My Science Investigation #2 - Blood Pressure and Pulse Rate

LI: To learn about pulse rate and blood pressure.

Your pulse rate is the speed that your heart pumps blood through your blood vessels. Today, we performed an experiment that measured our high and low blood pressure when we do physical activities.

The activities that we did were sitting, jogging on the spot, throwing and catching a ball, stretching, star jumps and running as fast as possible on the spot. Each person in the group took turns measuring their pulse rate after doing these activities.

My Science Investigation

LI: To perform our own science investigation on the senses of the tongue.

Today for Tech, we were focusing on learning about the different senses of the tongue and our taste buds as well as learning about it in our own science investigation.

We learnt about the main senses of the tongue: sour, sweet, salty and bitter. We went over how they work and what allows our tongue to taste. The experiment we performed was tasting different solutions and determining if they were bitter, sour, sweet or salty depending on our taste buds.

Consideration should be given to the fact that not everyone has the same taste buds. The tiny microscopic hairs on our tongues detect taste and send messages to the brain, so it determines if it tastes sour, sweet, salty and bitter.

I enjoyed this science investigtion experiment session because I learnt about taste buds and the senses of the tongue. One thing I learnt that was interesting was that you have 10,000 different taste buds that reset every 2 weeks or so.

Topic 8 - Acids and Bases

LI: To learn about acids and bases.

For Today's tech session at Tamaki College, the Year 7's have learnt about what acids and bases are and how to determine the acidity or basicity of a solution.

First of all, we went over what pH is and how to find out the pH of a liquid/substance. The acidity or basicity of a solution is ranked on a scale from 1 to 14, 1-7 being acidic, 7 being neutral and 7 to 14 being a base.

We performed an experiment where we found out the pH level of different substances using litmus paper, a well plate and tweasers.

I enjoyed this session because I found it very interesting as well as fun to perform this experiment with the different solutions. One thing I found interesting was that the acidity or basicity of a solution is determined because of the hydroxide and hydrogen ions inside of the substance.

Bubble Science

LI: To perform a scientific exploration on bubble science.

For this science lesson with Mrs Sharma, we have been focusing on the science of bubbles. For this task, we focused on performing 4 different tasks related to bubbles as well as expanding our knowledge.

For the first task, we watched a video and wrote down notes about bubbles. For the next task, we wrote down the different challenges we would perform with bubbles. For task 3, we learnt how to make pipe cleaner wands. For task 4, we learnt how to prepare the bubble liquid. For the experiment, we made wands, bubble liquid and tried to complete the different bubble challenges.

I enjoyed this science lesson because I was able to expand my experience and knowledge of bubbles as well as perform educational experiments.

Topic 5 - Flower power

LI: To explore the anatomy of a flower.

For science today, we were focusing on learning about flowers. We experimented on a hibiscus and dissected a flower to study its anatomy.

First, we wrote down the goals and outcomes for this experiment which were to know the parts of a flower and be able to dissect. We then wrote our thoughts on flowers and what we already know about them.

We watched a video and discussed the purpose of the different parts of a hibiscus because it was the flower we used as an example of this experiment. Then we began our experiment.

For the experiment, we watched a short tutorial video explaining the key parts of dissecting a flower. We started by removing a petal and sapel of the flower and then cutting a straight line down the style. We carefully removed the pollen tube.

As a side experiment, we placed a piece of pollen onto a slide and then placed the pollen slide underneath a microscope and then observed the pollen closely.

I enjoyed this experiment and learning about flowers. One thing I learnt was that a flower is made up of both female and male cells, meaning that is it bisexual. I found this fact interesting and cool because it is something new that I learnt.

Topic 4 - Floating and Sinking

LI: to experiment with buoyancy and floatation.

 

For tech, we were focusing on testing the buoyancy of different weighted objects and making educated predictions using our knowledge of floatation.

We began our tech session by discussing the meaning of and defining the words float, sink and semi-float. We talked about why some things float, sink or semi-float. We watched a video that explained these words in a clear way and we wrote down notes that would help us in the future.

After this, we started by writing the aim or purpose of this scientific exploration and the equipment we would need to perform the experiment. We created a table of contents and wrote down the name of the objects we performed the experiment on and the size, weight and composition of those objects. We predicted whether they would float, sink or submerge in water and then recorded the results after the experiment was performed.

For the experiment, we filled a bucket up with 2/3 of water and measured, weighed and researched the objects. My partner and I started by putting the smallest objects into the bucket of water first and recording the results in order from smallest to largest.

I found this experiment interesting because I had never tested and experiment about floatation and I had a lot of fun with this scientific exploration. One thing that I learnt from this science lesson was that the buoyancy depends on the density of the object. I found this fact interesting and cool.

Science Exploration Topic 3

LI: To explore science equipment.

Our focus for the technological discovery regarding science exploration on laboratory equipment was based around understanding how the temperature of the water can change how quick a substance, such as sugar, can dissolve into a liquid form or substance solution and we used different types of scientific equipment to perform this experiment.

The creative task that we were set was to measure 100ml of cold water into a beaker using our knowledge of meniscus to determine an accurate measurement. Then, using a scale or weighing machine, we calculated exactly 10 grams of sugar on a petri dish disregarding the weight of the petri dish. Once we measured the sugar, we used a thermometer to determine the exact temperature of the water. Then, we poured the sugar into the cold water and used a stopwatch to see how long it took for the sugar to dissolve. We repeated this process for hot water.

I found this science task easy because I am familiar with measurement and performing accurate calculations regarding temperature and specific amounts. I enjoyed this task because I was able to use the different laboratory equipment to perform this experiment and I had a lot of fun recording and comparing results.

The information about the equipment we used can be found recorded and listed on the document above.

The temperature of the cold water was 20 degrees celsius.

The time it took for the sugar to dissolve was 59.66 seconds.

The temperature of the hot water was 75 degrees celsius.

It took 17.10 seconds for the sugar to dissolve.

Science Exploration

LI: To measure water using meniscus.

Today for Tech with Miss Sharmal, we explored the basic science laboratory equipment and performed an experiment based off of meniscus.

We found out that meniscus is the curve of water that occurs when water is inside of a beaker or measuring cylinder. A meniscus can cause improper measurements. The bottom of the meniscus (where the water is flat surfaced) can be measured instead to perform accurate measurements.

We used a beaker to measure 100ml of water and transferred 40ml of water to a measuring cylinder. We used a pipette to make sure our measurement was exact using our knowledge of meniscus. Then, we added 3 more ml of water to the measuring cylinder using the pipette.

 

I found this task easy because I am familiar with science/laboratory equipment and I enjoyed performing the experiment of measuring and exploring meniscus.

Isaac Newton - Scientific Research Biography

LI: To learn about Isaac Newton.

This week in Reading, LS2 has been working towards Simple Machines. Apart of this, we were required to learn about Isaac Newton. Isaac Newton is a physicist, mathematician, theologian and a Astronomer. We were also required to create a DLO with the following questions: Why is his work important? What did he find out? How does his work connect to simple machines?

I found this interesting because I was able to learn many new things about Sir Isaac Newton and his research during my reading task. This is helpful because I am able to share my understanding and knowledge with others that need it.

Tech Reflection - Indian Curry

LI: To create indian curry.

Today for tech, the year 7s made indian curry with Mrs Hecka at Tamaki College. We used a range of different ingrediants like spices and we practiced dicing and measuring ingrediants.

First, we skinned and diced up an onion as well as two garlic clovers into small cubes. We proceeded to put it into a large pot with two teaspoons of oil, one teaspoon of ginger and half a cup of water. Then we cut up the spinach leaves and added it to the pot with half a cup of tomato sauce and different indian spices. Did you know, indian currys often use a LOT of spinach leaves?

While the curry was cooking, we cleaned up our kitchen stations to prepare us for the serving of the indian curry. During the time that the students were cooking the curry, Mrs Hecka (our tech teacher) was cooking rice.

We split the rice between our containers and divided the finished curry between group members, then we were sent to the Tamaki College Cafeteria to eat our indian curry.

I really enjoyed this session of tech with Mrs Hecka because I was able to practice dicing ingrediants, measuring amounts of spices and sauces and being able to proud of what I created.

Food Tech Reflection

LI: To make a smoothie and a fruit salad.

Today, our session of Tech for the year 7s was based around food technology and responsibilities with cooking. We made a fruit salad and banana smoothie.

First, we were introduced to our teacher for food tech, Mrs Hecka. we put our belongings and items away in multiple pigeon holes to keep ourselves organized. We washed our hands and put on an apron and proceeded to the kitchen stations. Everyone was put into groups of three or four.

After this, Mrs Hecka showed us where we can find all the tools and items that we will need for food tech. There were different sized bowls, utensils, measuring cups, pots and pans which were all on trolleys. We started by choosing who in our group would wash the dishes, who would dry the dishes and who would put away the dishes.

We started our cooking by grabbing the ingredients, which were milk, yogurt, bananas, kiwifruit, apples, mandarins, watermelon and blueberries. We filled a small measuring cup up of yogurt and used a medium measuring cup to calculate the amount of milk we needed. 

While two people took care of the yogurt and milk, another person began dicing the kiwifruit, watermelon, mandarin, bananas and apples into cubes for the fruit salad. We started cleaning as we went so our kitchen station wouldn't end up a complete mess for us to clean in the end.

Once the fruits were sliced, we divided up all the fruits into cups and we continued to fill up our fruit salad cups until there was no more diced fruit left. We made sure our fruit salad cups were colourful and full of various fruits.

Finally, each group took turns using the blender to create their banana smoothies. We first put the milk into the blender followed by the bananas and strawberry yogurt. We blended it for twenty seconds and it was eventually ready to drink. We poured the smoothie into a plastic cup and every group was able to eat their fruit salad and drink their smoothie.

I very much enjoyed making fruit salads and banana smoothies because I was able to use my cutting and cooking abilities to create something that I was happy to eat.

Summer Learning Journey | Day 7 | Activity 3: Ultraviolet

For the ultraviolet activity on day seven (activity three), I learnt about UV light and indicators. Using a google draw, I created and came up with my own ultraviolet ray indicator.

UV rays (ultraviolet light) are naturally sourced by the sun. However, when a person, animal or thing is exposed to UV rays for too long, it can cause damage like rusting and sunburns.

There are three kinds of UV rays: UV-C, UV-B and UV-A. 

UV indicators identify the strength of the ultraviolet rays. By knowing how strong a UV ray is, it allows a person to know how and when to protect themselves in certain situations with different UV ray levels.

First, I watched a video that explained what UV rays are, the effects of UV rays, what a UV indicator is and its purpose. This helped me get a better understanding of what I had to create and include in my UV indicator.

I created a UV ray indicator wand that uses light sensors to catch UV rays and transmit them to a UV reader, which identifies the type of UV light. It also provides the strength of the UV rays in percentage. The wand's base is made out of strong and flexible glass so the light can pernitrate properly.

This was a really fun activity and I very much enjoyed researching about ultraviolet light, indicators and creating my own indicator.

What I found most challenging or difficult about this activity was thinking about how the UV light indicator would work and manage to capture light.

This was a great opportunity to learn more about ultraviolet and use different comprehension skills to learn something new.

LI: to use different comprehension skills to create a UV light indicator.

Summer Learning Journey | Day 1 | Activity 1 | Nanogirl | Scavanger Hunt:

The Nanogirl task/activity for this week was to search for the required items in order to be able to do different experiments over the Summer Learning Journey period.

In our companies for inquiry, we watched a video by Nanogirl explaining the materials we would need to find, where we could potentially find those materials and the purpose of those materials.

The materials that we needed were cardboard (a tube, thin and thick), a mixing tool, stone, items of different size, string, foil and an empty bottle. We managed to find six of these items, however the rest can be found at home.

We began searching for the items that Nanogirl listed and recorded videos and took images showing the scavenger hunt in action and the materials that we were able to find.

Scavenger hunting can help improve a persons ability to search and find things using their knowledge of where those items may be. I enjoyed scavanger hunting for certain objects and I look forward to experimenting with Nanogirl.

LI: to search for the required items.

About Me 2020

LI: to write an information report about myself.

Ellohay!

My name is Bella. I am Irish, Filippino and Maori European. I am a student in LS1 at Panmure Bridge School. I am a Year 6. I enjoy how we are a digital school. I also enjoy rollerblading and writing stories!