Reflection : Market Day

Reflection On Market Day

3 Things that went well?

 One thing that went well was the business plan. Everything was organised and we had planned how we were going to do things. This was very helpful on the day. Secondly, the advertisements. All the advertisements we put up at school or either shared online were very eye-catching. This helped draw our customers in. Lastly, the market day itself it was very successful and we ended up with over 150 dollars.   

3 things that did not go well?

One thing that did not go well was the doughnut maker. It didn't rise and the shape was flat. However, we were able to resolve this issue. Another thing that did not go well was the chocolate fountain this was because we used thin chocolate sauce instead of a thick sauce. Lastly, we were not able to sell out this lead our group to give it out for free. Even after these incidents, we are still proud of what we have produced.

3 things you would change if done again?

Something I would change would be buying fewer toppings because people prefered the original doughnut or churro by themselves. Another would be raising the prices because many bundles were very popular. Lastly, would be wearing chef hats to look even more presentable. 

Versions Of The Treaty Of Waitangi

What are the key differences and perspectives causing conflict?

Article 1: The differences in the article are that in the English translation Maori give up their sovereignty to Britan. Resulting in Maori under complete control of the British. However, this statement was also written in the Maori version but, Maori chiefs still had control over their tribes. This is different because in the English version Maori gave up all their sovereignty. But in the Maori version, Maori chiefs still had control. This may have caused conflict because Maori were deceived into thinking they still had power over their people. 

Article 2: 

The differences in this article are that in the English translation Maori could only sell their land to the British. However, in the Maori version, if Maori were to sell land they first had to offer a reasonable price to the Crown. If the crown did not agree then it was then when the Maori could sell it to someone else. This may have created conflict because Maori believed they could sell land to anyone but in the English version they could not. 

Article 3: The differences in this article are that in the English version they only agreed to have the same rights as British. Whereas in the Maori version as well as that statement they also agreed to be protected by the British. This may have caused conflict because it meant that the Maori would not be protected by the British. 

Link

Another World - English

Another World

You have the power to change the world. What does an ideal world look like in your mind? What could you do to make it a reality?

An ideal world for me is where every human being is respected for who they are ( Not matter the gender, culture or religion). Everyone shows humanity! This means showing kindness, loyalty and just being humane. I would also like to see a world where animals are respected and taken care of. This means no torture or animal testing. Secondly, where poverty is not to be seen. Thirdly, where everyone is helping each other, no greed but instead a smile. Lastly where women and men are both treated equally and not degraded. 

To make a difference I will continue to keep showing generosity. I will encourage the women I know and will not degrade men. And lastly, I will just be kind!

Why did New Zealand need a treaty?

My Social Studies Essay

Link To My Essay


Link

Esol Cultural Stories

Ghost by Nidhi Prasad

In Esol class Ms Briggs assigned us an assessment on writing a short story ( under 150 words ) on scary legends and myths from our country. This is mine and my scary story is about the period ghost ( It's more interesting than it sounds ). 

Earthquakes - Science

Questions I Have About Earthquakes?

What causes an earthquake?

Earthquakes occur when two or more tectonic plates move against each other generating waves which shake the ground. There are many types of earthquakes but the most dangerous is subduction when the densest plate is being forced down underneath the less dense plate either causing trenches or mountains/volcanoes. If an earthquake is shallow it causes more destruction because it's closer to the surface of the earth.

What is the magnitude of an earthquake and how are they measured?

The magnitude measures the amount of energy released during an earthquake. An Earthquakes magnitude is measured using the Richter Scale which measures from 0 to 10. 10 being the strongest. 0 being the lowest. A magnitude 10 earthquake has never been experienced but the largest earthquake ever recorded was in 1960 in Chile with a magnitude of 9.5. Every time you jump up one number on the Richter scale the energy released is 10 times greater. 

Can you predict earthquakes?

Possibly, but scientists can only identify areas where the earthquake might occur they can't predict the exact time or date it will happen. 

Can humans cause earthquakes?

Possibly, but only small shakes and rumbles in the ground small enough to barely feel it. This happens through hydraulic fracturing. Commonly known as fracking. Fracking is a technique used to access oils and natural gases deep down in the earth crust. Or mining but I will elaborate on fracking. 

How does fracking work?

Millions of years ago organisms had died and layers were forming on top of them. The intense heat and pressure under the earth's crust caused the organisms to break down into liquid creating oil and naturals gases. The technique of fracking allows the oil and natural gas to be extracted out. 

Fracking works by drilling a wellbore ( really long hole ) into the earth's surface. When the wellbore reaches 2.5km to 3km ( these numbers may vary depending on where the oil and gas is ) in the ground it's at its kick-off point. The wells which surround the interior of the drill is created with steel and cement so they do not burst open due to the pressure of the water. Then the drill turns 90 degrees and starts drilling horizontally for approximately 1.5 km through a compressed shale rock formation ( compressed silt and clay ). Next, a specialized preformatting gun enters and a series of small shots are fired creating holes in the compressed shale rock. These holes are about 1 inch long that bursts from the drill and into the rock layer. After 3 to 4 months of the original drilling, the well is ready for fracking to start. 

Fracking fluid is pumped into the well with an intense amount of pressure which causes the shale rock to crack creating holes. These holes open the way for the oil and natural gas to flow out. In the fracking fluid, clay and sand are added so that the oil and gases can keep flowing even after the pressure is released. 

Where do earthquakes commonly occur?

Earthquakes occur on fault lines in the earth and the edges of plates. But mostly are common near the edge of the plate. Fault lines are cracked sections in the earth where plates are moving in various directions. Faults are caused by sliding and bumping. The worlds biggest earthquake belt is found along the rim of the pacific ocean. Also known as the ring of fire it is where 81 % of all earthquakes happen. This ring of fire exists along plate boundaries where most of the subducting happen. 

What are body waves and surface waves?

Earthquakes produce three types of seismic waves p waves, s waves and surface waves, however, they all move through the earth differently. Surface waves are waves that travel across the surface of the earth whereas the body waves travel through the interior or the "body" of the earth. There are two types of surface waves rally waves and love waves. Rally waves are when the ground moves up and down whereas love waves are when the ground moves side to side ( left to right ). Body waves are of two types primary waves and secondary waves. On average, P waves move faster than s waves. P waves are the first to reach any location after an earthquake happens. Primary waves can travel through solids, gases and liquids. However, S waves are the second to arrive at the location after an earthquake even though they start at the same time as primary waves. Secondary waves can travel through solids but not through liquids or gases. S waves travel at half the time of P waves. 

What is an aftershock?

An aftershock is a smaller earthquake following the shock of a large earthquake. Aftershocks don't mean a larger earthquake is about to hit. It means that the plates are slightly adjusting. An aftershock may occur hours or days after the major earthquake. 

https://kids.wng.org/node/3222

https://www.bbc.com/news/uk-14432401

https://teara.govt.nz/en/earthquakes

https://www.pinterest.nz/pin/210613720059738605/?lp=true

Couscous - Home Economics

Couscous

Last Friday our home economics class made Couscous. 

My group were assigned tasks Jakita was making the couscous, Jimmy was preparing the salad, Ella and I were making the salad dressing. By assigning the tasks this made everything organised and were able to focus on our jobs. The class surprisingly finished on time with 5 minutes to spare. 

Miss Hindson gave us a pita bread which we cut into quarters and served with the couscous.  I really liked couscous served with the salad it was refreshing however we did put in extra oil which didn't ruin the dish but just made it a bit oily. But my friends enjoyed it and loved the addition of the pita bread. My group members had the same comments about the dish.

What did the group do well?

The group was very organised and focused. They stayed on task and got their jobs done and had time to help others within my group. This weeks time management was really good because as stated above we have 5 minutes to spare and talk about the dish.

What could we improve on?

Not much because this weeks lesson was very productive but maybe cleaning up every time we cut something and wiping the benches. 

Next Steps:

1. Wiping the benches. 

2. Cleaning up when we cut something

3. Doing things quicker. 

https://cravingtasty.com/israeli-couscous-salad/

The Treaty Of Canandaigua ( Social Studies )

The Treaty Of Canandaigua 

In Social Studies we are learning about the treaty of Waitangi and we were given a choice to research about a treaty and I chose the Treaty Of Canadaigua. This treaty was signed in 1974 in Canandaigua, New York. It was all about establishing land and making peace with the Americans. How does this relate to the treaty of Waitangi? Both treaties were signed by indigenous people of the land and was signed by multiple chiefs. Both cultures fought over land and both has treaties.  

The Treaty Of Canandaigua by Nidhi Prasad

Butter Chicken - Home Economics

Butter Chicken 

On Friday the 25th of October our Home Economics class made Butter Chicken. 

My group were assigned tasks and because we didn't have a full team we had to work even harder to get finished on time. My job was to make the butter chicken sauce but earlier in the lesson, I had not cut my chicken to a reasonable size which meant I had to leave the sauce on for longer so the chicken was cooked. Everyone in my group did a good job and I don't know how but we got out on time.

I did not taste the butter chicken but I had got some feedback from my friends and group members. They liked the chicken but thought the sauce did not have enough flavour and wanted a bit more spices. My group member had basically the same comment and for next time we cook this dish we know to add more spices into the sauce. 

What did the group do well?

The group was focused and everyone knew what they had to do. This meant no one was standing around doing nothing. They did their jobs quickly because we didn't have an extra member. All the members contributed and we were able to finish on time. 

What could we improve on?

I think we could improve on communication because during that class, even though everyone was doing their own thing this meant we were not able to communicate on what we had to do next or who's doing what. It was a messy lesson. 

Next steps?

As stated above we may need to improve on our communication among the team. 

I was not here on Friday the 1st Of November, which means I can not write a blogpost on the dish we made. 

Meat Free Pasta - Home Economics

Meat Free Pasta 

Last Friday our group made meat-free pasta with tomato sauce. 

My group were assigned tasks in the lesson. I was in charge of cooking the pasta sauce and drying and washing the dishes. While the other group members were left to cook the pasta and prepare everything. Miss Hindson gave us the challenge to present like they do on Masterchef, we accepted it. Getting into the lesson everyone knew what they had to do due to the time frame. This was a simple vegetarian dish however it took us a bit longer to complete it. But, we were able to finish the dish on time. 

The pasta was really tasty, the pasta was cooked al dente. However, I thought the pasta sauce was a little salty. I loved the sprinkle of cheese on top because the heat from the pasta and pasta sauce caused it to melt and create a delicious crust. This was not a huge problem but as you ate it over and over again it started to overpower the dish. Apart from that, I would love to make this dish again and add a little twist of my own. 

What did the group do well?

The group was really focused and had good time management skills. Everyone knew what they were supposed to do which meant no one was standing around finding something to do or slacking off. Everyone stayed on track even though we didn't have a physical recipe to follow. This meant we had to listen to Ms Hindson and try to remember what she said. All and all everyone did a great job and we were able to produce a delicious dish. 

What could we improve on?

Nothing much because the group was focused and the time management skills were good as well. Maybe next time we could wash the dishes and dry them a bit quicker. 

Feedback?

Feedback from the group was really positive and everyone enjoyed the dish. They loved the choice of pasta we chose which was the spiral pasta. We didn't choose the spaghetti pasta because a majority of the class chose it and the spirals looked more pleasing. 

Next Steps:

Our next steps include:

- Taking more photo's.

Chapter 1 : English Creative Writing

How I Survived

In English class, we are focusing on creative writing and this is my finished copy. Instead of writing a short story I chose to write, chapter one of a novel. 

Click Here!

Maori Mythology & Gods

Maori Religion & Gods 

In social studies, we have been learning about the Maori mythology and religion. I have created a poster about Ranginui. The Sky Father. The poster gives an explanation of his story.

In class, we were put into groups and given questions to answer. These are answers we came up with:

1. Discuss the idea of Mythology/Stories in religion, and the role myths and stories play in society?

Myths and stories play a huge role in society by helping us understand other cultures and beliefs. They educate people and give us something to believe in. It helps us understand our history and the stories of our ancestors. Also explaining the unknown. 

2. What similarities are there between the myths and stories of Maori and the first British Missionaries?

Both cultures had their own beliefs. They both believed in gods or a higher power they worshipped. 

3. Why would differences between Maori beliefs and English beliefs cause conflict?
Because both cultures believed in their religion very strongly and we're not going give it up easily. Also because the Maori and Europeans had different morals and beliefs. They had diverse ways of worshipping gods and compared to the Europeans the Maori were treated differently. 

Marshmallow Catapult - Physics

Marshmallow Catapult

Aim: To construct marshmallow catapults and record its height and distance.

Equipment: Marshmallows (1 Packet), Rubber Band, Plastic Spoon, Wooden Skewers  ( 7 ) & Tape.

Method:

1. Place three marshmallows in a triangle, them connect them with skewers. 

2. Take a skewer and stick it onto the top of the marshmallow. 

3. Bring the tops of all three skewers and stick them together with one marshmallow.

4. Take a spoon to another skewer.

5. Stick this skewer into one of the marshmallows below the skewer already placed.

6. Take the rubber band and wind around spoon and then loop end of the rubber band around the marshmallow and bringing it underneath the marshmallow {should not be on marshmallow}.

Results:

Unfortunately, we were not able to measure the height of the flying marshmallows but did get the distance. 

Discussion:

Forces Behind The Experiment:
Before we even applied any force or energy on to our catapult, there were already forces acting on the object. This was support and weight force. These forces were keeping the catapult at an upright position, the forces were balanced. This meant that the object was motionless. As we pulled down the catapult kinetic energy was changed into elastic potential energy. When the spoon was pulled down it also gained elastic potential and as we released it converted the energy into motion. As it flew through the air it gained gravitational potential energy. The marshmallow gained as much gravitational potential energy until it stopped at a height which it could no longer go higher and started falling down again, which then was converted into kinetic energy as it fell back down again.

Definitions:
Support Force: is a force that balances the weight of an object.
Weight Force: Weight force is the force of gravity on an object.
Kinetic Energy: When an object is in motion kinetic energy is created.
Elastic Potential Energy: An elastic which can store energy and convert it into motion. 
Gravitational Potential Energy: Energy an object has when off the ground.

Structures:
We found out that different catapults gave us different results. We had three catapults:
Catapult 1: Was the spoon catapult. 
Catapult 2: Was the catapult with the purple bottle cap.
Catapult 3: Was the catapult with the small metal cap. 

These are some results involving distances from our experiment:

Catapult 1			Catapult 2			Catapult 3
Small	Big		Small	Big		Small	Big
0.5	0.8		4.1	3		2.2	0.3
2	0.9		4.2	5		2.5	1
2.5	0.9		4.4	5.7		3	1.8
3.5	1.1		5.8	5.7		3	2
3.8	1.4		6.3	6.9		3.1	2.3
4.6			6.5	6		3.4
4.9			8.3
5.8			5.8
5.8			4
6.3
6.4

As we can see catapult two has the longest small marshmallow throw (8.3m). And, catapult two has the longest big marshmallow throw (6.9m). This is becasue of its structure, catapult two has a bigger structure and more elasticity. This means it's able to bend back further building up more elastic potential to fling further. The more it bends back the further it goes. We can also see that catapult three is not able to fling marshmallows further than 4m because of its size. Catapult three is 2x smaller than catapult two which means it's not able to bend back as much and gain as much elastic potential energy. When bending catapult three we are bending the wood, which is not ideal as it is stiffer. Catapult one is the design we made, it has a spoon as the material we bend back, this means it is bendier. It is quite small than means it does not bend all the way back. In conclusion, without a doubt, the best catapult would be catapult two.

Calculating Gravitational Potential Energy: