Science - House Fires & Fire Safety

1. How do bush fires start and how has climate change made them more common? - Bushfires are caused by natural causes such as lightning strikes, global warming or by people accidently or on purpose. Weather conditions and fuel conditions is a major part in bushfires happening. Climate change is making the conditions for fires more likely, the total area burned by wildfires each year decreased by up to a quarter in the past two decades.

1. What are 3 ways you could fire proof your house if you lived in an area likely to get bush fires? when global temperatures rise,

- To fireproof your house you would need fire resistant materials. The thing to do is to construct a building in which a fire would take effect slowly, allowing the people time to escape. Heavy timber can be considered fire resistant because it is combustible. You will also need fire resistant windows, doors. If you have a lot of bushes around your propertie than you will need to cut them down to prevent bushfires to occure.

1. When something burns it combusts, what is the difference between complete and incomplete combustion?

    - Complete cobustion takes place in the presence of a sufficient amount of oxygen while an incomeplete combustion reaction takes place when there is an insufficient amount of oxygen supply.

Science - Mount Ruapehu, New Zealand Volcano

What is its name?

- Mount Ruapehu

Where is it?

- North Island, New Zealand in Tongariro

Is it extinct?

= No

Dormant or active?

- Active

What type of Volcano is it?

- Stratovolcano (composite cone volcano)

How are these types formed?

- An eruption of highly viscous (very sticky) magma tends to produce steep-sided volvanos with slopes around 30–35°.

Diagram?

Types of rock around volcano?

- Volcanic rock andesite

Science - DNA Extraction

Aim: To extract DNA from Kiwifruit

Equipment: Water, Beakers, Sand, Spatula, Ethanol, Kiwifruit, Sandwich bag, Bunsen burner, Heat mat, Gauze mat, Tripod, Test tube, Dish wash liquid, Glass rod, Cloth.

Method:

1. Squish kiwifruit with sand and 10ml of water, pour through cloth to collect juice in beaker.

2. Use bunsen burner and heat up beaker with warm water, pour juice into test tube with 2 drops of dish wash, rest in the beaker. 

3. Add Ethanol, watch the DNA separate and collect with spatula. 

Result: 

Science - Land Yachts

For the last few weeks in Science we have been learning about land yachts. We have also been learning about aerodynamics, speed, distance and time. I have learnt about how to measure the speed of a vehicle by dividing the distance and time together to get the speed. In the last few weeks we did a experiment where we have been making our own land yacht that we had to race with the groups to see who had the faster speed. For my group what we got for the distance was 1.7m and our time was 7.3s. Then we had to calculate 1.7m divide by 7.3s and the speed we got was 4.2km/h. 

Aim: To be able to get the fastest speed calculating the distance and the time using the land yacht you have created.

Method:

- Make your own land yacht using the materials that has been given to you from your teacher.

- Put down the measuring tape on the concrete to measure the distance.

- Get the leaf blower and plug it in ready to be used.

- Put your land yacht down behind a straight line ready to race.

- Get your phone out ready with a timer.

- Race: When you start the timer use the leaf blower to blow your land yacht straight away. When the land yacht stops then stop the timer and write down the time.

- Finale: Figure out where the land yacht had stopped on the measuring tape and write it down with the time. Now calculate the distance and the time that you got.

Result: Our distance was 1.7 meters and our time was 7.3 seconds. We have to divide them together to get our speed. Our speed was 4.2km/h.

How to calculate:

v = d/t

v = (speed) d (distance) t (time)

Conclusion: The air passed through the bow in the front of the yacht. The air goes through the sail / plastic bag and then the air moved the land yacht.

Science - Hydrogen gas & Magnesium Oxide Experiment

Hydrogen Gas Experiment:

Aim: To show that hydrogen gas is produced when metal reacts with acid.

Equipment: A test tube, a boiling tube, bunsen burner, wooden splint, a bottle of acid, a peice of metal, safety glasses

Method: 1. Light your bunsen burner

                2. Add your sample of metal to your test tube. Add 2mL of acid.

                3. Carefully invert the boiling tube above the test tube containing the metal and acid.

                4. Hold the test tubes together for a few minutes, allowing time for the inverted boiling tube to fill                      with gas.

                5. When you think the tube is full, your lab partner should light a wooden splint.

                6. Carefully, but quickly, tilt the boiling tube full of gas upwards and insert the burning splint into                       the mouth of the test tube.

Results: When the acid went with the magnesium it fizzed up, then warmed up, next we lit a wooden splint and put it into the tube a big pop formed almost making us students deaf.

Conclusion: When the hydrogen gas ignited It reacted with the oxygen in the air which released energy

Magnesium Oxide Experiment:

Aim - To make a metal oxide and observe the difference in properties of the product compared to the reactants. 

Equipment - A piece of magnesium, bunsen burner, safety glasses, metal scissor tongs.

Method - 1. Light your bunsen burner.

                2. Hold your peice of magnesium in the scissor tongs. Ensure you are holding onto the very tip                      of the magnesium.

                3. Place the other end of the magnesium into the bunsen burner (at the top of the blue flame).

                4. When the magnesium begins to burn, do not look directly at it, as the light emitted can                                 permanently damage your eyes. 

Results: The magnesium ribbon burns with a very bright white light. A white smoke is produced as it burns. When the reaction is over a white powdery substance remains.

Conclusion: The white light is formed because the magnesium reacts with the oxygen to produce magnesium oxide releasing energy.

Science - Alkaline Metal Blog

1) What is an Alkaline Metal?

- It is a metal that gets really explosive easily because it is in the first group in the periodic table on the left that is highlighted in red. Alkaline Metal is alot softer than most metals

2) Where are they on the periodic table?

- It is in the first group in the periodic table that is highlighted in red.

3) What Reaction did we do yesterday?

Observations: When the Alkaline Metal went into the warm water it blew up because Alkaline is in the first group of the periodic table and the metals that are in the first group are the ones that get explosive really easily. First when the Alkaline went into the water it started to fizz a bit, then flames started to form inside the water and then it blew up. When it blew up there was little flames that went everywhere that it looked like a firework.

Products & Reactants: Sodium Metal and Water + Sodium Oxide and Hydrogen Gas

Chemical equations: NA + H2O --------------------- Na2O + H2

4) Why do these metals react this way?

- It only has one Electron in the outer shell.

Science - Heating Zinc Oxide

Today in Science we had to do a experiment with Zinc Oxide. First we had to setup our equipment, then we had to to get the zinc oxide and put it in the Crucible using a spatchular. Next we had to turn on the head, then thats when it changed from colour to colour. Here is the experiment.

Aim: What changes happens when we heat Zinc Oxide.

Equipment:

Bunsen Burner.

Heat Mat

Tripod

Safety Glasses

Crucible

Crucible Holder

Zinc Oxide

Spatchular

Method:

1. Get all of the equipment and set it all up

2. Get the zinc oxide and put it into the crucible with a spatchular ready to heat it up.

3. Turn on the heat and light the bunsen burner with a lighter. 

4. Wait to see what happens to the zinc oxide.

5. Have fun!!!

Results: When I heated the zinc oxide the powder changed from the colour white to yellow but when The heated turned off the colour changed from yellow back to white.

Discussion: When the zinc oxide is heated, the electrons in zinc move to other levels making it change colour. When it is heated the oxygen goes away but when it is not heated the oxygen attracts back to the zinc, which makes the zinc move to other levels.

Science - My Element

This week on Monday and Tuesday in Science we have been learning about atoms. First on Monday we got our scipad and we did our scipad about atoms. On the scipad, we had to describe an atom, name particles inside atoms and other questions about atoms. Then we looked at the elements on the scipad, there are 72 different types of atoms on the scipad. After that we started to do an activity where we had to pick one atom from the two rows on the scipad, I picked Lithium, then we had to make a model atom of one of the atoms that we had to chose from. Since I chose lithium I had to get three beads of the same colour and four beads of the same colour. One of the coloured beads represented the protons and the other coloured beads represented the neutrons. In the centre of the atom is the nucleus.

Equipment:

• Coloured paper

• Vivid

• Scissors 

• Blu tack

• 2 lots of different coloured beads

Method:

1. Cut 2 circles out of the paper but one had to be bigger than the other.

2. Get blu tack and make a ball.

3. Since I chose lithium I had to put all of the seven beads on the blu tack ball. 

4. Cut a square out of the paper and write down what it says on the periodic table of elements of what atom you chose. 

5. Get the some string and tape together the two circles, the square and the atom ball.

6. Make sure that the atom ball is in the middle of the smallest circle.

Here is a photo of the finale product that I made, hopefully it makes sense.

Then we had to answer these questions according to the element of our choosing that we had to make a model of.

If I were a element I'd like to be Lithium and my symbol is Li.

My atomic number is 6.9 which means I have 3 protons in my nucleus and 3 electrons around my nucleus.

At room temperature 20°C I will be a solid.

My melting point (the temperature when I turn from solid to liquid) is 180.5°C

My boiling point (the temperature when I change from liquid to gas) is 1,330°C

I was first discovered by Johan August Arfwedson in 1817. It was discovered in Stockholm, Sweden

I am found in spodumene, petalite, tepidolite and amblygonite important minerals containing lithium.

My uses to humans are to help humans from bipolar because lithium salts have been proven to be a useful mood stabilising drug in the the treatment of bipolar disorder in humans.

Some interesting things about me are that lithium burns with a bright red colour because lithium chloride imparts a read colour to a flame. A carmine red colour is imparted to the flame by lithium chloride. The colour is less intense than the strontium flame colour. Other interesting things about lithium is that lithium is the lightest metal, lithium has the lowest density of any metal, lithium is a shiny, soft metal which reacts violently with water forming a strong corrosive base, lithium is used extensively to rechargeable batteries.

Science - Distillation Experiment

Today in Science we are doing a distillation experiment and there are 2 parts to the experiment. The first part of the experiment is evaporation and what is going to happen is there is going to be a liquid which is turning into gas and that = heat. The second part of the experiment is condensation and what is going to happen is there is going to be a gas which is turning into a liquid and that = cooling.

Aim: To separate a solution (Coke / Coke Zero) to form a solid + a liquid.

Hypothesis: I think that the coke inside the conical flask is going to evaporate through the delivery tube and the liquid will turn clear inside the test tube. The reason the coke is going to evaporate is because when the coke gets heated by the bunsen burner, the coke is going to boil up with is going to make the coke evaporate. I think that both liquids will be the same for both cokes because it will lose the solids added to both of them. In the regular coke I think the sugar will stay as a solid while most of the other products in the solution will be a liquid. In the coke zero I think instead of the sugar the sweetener will stay solid/

Equipment: A solution of coke / diet coke, conical flask, heatproof mat, a delivery tube and bung, Bunsen burner, tripod, gauze mat, retort stand, boss head and clamp, test tube.

Method:

1. Set up the equipment as shown in the diagram.

2. Add approximately 50mL of coke to your conical flask.

3. Light your Bunsen burner, open the air hole and gently push your Bunsen burner under the tripod.

4. Heat the solution until most of the solvent has been evaporated. Turn off your Bunsen burner.

Observation: What I saw happened was the coke boiled under the heat and the liquid evaporated through the delivery tube. We caught the liquid and it was clear while the solid stayed in the flask. The solid that was left was sugar. The sugar in the coke zero was like a small brown sludge like the regular coke but looked more like dust.

Conclusion: My hypothesis was correct because like I said in my hypothesis, the coke would boil because it was getting heated by the bunsen burner which made the coke evaporate through the delivery tube. The liquid that was trapped in the test tube was clear like i said in my hypothesis as well. The regular coke had more sugar because their was more solids in the regular coke than their were in the coke zero.

Here are photos of our setup and our experiment:

Dilution Experiment - Science

Definition for Dilution: Making something less concentrated. There will be less particles in the liquid.

Concentration: How strong something is.

Aim: To make a dilution series to investigate concentration.

Hypothesis: I think the first test tube will have the most dilute liquid because it would have more added to it in the start.

Equipment:

A potassium permanganate crystal

Six large test tubes

Tweezers

A plastic transfer pipette

A test tube rack

10 mL measuring cylinder

Method:

1. Place the six test tubes in a test tube rack. Label the rack with numbers 1-6

2. Using the measuring cylinder, fill test tube 1 with 10 mL of water. Fill the remaining test tubes with 5 mL

of water.

3. Using your tweezers, add a single crystal of potassium permanganate to test tube 1

4. Gently shake the test tube until the crystal has dissolved.

5. Using the transfer pipette, carefully remove exactly 5 mL from test tube 1 and pour it into test tube 2.

6 Rinse the transfer pipette thoroughly to ensure that no purple solution remains.

7. Gently shake test tube 2 and repeat the transfer process, transferring exactly 5 mL of solution from test

tube 2 to test tube 3.

8. Rinse the pipette again and repeat the transfer process for test tube 4, 5 and 6.

Was my hypothesis right: Yes because overtime the mixture was more watery and watered down. This makes it more dilute, and the first one was the least dilute

How do I know how this happen: This happens by the mixture overtime become more dilute as it was moved more into more water.

Here is a photo of our experiment

Filtration Experiment - Science

 Aim: Separate a mixture we have made using filtration.

Hypothesis: I think that it will just mix the two colours together and I think they wont separate because they are both liquid. I also think that when the copper sulfate goes through the filter paper and the funnel the colour will change from blue to clear. The things we are mixing in copper sulfate which is blue and sodium carbonate which is clear. I think it will go pale blue because one of the liquids are different and different coloured. Since they are both liquids they will not split and both liquids will go through the filter 

Equipment:

Copper sulfate

Conical flask

Stirring rod

200mL, beaker

Funnel

Filter paper

Method: 

1. Pour approximately 50ml of copper sulfate solution into a beaker.

2. Add the same volume of sodium carbonate solution. A reaction will happen, you should see a cloudy blue precipitate form. Called copper carbonate.

3. Watch demo then fold filter paper to fit inside the funnel 

4. Place the funnel with the filter paper inside of it, into the mouth of a conical flask

5. Stir the mixture in the beaker, then carefully pour it into the funnel.

6. Observe what happened

Observations: When we mixed the the copper sulfate and sodium carbonate the mixture flips and is now copper carbonate and sodium sulfate. Because of this happening the copper carbonate now is insoluble and wont dissolve making it a solid that wont dissolve. 

Since we now have a solid in a mixture some part of it wont go through the filter making it clear in the beacon after the blue is filtered out.

Here are the photos of the experiment.

Science - Mixture and Dissolving experiment

Today in science we did an experiment to see how long it takes for something to desolve in water. First when we got into the science class we did a pre-test on quizlet about mixing and separating for our experiment that we did afterwards. When we started the experiment this is what we had to do.

First we got the equipment ready before we did the experiment.

Equipment:

- A big beaker

- Spatula

- Sugar

- Water

Aim: To find out how long it takes for the sugar to desolve in different situations

Then we did the experiment.

This experiment has four parts to it so you can test the speed that it takes to dissolve and to see the dissolving rate.

Method: 

1. Put 50mls of cold water into the big beaker and put one spatula of sugar into the beaker and start a timer and stir consistently until the sugar dissolves

2. Put 50mls of hot water into the big beaker and put one spatula of sugar into the beaker and start a timer and stir consistently until the sugar dissolves

3. Put 50mls of cold water into the big beaker and put one spatula of sugar into the beaker and start a timer then wait until it dissolves (DO NOT STIR)

4. Put 50mls of hot water into the big beaker and put one spatula of sugar into the beaker and start a timer then wait until it dissolves (DO NOT STIR)

Results: These times are the total and average times for all the groups in our class.

1. Total: 274sec Average: 54sec

2. Total: 119sec Average: 29.75sec

3. Total: 381sec Average: 76.2sec

4. Total: 819sec Average: 163.8sec

Our results:

1. For the first experiment we got 59sec

2. For the second experiment we got 25sec

3. For the third experiment we got 90sec

4. For the fourth experiment we got 360sec

Discussion:

Our results made sense because the one that was the fastest combined two things that speed up the time of dissolving. This is because when you add heat and stir it add speed to the matter and it starts to dissolve.

The results also show that the one with nothing that affects the time it takes to dissolve will end up as the slowest.

We started with sugar and water and at the end we ended up with sugarwater

Here are the photos of the equipment we used.

Sorry I didn't take any photos when we were doing the experiment it was because we were having to much fun doing the experiment so we forgot.

Science - Testing Experiments

This week in Science we have been learning about nutrition and digestion. At the start of every lesson we do Quizlet.com for about 15mins to learn about the topic before we do a experiment, also sometimes we do a test at the start of every topic. On Tuesday we have been looking at what are nutrients and here are some of the nutrients: carbohydrates, proteins, lipids (fats and oils), minerals, vitamins and fibre. After that we looked at what each one of those things are and what they do. Then we were looking at what are complex and simple sugars, what are carbohydrates, what are proteins and what are lipids. After we learnt all of that we did a experiment where we had to test food, liquids then we had to see if they are complex sugars or not. The food we are testing are bread, egg white, milk, apple, sugar, potato. Next we had to get into a group of 2 to do the experiment and my partner was Gerald. Then we got the equipment  so we needed a test tubes, a test tube rack, iodine and the food/liquids.

Experiment 1 - Tuesday

Once we got the equipment we got the test tube and we put it into the test tube rack, next we got the first food item and it was the bread. Then we put about 5 drops of iodine into the test tube and to know if it is complex sugars or not it would have changed colour to black but if it isn't complex it would not have changed colour. Then we had to empty out the test tube into the sink but during the experiment if you got iodine onto your skin you had to wash it off with cold water because iodine in quiet dangerous. Next we had to do the same thing with the rest of the food and liquids. By the end of the experiment we should of had the result written down on a peice of paper.

Results:

Bread - Complex

Apple - Non complex

Potato - Complex

Sugar - Non complex

Egg white - Complex

Milk - Complex

Experiment 2 - Friday

On Friday we did the same thing as Tuesday were we had to do the quizlet and then we got the equipment ready for the experiment. For this experiment it is the same as Tuesday's but we are seeing what food or liquid is a simple sugar or not. Here are the results we got.

Results:

Milk - Simple

Egg white - Simple

Bread - Non simple

Sugar - Simple

Apple - Non simple

Potato - Non simple

Experiment 3 - Friday

After we finished the 2nd experiment on Friday we did the 3rd experiment it is the same one but we were seeing if the food and liquids had protein in it or not. We got the equipment and stuff ready for the experiment just like normal and then we got into it. It was so satisfying because the liquids turned purple straight away and if they turn purple it means there is protein. Here are the results we got.

Results:

Bread - Has some protein

Egg white - Protein

Milk - Protein

Apple - Non protein

Sugar - Non protein

Potato - Non protein

Here are the photos of some of the equipment and results:

                                             
                                              

Arthritis Research

On Tuesday we have been learning about arthritis. After that we had to do some research about arthritis and answer the questions. During that time our teacher asked certain people to come up at the time to look and animal bones and the meat, muscles and ect... First when we came up we had to put gloves on if you wanted to touch them. After I put some gloves on we were allowed to touch them for a little bit and they felt really gross and hard. There were 2 types of animals legs and they were cow and pig legs and they were massive. Then our teacher told us all of the muscles and bones that were on there. The bones smelt disgusting and foul, I almost spewed. Then we had to wash our hands to clean up for the next people to come up. Here are the questions and answers that I did.

What are the causes of arthritis??

• A reduction in a normal amount of cartilage tissue causes some forms of arthritis

Can everyone get arthritis? Who is most likely to get arthritis?

• Not everyone gets arthritis because it is not an inevitable condition. People can get the disease who have none of the known risk factors

What are the two most common types?

• Osteoarthritis and Rheumatoid Arthritis

What are ways to prevent arthritis?

• Eating certain fish are rich in omega 3 fatty acids which are healthy
• Control your weight cause your knees have to support your body weight
• Exercise
• Avoid injuries
• Protect your joints
• 
  
• How is it treated?
• Arthritis can be treated by resting at home or physical therapy,

Science - Hand making

Today in Science we have been learning about bones and what they do and ect... In Science we have a big plastic skeleton and our teacher was showing us what bone was what. After that we had 2 options they were to make a blog post and talk about what a hand does and ect.. or to make a hand showing what it does. I chose to make the hand and so I did it. Once it was finished we had to make a blog post and answer some questions so thats what I am doing now.

Explain how the hand moves and how your model shows this...

• The hand moves by pulling the strings aka muscles for the fingures to move. The string represents the muscle and the straws represents the bones that are in the hand.

Tendons:

• Tendons allow you to bend your fingures and they are tissue that connect muscles to bone. Tendons pull on bones.

Ligaments: 

Ligaments attached bone to bone

Cartilage:

Cartilage stops the 2 bones from rubbing against each other

Here is the photo of the hand I made

Film Crossword

Last week our teacher Miss Abernethy was talking a little bit about different languages in films. Then there were 2 different activitys that we could do within that period, the 2 activitys were to create your own language of film dictionary and explain what they are, and how they are used to create effect in a film. Then the other one was to create a crossword where the clues are the definitions for each of the terms above. There were 14 terms and they are called Body Language, Costumes, Hairstyles, Make-Up, Colour, Lighting, Props, Setting, Dialogue, Sound Effects, Music, Silence, Symbles and Special Effects. After that I made my crossword and this is what it turned out like.

Our teacher asked us to answer these questions that they wanted us to do about this work that I have been doing. Here are the questions and answers.

What am I learning?

I am learning about how to do a film study and to learn about all of the different camera angles, different camera shots and all of the different camera movements

How does this work show my learning?

It shows my learning when I have put the word and the meaning when I was making it because it also shows that I have done it.

What am I wondering as a result of this learning?

What I was wondering was that yay it worked because It turned out better that I thought it would.

Hurumanu - Safety rules / Science Equipment

Today in science our science teacher Mr Palmer showed us all of the equipment that we are using in science this year. Mr Palmer also told us 10 safety rules that we need to follow in the science lab. Our teacher Mrs Shehata told us that we had to write down all 10 safety rules and all of the equipment that we are using.

All 10 safety rules:

1. If there are any broken class put the class in the blue box and then tell the teacher.

2. No running in the lab because you could knock something over and you could break something

3. Put your bags at the end of the class and put them under the bench

4. No eating or drinking in the lab

5. No smelling the experiment 

6. Only use the equipment that we have to use and not mixing other things to it

7. Don't use broken test tubes or if they are chipped

8. Don't touch any chemicals unless you are told to

9. Put on safety googles with hot equipment to be safe

10. If someone is hurt tell the teacher straight away

The science equipment:

1. Safety googles
2. Beakers
3. Test tubes 
4. Tongs
5. Funnels
6. Racks
7. Thermometers
8. Bunsen Burners
9. cylinders
10. Measuring cups
11. Flasks

Hurumanu - Solar energy movie

Today in science we watch a documentary about solar energy. The movie was about an hour 40 long and it was about how solar energy works and about climate change. Through out the movie it was changing from 2019 and 2040, and it was showing some thing that might be in 2040 thats not in 2019. The main person that was talking about the documentary was called David but I don't know his last name but his job is about going to different country's and talking to them about the world and climate change. In the movie there was a part were David was in the driver seat in a car and the car was driving on its own. At a stop sign the car stops on its own and it goes on the right speed on the roads. The teachers put 2 questions on a google slide for us to answer. Here are the questions.

What are 2 things you learned?

The 2 things I learned was that seaweed can grow up to 50 meters long and every day it grows half a meter and seaweed can stop carbon dioxide. The other thing I learned was that you can trap carbon dioxide in alot of soil because it will stay there.

What I would like to see in 2040?

 What I would like to see in 2040 is that some how we could fly in the air with some boosters on my feet and what I also want to see is cars that can drive on its on.

Solar Energy - Science

Solar Energy

Aim: To find out which colour attracts the suns heat.

Hypothesis: I think the colour black attracts the sun because it absorbs everything coming in from the sun and it is the darkest colour.

Materials:

1.  A plastic cup
2.  A clear plastic cup
3.  A piece of white A4 paper
4.  A piece of tinfoil
5.  A plastic cup covered in tinfoil
6. A square piece of a cut up black plastic bag
7. A black paper sleave
8. A  small heat lamp
9. A themomator

Steps

1.   Get a plastic cup and the A4 paper and place the cup onto the paper on a hard surface
2.   Next to the A4 paper Get a plastic cup and put the black paper sleave over top and place the cup onto the square piece of the cut up black plastic bag
3.  After that next to the black sleave cup Get a piece of tinfoil and the plastic cup covered in tinfoil place the tinfoil cup onto the piece of tinfoil.
4. Then get the small heat lamp and plug it into a plug on the wall and place it in front of all of the cups so the get heat in them.
5. In 15 minutes put the themomator in each cup at then put down your recordings
6. After that take out the themomator for 1 minute
7. Next do the same thing for 30min and 45min

Findings:

I these photos from the experiment called solar energy it shows you how to set it up and what the experiment is.  

Time	Cup 1 White	Cup 2 Black	Cup 3 Tinfoil
0	16c	16c	16c
15	20c	25c	19c
30	20c	35c	20c
45	20c	30c	20c

Conclusion : Today in science we have been doing an experiment about solar power we need to use a thermometer to record the water in the cups and then wait till it is done. we had to all of the materials from the teacher so we can set it up and get ready for the experiment. Black attracts more than silver and white because a black object absorbs all wavelengths of light and converts them into heat so the object gets warm.

Activity:

In pairs rate the livability of coal vs solar energy.

Comparing Coal energy with Solar energy ( Rate; 1 = poor to 10 = great)

Factor	Solar	Coal
Livability
Sustainability
Accessibility
Cost
Your choice...

Solar Sharing ( from 2040)