Tech Reflection | Science

LI: to create a blogpost explaining our tech session. 

This morning we had our tech session, this was the last session this year with Mrs Sharma. For this session we talked about plants and foodmakers. First in our project books we explained how plants grow, how it feeds itself, what it needs in order to live, different types of plants, and why plants are important to animals. After we explained what a plant is we watched a video of the system of a plant. We next went around Tamaki College and found 10 different leaves, after we found the leaves we made a table chart describing each leave, on the chart we numbered the leaves from 1-10. There were 5 different coloumns; 

Size - *cm

Texture - *rough, soft, waxy

Color - *green, purple

Thickness - *the thickness of the leaf

Pattern - *veins through the leaves 

Tech Relfection | Rocket Science

 LI: To find out how many fins you would need on a rocket to help it fly effeciently. 

This week we had Tech at Tamaki College. We were learning about Rocket Science with Ms Sharma and Mr Dunn. We started off by identifying the main features and attributes of how a rocket can fly. With Mr Dunn we learnt that weight and mass are two different things, if we were to go to mars our mass would stay the same but the weight would change. This is due to the amount of force in space and the planets. 

The reason we use rockets are to send cargo through space and stop bombs from other countries attacking a certain area. Due to gravity when the rocket flies off into space, it slightly turns horizontally to reduce fuel used. On a rocket their is a 'nose' to help the rocket cut through the pressure of the air when flying. 

We made straw rockets. We made our rockets out of plastic straw and paper as fins then used another straw to make the rocket fly. To help our rocket fly we had to make a lot of changes and variations to find our best flying rocket. The variable we changed was the fins. The winners were; Lukah - 6m and 40cm; Heavenly - 5m 90cm; Fau - 5m 80cm. 

MRS C GREN | Biology

LI: To understand the meaning behind the acronym MRSCGREN

This week for reading we have been focusing on science. We were focusing on biology. I have worked collaboratively with Acein, Akuhata and Sulia.  In this DLO, we had defined MRS C GREN. MRS C GREN is one of the majer processes of biology. This DLO contains how it works, and why it is important. We used key trategies like, Skimming and Scanning, Collaborating, Smart searching skills, Collaboration and Using other words. Here is the meaning of MRS C GREN:

M - Movement

R - Respiration

S - Sensitivity

C - Cells

G - Growth

R - Reproduction

E - Excretion

N - Nutrition

 

Science is Empirical

 LI: To look for evidence in the data/an image and infer what might be happening.

This week LS2 has been carrying on with science. In groups of 3-4 we created a DLO showing how science is empirical. I collaborated with Sulia, Juel and Heavenly. We also strengthened our visualising skills by interpreting an image of footprints and guessing what was happening. During the session we learnt why science is empirical. Science is empirical because it is based of observations. We observed the images and wrote down what we thought was happening. This task was based off biology science. 

Tech Reflection | Science | STEAM

 LI: To understand and identify the meaning of science with Mrs Sharma. 

This week the Yr 7&8's in LS2 had a new Tech rotation. The year 8's had Food Tech with Mrs Heka and the Yr 7's had Science (STEAM) with Mrs Sharma. Mrs Sharma was our Tech teacher for this term. We started by receiving a project book each. In our project book we wrote down what we were learning and what was happening during the session. 

We started off the session by introducing ourselves to Mrs Sharma. The topic of this week was 'being a scientist'. Mrs Sharma then showed us some science equiptment thats used during testing or in a science lab. There were some equiptment we knew and did not know. Mrs Sharma told us about what the equiptment were and what they are used for. Some of the science equiptment she showed us were; funnel, bunsen burner, test tubes etc. We wrote down the science equiptment we learnt in our project books. 

After that we had some time to think about some words we thought of when we hear science. Everybody participated and wrote down what they think relate to science on the board. Some words in the list were Biology, Physics and Chemistry. Those 3 words are also known as the 3 main areas of science. Each scientist studies at least one of those areas. The words we wrote down on the board also were written in our project books. 

While talking to the people around us we found out answers to 3 questions. They were; 

What is a scientist? 

What do scientists do? 

Have you ever thought about being a scientist? If so, what area in science would you study?

We had an activity to finish off our session. Using an A3 paper folded into quaters we did our activity on it. On the top left quartile we wrote down some more words we think of when we hear science. On the bottome left quartile we drew sketches of what we think of when we hear science. On the top right corner we wrote down the area of subject we'd study if we were a scientist and a question. The area I chose was biology, my question I asked was 'who found out that the sun was the source of light?'. Lastly on the bottom right corner we cut out an image and sticked it on the quartile and wrote down what was the science in the image. 

Mary Anning | Geology

  LI: To use smart searching skills to find out about a geologist from the past who made an important contribution to geology. 

Today Sulia, Sakshi and I worked together to create a presentation on Mary Anning who is a very famous geologist. To complete this task we first talked to each other through a video call so we could easily discuss our ideas. Once we had collected information about his journey, occupation, achievements and facts we added all of it into a google slide. In the end we created a slide showcasing the questions we used to guide our research. We found interesting that Mary Anning was called the "Women of Science" because she had found many discoveries and inventions that was very useful at that time. We really enjoyed working together as we could talk to each other and share our ideas concerning this topic as well as got a chance to work as a team. 

Albert Einstein | Physics

LI: To use smart searching skills to find out about a physicist from the past who made an important contribution to physics. 

Today Sakshi and I worked together to create a presentation on Charles Darwin who is a very famous physicist. To complete this task we first talked to each other through a video call so we could easily discuss our ideas. Once we had collected information about his journey, occupation, achievements and facts we added all of it into a google slide. In the end we created a slide showcasing the questions we used to guide our research. We found interesting that Albert Einstein never used to comb his hair and didn't prefer to wear socks as he thought this something waste of time. We really enjoyed working together as we could talk to each other and share our ideas concerning this topic as well as got a chance to work as a team.   

Marie Curie | Chemistry

 LI: To use smart searching skills to find out about a scientist from the past who made an important contribution to their field of science. 

This week LS2 has been given a challenge. This weeks challenge was to research 4 scientists thats study one of the 4 branches of science. The 4 branches of science are Physics, Chemistry, Biology, Geology & Astronomy. The scientist me and my partner Juel researched studied Chemistry. The scientists name is Marie Curie. She is known for the discoveration of Radium and Polonium with her husband, also known for the first women/person to recieve 2 nobel prizes from 2 different areas. Marie Curie achieved many things in life, apart of that was using radio activity to assist the french war effort in WW1. 

Science: Summarizing the text | Reading

LI: To summarize the information.

This week for reading our focus is science. For this second activity my group and I skimmed and scanned our notes and shared ideas to create a collaborative summary explaining ‘what is science?’. We divided our lengthy summary into 3 following paragraphs: an introduction on science, the 4 main categories of science and the two types of science. We used a question dice that helped us with our learning and made us ask questions to help us think about our subject and provide ideas for our summary. 

Identifying the main ideas of 'what is science?' | Reading

LI: to find our 3 most vital ideas from the information answering the question 'What is Science'. 

This week for reading our focus is science. In groups we watched a YouTube video explaining physics, chemistry, and biology (the things that are connected to it) and why science is important to us. After watching it twice, my group and I wrote down notes about some of the information that we took and remember from the video. We negotiated on the most important 7 of the notes to separate from the rest. We left 4 of those notes as ‘very important ideas’ and picked out our 3 vital ideas.  In our opinion we thought that the 3 most vital ideas were:

1. Science is divided into 3 branches, Physics, Biology, and Chemistry. 
2. Basic science is knowing something and applied science is using what we know. 
3. Science is the knowledge behind every question. 

Experimenting with UV light

LI: to find the most efficient UV filter.

LS2 has been trialing the electronic sensor for the Kiwrious project. We are working with Suranga, Sonnia, Evan, Dawn, and Evyonne from the AHL at Auckland University. I found that the red paper material was the most efficient UV filiter to keep zally safe from UV light. In the DLO above Sulia and I experimented with the sensors to find the most efficient UV filter. From the data we found that the red paper was the most effective.