Making Salts 2 - Science

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

Equipment:

• Copper oxide powder
• Dilute (0.5 mol L-1)
• Sulfuric acid
• 50mL measuring cylinder
• 2 100mL beakers
• Hot plate
• Gauze mat
• Funnel
• Filter
• Paper 
• Thermometer
• Spatula
• Evaporating basin
• Stirring rod

Method: 

1. Add 20 mL of sulfuric acid to a 100 mL beaker. Heat the acid until it reaches 70°C. Turn off your bunsen burner (in our case the hot plate). 
2. Once heated, use a spatula to add pea-sized portions of copper oxide to the beaker. Stir the mixture for 30 seconds.
3. Repeat step 2 until no more will dissolve. Allow the beaker to cool. 
4. Fold the filter paper and place it in the funnel. Place the filter funnel into the second beaker. 
5. Make sure the beaker is cold enough to hold at the top. The contents should still be hot. You may need your teacher to complete this step. 
6. Gently swirl the contents of the beaker to mix, and then pour into the filter paper in the funnel. Allow to filter through. 
7. Rinse the beaker you used to heat the mixture previously, and place it back on top of your tripod filled with 50-60mL of water.
8. Place the evaporating basin on top of the beaker and carefully pour some of the solution from the 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 cool, move the evaporating basin to a warm place where it will not be disturbed (i.e. a window-sill) and observe over the next few days. Blue copper sulfate crystals should form. 

Observations: As the mixture heated the colour changed. The mixture of sulfuric acid and copper oxide turned the mixture into a murky substance. The clear liquid-sulfuric acid-add copper oxide turned dark blue-filtered-lighter blue. 

Name of the reaction occurring in step 2: The reaction is called neutralisation. 

Setting - English

Continuing on with our Narrative tasks, I have moved on to the next activity which is setting. For this activity, we were tasked to choose different settings and write 3 short opening descriptions. It must also show the reader when and where the action is taking place, and use sensory language in the descriptions.  Afterwards, we were then to blog about our work. So here is a slideshow showing the work that I have done.

 

Anti - Vietnam Song: Woodstock

After finishing the topic of Beatlemania, we moved on to "Woodstock." Woodstock was a music festival that was held on August 15-18, 1969. Concurrently, this is also when the Vietnam War was still occurring. The goal of the concert was to provide a chance for people to escape into music and spread a message of unity and peace. The concert lasted for a total of 3 days, and an approximate number of 500,000 people attended the Woodstock concert. Despite having 500,000 people, only two died. One died of a drug overdose, and the other died of an accident. He was sleeping in a sleeping bag under a tractor, however, the driver did not know he was there and accidentally ran him over. 

The crowd at Woodstock also experienced some bad weather along with muddy conditions, lack of food and water. Overall, the concept was still peaceful despite those challenges. 

Moving on, we were tasked to analyse songs that promoted the anti-war movement. I chose the song "give peace a chance" by John Lennon. 

What message the song sends: I believe that the message of the song was obtaining peace and ending wars. The song referred to the Vietnam War and how numerous Americans felt that they should stop the fighting.

Song Lyrics: 

Ev'rybody's talking about
Bagism, Shagism, Dragism, Madism, Ragism, Tagism
This-ism, that-ism, is-m, is-m, is-m

All we are saying is give peace a chance
All we are saying is give peace a chance

C'mon
Ev'rybody's talking about Ministers
Sinisters, Banisters and canisters
Bishops and Fishops and Rabbis and Pop eyes
And bye bye, bye byes

All we are saying is give peace a chance
All we are saying is give peace a chance

Let me tell you now
Ev'rybody's talking about
Revolution, evolution, masturbation
Flagellation, regulation, integrations
Meditations, United Nations
Congratulations

All we are saying is give peace a chance
All we are saying is give peace a chance

Ev'rybody's talking about
John and Yoko, Timmy Leary, Rosemary
Tommy Smothers, Bobby Dylan, Tommy Cooper
Derek Taylor, Norman Mailer
Alan Ginsberg, Hare Krishna
Hare, Hare Krishna

All we are saying is give peace a chance
All we are saying is give peace a chance

All we are saying is give peace a chance
All we are saying is give peace a chance

Making Salts - Science

Aim: To produce sodium chloride salt by carrying out a neutralisation reaction. 

Equipment: 

• 50mL and 200mL beakers
• HCI (Hydrochloric Acid)
• NaOH (Sodium Hydroxide)
• 25mL measuring cylinder
• Glass stirring rod
• Spotting tile
• Universal indicator solution
• Gauze mat
• Hot plate
• Dropper

Method:

1. Using the measuring cylinder measure 10mL of HCI and pour it into your 50mL beaker. 
2. Add dilute NaOH a few drops at a time while stirring with the glass rod.  
3. Every 10-15 drops stop adding the NaOH and use the glass stirring rod to transfer a drop of the solution to a spotting tile. 
4. Test its pH level Using Universal indicator.
5. Keep adding NaOH and testing the solution by repeating step 3 and 4. 
6. As you get closer to neutral you may need to test the solution after every drop. 
7. Pour the neutral solution into an evaporation basin or use a different beaker; and evaporate the water out of the solution using the equipment set up shown above. 

Observations: During the experiment, we saw different colours appear throughout the experiment. The most common colour we saw are red and blue, which we mixed to get a neutral (green). However, we also saw other colours such as violet and yellow. 

The word equation for this reaction is: 

Acid + base --------------------------> Salt + H2O | or HCI  + NaOH ---------------------------> NaCI + H2O

Perspective - The Beatles

For the last activity related to The Beatles, we are blogging about the two different perspectives on The Beatles; the positive and negative outlook of them. Firstly the positive points about them are how they have revolutionized modern music and became the first internationally renowned band. Moreover, they also changed trends in fashion as they dressed in more of a unique matter. 

As for the negative outlook on them, there was much negativity through the fame of The Beatles. Several people thought of their music as anti-religious and an influence to leading the newer generation-then- into ruins and sins. There was also when The Beatles visited New Zealand and disrespected the Maori culture.

The Beatles 1964 "Fab Tour": Map

 

Reflection Wananga - Venus and Adonis

During English, we are reading a play by William Shakespeare known as "The Merchant of Venice." Resulting in me getting interested in Wiliam Shakespeare and his other creations. Moreover, as for my reflection, I will be writing about a poem by William Shakespeare. The poem is called "Venus and Adonis," published in 1593. Presumably, Shakespeare's first publication. The poem is narrated in the Greek Mythology of Venus the goddess of love. Together with, another character named Adonis; described as an extremely handsome young man. 

During the poem, Venus falls in love with Adonis and tries to seduce him. However, Adonis was only interested in hunting. As Venus was scornfully rejected, she faints and feared he has killed her; she recovered after Adonis kissed her and then kissed again. The following day Adonis goes out to hunt boars even though Venus had a vision of him being killed by a boar. The vision came true which resulted in Venus becoming devastated. Because of this loss, she declared that love will henceforth be incorporated with suspicion, fear, and sadness and that love will be untrue, and full of fraud.

 

Poem: Poetry Foundation

What kind of language is used in the text?

The type of language used in the poem is referred to as Early Modern English, a language period that lasted from about the 1500s to the 1750s. The language used in the period was related to Elizabethan English or Shakespearian English. 

The Beatles - Ob-la-di, Ob-la-da

After ANZAC, we moved on to "Beatlemania." We learned about the Beatles and how different their music was from the 1940s. We also learned how their music had a huge impact on the world. As for this activity, we were required to listen to a Beatles song of our choosing and answer some questions about it. 

Title of song: Ob-La-Dim Ob-La-Da

Lyrics:

Desmond has a barrow in the marketplace

Molly is the singer in a band

Desmond says to Molly, "Girl, I like your face"

And Molly says this as she takes him by the hand

Ob-la-di, ob-la-da

Life goes on, bra

La-la, how the life goes on

Ob-la-di, ob-la-da

Life goes on, bra

La-la, how the life goes on

Desmond takes a trolley to the jeweler's store

Buys a twenty carat golden ring (rin-ring)

Takes it back to Molly waiting at the door

And as he gives it to her she begins to sing (sing)

Ob-la-di, ob-la-da (la-la-la-la la-la-)

Life goes on, bra (la-la la-la-la-laaa)

La-la, how the life goes on

Ob-la-di, ob-la-da (la-la-la-la la-la-)

Life goes on, bra (la-la la-la-la-laaa)

La-la, how the life goes on

Yeah

In a couple of years

They have built a home sweet home

With a couple of kids running in the yard

Of Desmond and Molly Jones (ha ha ha ha)

Happy ever after in the market place

Desmond lets the children lend a hand (arm!) (leg!)

Molly stays at home and does her pretty face

And in the evening she still sings it with the band

Yes!

Ob-la-di, ob-la-da

Life goes on, bra

La-la, how the life goes on

Hey!

Ob-la-di, ob-la-da

Life goes on, bra

La-la, how the life goes on

In a couple of years

They have built a home sweet home (home: H-O-M-E)

With a couple of kids running in the yard

Of Desmond and Molly Jones (ha ha ha ha ha ha ha)

Hey!

Happy ever after in the market place

Molly lets the children lend a hand (foot!)

Desmond stays at home and does his pretty face

And in the evening she's a singer with the band

Yeah!

Ob-la-di, ob-la-da

Life goes on, bra

La-la, how the life goes on

Hey!

Ob-la-di, ob-la-da

Life goes on, bra

La-la, how the life goes on (ha ha ha ha)

And if you want some fun (ha ha ha ha ha ha ha)

Take Ob-la-di-bla-da (ha ha ha ha ha ha ha ha)

(Ha ha ha ha)

Ahh...

Thank you (ha ha)

What the song was about: The line Ob-la-di, ob-la-da means "life goes on" in Nigerian. The song is about the relationship between Molly who is a member of a band and Desmond. They then fall in love as they met each other in the market place, and have their own children as well as their own home. Yet, Molly continues her musical career. 

How different does it sound to music from the 1940s? It sounds quite different from the 1940s because that era was built more around jazz. Yet, the 1960s were built more around rock; which is more energetic. 

Narrative: Show not Tell - English

For the next following weeks in English, we are going to learn about a new topic "the narrative." There are a new set of tasks that have been set for us that would relate to narratives. The first task had us rewrite some sentences and makes them more engaging; show not tell. Anyway, I have completed the task and this is the work that I have completed. 

In the topic of show not tell, the second activity had us create various narrative openings. We created these narratives using our imagination; while using visual prompts as inspiration. We were required to make 3-5 narrative openings. Anyway, here is my three different narrative openings.

The Significance of WW1 - The Last Post

As we finished our Parihaka work, we then moved on to ANZAC. As we dived deeper into more details about the ANZAC and the importance of the war, we also learned about the Gallipoli campaign. However, today we are focusing on the last post. 

The Last Post: 

When do you hear this song? This song can be heard during funerals in Europe, at memorials mainly in the soldier's hometowns. Moreover, the song can also be heard, during moments of remembrance. This is to remember the battles and those who were lost. 

Why is this song significant/important to New Zealand? This is significant to New Zealand because it symbolises the soldier's service to our country. 

What is the history behind the Last post - Why was it played and when? The Last Post is played in multiple countries of the British Empires. In all of these countries, the song is played, in military funerals. This song is played to commemorate those soldiers who served and those who were lost. It is played during ANZAC Day and Remembrance Day as well as military funerals. 

What does this song represent? The song represents those who served and fought in the war. Additionally, mourn the dead and honour those soldiers who were lost in the battles. 

My Map: Link

Parihaka - Tim Finn and The Herbs

After we finished learning about the slave trade triangle, we moved on to peaceful resistance and marches. An example is the significance of Parihaka. In May 1879 the colonial government moved to occupy fertile land, it was also been declared confiscated in the 1860s. Te Whiti and Tohu established tactics of non-violent resistance.

Anyway, throughout the topic of peaceful resistance, we were presented with the song "Parihaka" by Tim Finn and The Herbs. For this blog post, we had to answer questions related to the song.

Song: 

Parihaka - Tim Finn and The Herbs: Lyrics

• What is the main message of this song? The song tells the story of the Parihaka peaceful protests that occurred in Taranaki Parihaka. 

• What line explains their passive resistance method? There are some lines in the song that indicates their passive resistance method. For example; They gather still, the clouds of Taranaki, his children's children wearing the white plume, the spirit of nonviolence.

• What does 'you can't pull out the roots' refer to? For me, I think that this phrase means that whatever, they do the people they have captured. They will never be able to take out their culture or what they are on the inside. 

• Give evidence of their determination. When they were faced by armed men, they showed determination to protest without any violence. Yet, they greeted them with courtesy, and they responded with violence. 

• How does this song show the significance of Parihaka? The song has shown the significance of Parihaka in several ways. For example, it stated that its presence will continue in the forthcoming years. Moreover, continue to be an inspiration for peaceful resistance, as the salt march and the Selma to Montgomery march.

• What makes an event significant? A significant event would have an effect on people's lives and result in great change. Similarly to Parihaka. 

• How many people are affected? Around 1,600 troops were affected as well as Te Whiti and Tohu were arrested. 

• How long were people affected? The people were affected by roughly 150 years and more.

• To what extent are people affected? The people living in Parihaka were affected by being removed from their homes, shot and killed, arrested, women were even raped by the troops.

Haiku Poems - English

For our writing task matrix in English, for the 5th activity, we had to make haiku poems! Haiku poems are Japanese poems that consist of seventeen syllables, it is then divided into three phrases; 5, 7, 5 as its pattern. Anyway, for this task, we also had to make four poems that relate to the seasons. 

Nevertheless, here is my haiku poems that I made using Piktochart. There are a total of four poems, one for each season. The order that I have my poems are; spring, winter, autumn and summer. 

Link to presentation: https://create.piktochart.com/output/52787631-seasonal-haiku-poems-vann