Vegetarian Sushi - Home Economcis

Vegetarian Sushi

Last Friday our group made vegetarian sushi. We were assigned tasks, and they were evenly spread out to every member. The sushi was really nice, the seaweed was wrapped up really tightly and there were a variety of vegetables. I personally did not like the wasabi. 

What did we do well? 

As a group, we stayed on task and followed the recipe. We managed our time well, and worked as a team, producing our delicious end result. 

What needs to be improved next time?

If we were to make this dish again I would not add the wasabi, but add some soy sauce. 

Feedback?
Feedback from the group was good, they liked the sushi but would have preferred some chicken.

Next Steps:
Arrive quickly to class and wash hands and gather things really fast. So we could get cooking. 

Pic Link

🎨 Stone Age Art - Social Studies 🎨

Stone Age Art

In social studies, we have been learning about the stone age, specifically the paleolithic and neolithic period. The paleolithic era started 2.6 million years ago to about 10,000 BCE. However, the Neolithic period started in 10,000 BCE and ended in 2,000 BCE. The class learnt about how and what they used to make weapons, the food they ate and the art. 

10Hh had an opportunity to draw and paint on the walls of the classroom some stone age art. We first had to plan what we were going to draw, this included symbols and sketches. These are some pictures of 10Hh's and 10 Bu's work:

People in that era didn't have paintbrushes so they used their hands, sticks and twigs. A majority of stone age art is found inside caves across the world, this includes Europe, Africa, South East Asia and Australia. Colors were made from dirt, charcoal, crushed berries and fruit. Red and black pigments were made from rock. They used art to tell stories and communicate, some would have a hidden meanings. 

This is my planning:

The art above shows some of my paintings. My paintings symbolizes survival, hunting, humans and animal

Facts:

1. Stone age art is predominately found in Europe.

2. Early humans would make tools out of stone and wood.

3. Some would use saliva and animal fat in paint. 

4. Many paintings mainly include humans and animals.

Cave Art:

Link, Link, Link, Link

Lemon Battery Experiment - Science

🍊 Lemon & Orange Battery 🍋

Aim: I want to investigate which fruit works better ( Lemon Battery or Orange Battery )

Equipment: Orange, Lemon, Copper Nail, Zinc Nail, Voltmeter, Switch, 3 Alligator Clips, Light bulb.

Method: 

1. Gather all the equipment.

2. Take a lemon or orange and roll it. 

( Without Breaking The Fruit )

3. The aim is to soften the fruit so it releases citrus juice. 

4. Then attach the nails in the lemon, approximately 4 cm apart.

5. When attaching the nails in the fruit be very careful, making sure it won't break.

6. Then clip the alligator clips between the nails and the others from the lemon to the bulb.

7. Observe Results. 

Results: 

Evaluation: 

During the experiment, many things went wrong. The lemon and orange battery didn't light up the 9 volt light bulb. So we decided 9 volts is too high. We changed the bulb to a led light bulb which takes approximately 2 to 3 volts. Our voltmeter only read 0.7 volts the highest. Copper and Zinc metal should only produce 1 volt. There are many reasons why the LED wouldn't have light up:
1. A layer of oxides ( Rust ) was stopping the conduction of electricity. Which is why it's a good idea to clean the metal. 

2. The lemon and orange didn't have enough citric acid. The more acidic a fruit is the more electricity it will generate.

3. Using ripe lemons.

If you were to do this experiment don't use ripe or under-ripe lemons, this is because they don't contain as much juice. Whereas overripe lemons have juice which helps electricity flow.  Clean off the rust properly, otherwise as it says above it will stop conduction of electricity. Also, check that all the wires are working. 

Discussion:

For our lemon and orange experiment, we cut a slit in the lemon and attached copper and zinc nails. Then we connected the zinc metal and copper metal together with an alligator clip. This acted as a conductor, which allowed electricity to flow. We measured the energy the current was carrying with a voltmeter. 

First, we built a circuit. A circuit is a path which the electrons can flow through. For a circuit to be complete charge must be flowing. For a lemon battery to work, you need to have two electrodes and one electrolyte. In this case, we have our to metals (Zn & Cu) as our electrodes and the lemon as our electrolyte. An electrode is where the charges gather, Cu and Zn. An electrolyte is ions in a solution, citric acid. An electrode which wants more electrons is called a cathode and the one which gives up electrons is called the anode.

The electrons are flowing anti-clockwise from zinc to copper through the wire. Zinc and copper both want to lose electrons but zinc is more reactive. Our anode (Zn) has two electrons in its outer shell and wants to lose them. We would say zinc has a higher electronegativity, meaning it has a stronger desire for electrons than copper. By losing these two electrons it now becomes Zn²⁺. The electrons are now going to leave zinc and go to copper, left on zinc are positive charges. This is similar to copper the electrons are going to leave copper and go to zinc, leaving copper with negatives charges. After zinc has lost its electrons it will move freely around the lemon. Inside the lemon is citric acid. Citric acid will dissociate (break apart) into acid, H⁺ ions and citrate. The electrolyte has a negative and positive charge, citrate - and hydrogen +. Citrate is going to go to zinc because positives and negatives attract. Same goes for Hydrogen it will go to copper.

The reaction happening is a redox reaction. Reduction Oxidation. Reduction means when charges reduce or decrease and oxidation means when charges increase. As we know Zn went from having no charge to having 2⁺. This is oxidation. The hydrogen went from 2H⁺ to H₂ ( Hydrogen gas ) and has become neutral. Reduction. This is definitely the reaction that occurred because of one of my peers noticed bubbles, which indicates a sign on hydrogen gas.

Fish & Chips - Home Economics

Fish And Chips

Last Friday my group and I made fish and chips. Our group had many tasks, especially because one member was not able to cook with us. The tasks were spread out evenly and amongst every member. The fish was nice and soft and the bread crumbs were a great addition to the dish. I personally thought the chips were seasoned perfectly and had been cut perfectly, not to thin, no to thick.

What we did well?
Our group managed time very well and was able to finish before lunchtime. We worked as a team and got things done quickly and kept our benches clean. 

What needs to be improved next time?

If we were to make this dish again we would use our time better and spread the lemon juice on fish before applying the bread crumbs. Maybe read the recipe better.

Feedback:

My group members loved the chips but thought the fish was too soft. I personally loved the dish and would definitely make it again in my own time. 

Next Steps:

Our next steps would be too read the recipe thoroughly and finish making any dish with time to spare. 

This recipe was used from: My Food Bag.

Social Studies - Tech and Change

Tech & Change

In social studies, we have been looking at changes in technology. The class has created a timeline on the history of cellphones. From the first cellphone to a guess on the future cellphones. They also have experimented on themselves how many hours they spend on the screens and what devices they use. Throughout the weekend we had to count how many hours we spent on our screens. I downloaded an app called instant which keeps count of the hours ( phone only ). I intend on keeping it. The graphs below show how many hours the class spent on their phones and which devices were the most popular.

Jam Drops - Home Economics Week 3

Home Economics - Jam Drops

Last Friday, our home economics groups made jam drops. Our group had tasks each which were evenly spread out throughout the students. Every student has a different skill level but I think our group has approximately the same skill level. What needs to be improved? I think our group needs to be quicker when reading the recipes. In saying that we need to be able to read the recipe thoroughly so we know what to do, without missing a step. 

Feedback 

The staff members were really positive and they loved the jammy biscuits. Our group loved them as well they were really soft, this was because we didn't let them sit for the crisp flavour and texture. But apart from that, the flavour of the jam was really nice. I personally loved them. It was not a smart idea to eat the biscuit straight after taking it out of the oven. =). The jam was very hot.

Next Steps

The groups next steps are to read the recipe quicker with a good understanding. This means not missing a step, or just skim reading. We also need to improve our accuracy in measuring.

Bibliography

School Uniforms - English

School Uniforms?

We should get rid of school uniforms, or should we?

This has been a very controversial question. Many students prefer to have no uniform because they want to express themselves. But are wearing mufti clothing really beneficial for students? In reality, they are not. School uniforms are very propitious they promote equality, prevent gang colours and symbols and make it easy to get ready for school.

This may not be obvious but wearing school uniforms promote equality. This is because students are dressed alike and don't need to worry about others who look more fashionable. Studies show that when students wear uniforms in school it reduces bullying. How? Well, they won't have pressure on them by their peers, to wear the latest clothing or get judged by what clothes they wear. Because it doesn't matter if you're from a low-income household or a high-income household, every student is wearing the same clothing. Students deserve to be treated equally!

Schools uniforms prevent gang colours and symbols. If we had to wear mufti clothing this would be a great opportunity for gang members to reveal their signs and colours within the clothing. This would lead to many people joining gangs so they can feel apart of a popular group. Uniforms are a great way of feeling apart of the group and stopping gangs in the school. Gang colours and symbols shouldn't be allowed in the school compounds. Uniforms make sure these situations do not happen.

School uniforms make it easy to get ready for school. As we know students are often late to school, and by having a uniform they can quickly put on, it makes it so much easier. Whereas if they had to wear the clothing of their choice, students would take much longer deciding what they would want to wear. Pupils don't have to take 1-hour choosing what outfit they could wear, or which one their peers would like the most. With uniforms, they are a great saviour for lateness. A study was done in the University of Housten and it stated that schoolchildren who wear uniforms have better attendance and grades than students who do not. Uniforms are better! No more arguing about what to wear in the morning. 

We know that many school students would prefer themselves with mufti clothing, but it's not beneficial. Uniforms help promote equality, with students dressing alike. They prevent gang colours and symbols in the school. Lastly, they are so quick and easy to put on with no arguing about what to wear. Uniforms should be kept! They are an essential part of the school. Uniforms promote their school inside and outside. So should we get rid of uniforms? 

https://www.saviochs.org/parents/school-uniforms.cfm