck in your backpack.

In my personal opinion, I think that the paper filter is the best option. I think this because this method is easy to carry out, it can be carried out nearly anywhere, it does not require a power source to be performed, and it is also very efficient. Using a 1-micron paper filter you can remove harmful diseases from water is you are out tramping and avoid becoming severely ill. Although a paper filter is a very good option, it is not always the best. If you were cooking potatoes or pasta it would just be so much easier to apply decantation. Also if you are giving blood it is much quicker and easier to use a Centrifuge to separate the different parts of blood rather that using paper.

By Daniel Coulter

Solutions and Solubility

Today, we learned about solutions. If substances are soluble, they dissolve to make a solution. Some solutions have a lot of solute in them - we call these concentrated. Some have very little solute in them - we call these dilute.

How easily something dissolves is called its solubility. Some substances dissolve very easily (so have high solubility). Some are difficult to dissolve (so have low solubility).







Tuesday 25 June 2013

Suspensions

A suspension is a mixture made when a substance is insoluble, so the substance floats or sinks. There are three possible ways to separate suspensions:

  1. decanting
  2. filtering
  3. centrifuging

In today's lesson, we had to decide which method is the best. Is there actually a "best" method. We used research, an experiment (p29) and a case study (p30) to help with this.

Monday 20 May 2013

Primary Colours

Today, we learned about the primary colours of light. These are a little different to the primary colours of paint. This is because paint reflects fewer colours when we mix the colours together. This is called colour subtraction. On the other hand, when we mix the primary colours of light, we add the colours, so more light is let through.

Then, we had to do some research and produce a report or poster about one of the following topics:


  • How do we see colours?
  • How does theatre lighting work?
  • How do televisions work?





Friday 10 May 2013

The Visible Spectrum

Dispersion is the splitting of white light into the visible spectrum - red, orange, yellow, green, blue, indigo and violet.


These colours are called the visible spectrum.




Our group work for today asked us to show a deeper understanding of dispersion:



As the colours of the rainbow can be created using dispersion, maybe we can combine these colours to make white light again:


Wednesday 8 May 2013

Lenses

Today, we learned about lenses. Lenses use refraction to change the image size. Lenses are curved and classified as either concave or convex. Convex lenses are used as magnifying glasses, while concave lenses make things smaller. Convex lenses focus light on a point called the focus.


Then, we got to play with some lenses and rayboxes. After that, we had to compare and contrast different lens types:


This work will help us with our online homework which asks us to explain how glasses are used to help people who are long-sighted.

Tuesday 7 May 2013

Refraction

Today, we learned about refraction - the "bending" of light when it goes through water, glass or plastic.



We did an experiment and had a difficult question to answer:

Tuesday 9 April 2013

Laser Water

Here is an experiment we did in class about lights and water.

It is just a trick, but how does it work...?!

Wednesday 3 April 2013

Shadows

Today we started our light topic. We watched this video, then got to make our own shadow puppets.


We were asked a few questions:

  1. How do you make the puppets bigger/smaller?
  2. How does this work?
  3. What do shadows tell us about light rays?
  4. How do we use shadows in everyday life? OR How do we stop shadows causing problems in everyday life?

Tuesday 26 March 2013

Monday 25 March 2013

Tuesday 19 March 2013

Sublimation

Today we learned about sublimation. Mr Nicoll heated some iodine:



The pink "smoke" is iodine gas.

Monday 18 March 2013

Explaining Heating Graphs

Today we had to work through pp54-55. Then Mr Nicoll explained why the graph is the shape it is. Thank you to Flynn for his camera work!







Friday 8 March 2013

Creating a Lab Report

Over the past few days, the class have been investigating springs and extension. Denis worked with Mr Nicoll today and filmed these videos as a record of the method:






Next, Denis will create a lab report to analyse this method and these results. The whole class have done a similar experiment and have to create their own lab report by Wednesday.

Saturday 16 February 2013

Chemical In You're Eye



How could it happen ? 

It could splash up when you put a chemical in something and it splashes up.

What might happen if we do nothing about it ?

It could make you blind.

What can we do to prevent it ?

Always were safety glasses.

What should you do if it is to happen ?

Immediately wash the eye in water.






Friday 15 February 2013

Gauze Mat





Test Tube Holder


Test Tube Holder


The test tube holder is a piece of laboratory equipment that is used to hold test tubes. They are used by squeezing the handles to open the other end, and inserting the test tube. Test tube holders are typically used for holding the test tube, and when heating the test tube is necessary, or for when dangerous materials are being handled. Test tube holders are common in all laboratories. Test tube holders can be made out of wood, plastic, styrofoam, metal or brass 

Wednesday 13 February 2013

Coming Soon...

This week, the class have "adopted" a piece of laboratory equipment. Their small groups have to find everything out about it, and make a presentation to post on this blog:

  1. What is it called?
  2. What does it look like?
  3. How is it drawn (in 2D)?
  4. What is it used for?

Please give some feedback about their work when they post it.

Tuesday 12 February 2013

Electrocution


 - It can kill you.
 - Anything with volts.
 - Gives you a shock I you get electrocuted.
 - Be careful when your around them and make sure that you don't accidentally spill water on the cables.
 - If you see that a wire has been damaged you should switch it off and pull the plug out or tell Mr Nicoll.
 - If someone got electrocuted you would step away from the person and go and tell Mr Nicoll straight away.

Thank you to Maddy for emailing this through to me.

I just want to add this:
Do not touch anyone who has been electrocuted. Someone will turn off the power, then first aid can be administered.

Cuts



What can cause them in the laboratory:
  • Fiddling with pins or scissors
  • Dropping some glass (eg: a beaker)


To prevent this from happening:
  • Wear protective gear when holding something massively sharp.
  • Don't fiddle with scissors, pins, knifes if you are using them.


What to do if this does happen:
  • If its a sharp big piece of glass hold down onto it because if you take it out it will bleed a lot more but remember to warn the teacher.
  • If it is a small cut maybe ask the teacher of you can get a band-aid.


What to use if this does happen:
  • band-aid
  • ambulance (if you really need to.)
  • bandage
  • little cut will heal it self with oxygen.

Thank you to Brittany F for emailing this through.

Fire

Fire

These are some things our group came up with:

  • A fire can be caused by someone leaning over the bunsen burner with loose clothing.
  • If you are burnt by the fire place the affected area under cold water for 10 to 20 minutes.
  • If you catch on fire remember to stop, drop and roll!
  • If nothing is done about the fire it can burn up the classroom and possibly the building.
  • A fire can be put out by using a fire extinguisher.
  • Fire is very dangerous and if not treated correctly you can get severely injured and possibly die.
  • If the fire is under control you should walk briskly out of the classroom and wait outside for your teacher.
  • In the event of a fire some windows should be opened to allow smoke to leave the room reducing smoke build up.
  • A fire can be prevented by keeping the bunsen burner flame to yellow when not using it, tucking away loose clothing and being sensible with open flames.