Friday, 29 May 2015

Science Lesson: Acids and Bases

I am really disappointed I missed science yesterday; it sounded like an awesome lesson.  Some of you have asked Miss Bogun to post the video you watched.  It sounds like it was quite a challenging one that you would benefit from watching again.  Here is the link to it:

Have a lovely log weekend.  See you all back on Tuesday.

Tuesday, 26 May 2015

Trialling Photo Peach

Hi there,

I know I've shared photos from the Anzac service before, but I needed some photos to use.  I wanted to trial Photo Peach, which is a website for making a slideshow.  It was super easy to make.  I used music from Youtube, which meant I couldn't download it because of NZ copyright laws.

School Anzac Service on PhotoPeach


The neat thing is that you can add captions and even add a quiz directly onto it.

What do you think?  Give it a go here.

Sunday, 24 May 2015

Treaty Videos

Hi there, over the last week we've been studying New Zealand's founding document: The Treaty of Waitangi.  Some of the Ballads you have written are outstanding, and I can't wait for them to be on your blogs.

Many of you have requested the link to the videos we have been watching.  Here it is.

Thursday, 21 May 2015


In the science room yesterday, we were learning about density.  We learned that density is the how much mass a material has for a given volume.  We looked at a TED clip about Archimedes:

The diagram we used looked like this:

Next we moved onto the practical section.  We moved to where there were beakers with four different coloured liquids set up around the room. The different coloured liquids were actually salt solutions, each made with different concentrations of salt dissolved into them (therefore, having different densities). Each person had a test tube. Using a dropper, they added about 3ml of one colour to the tube, then added another colour. The idea was to figure out the order of the colours in terms the one with the highest density to the least dense. Next they carefully layered the colours so the most dense was at the bottom, and up to the least dense on top.  Here are some pictures of our results:

Next we looked at the formula for working out density:

We then worked out the area of different cuboids and rectangular prisms and then used Activ Expression to vote on the shapes with the highest density.  One of the questions was:

The answer is a)
The most important learning to take away was that higher density = high concentrates of particles per volume.

Monday, 18 May 2015


In our geometry lessons, some groups are learning about tessellations.

What is a tessellation?

You can read more here

Tessellations have been used for centuries (They appeared in ancient Sumerian civilisation in approximately 4,000 B.C. ). Some of the tessellation artwork still in existence is stunning.  

The neat thing is that it looks a lot harder to make than it actually is. Here is a neat TED talk on these art forms:

This video shows how you can make some of these:

Group 3 will be giving these a go over the next few days.

Monday, 11 May 2015

Pythagorean Theorem

Good evening,

Today at maths time, one of the groups was learning about Pythagoras' theorem to a deeper level.

Firstly, we learnt that several civilisations (Babylonian, Indian and Chinese) appear to have known about the relationship between the sides in a right-angled triangle before Pythagoras (c.859 - c.800 BC).  It is believed Pythagoras may have been the first to prove it, but we cannot be sure because he wouldn't allow people to write down any of his teachings.

So what is the Pythagorean Theorem?

So we looked at how you would use it to find the length of c when you knew the length of sides a and b: (both pictues)

We then used our algebra skills to use the formula to solve problems when we already knew the hypotenuse (c), but want to work out either a or b.  Here's how we did it:

The next step for the group will be looking at practical applications for the theorem (which is used a lot in 'real life').  To do this, students will be completing this webquest.

The Silver Lining

We often tell people that, "Every cloud has a silver lining." Last week, Room 10 experienced this. You may have read about the field of remembrance we made for Anzac day being vandalised. Last week we had a visit from the Field of Remembrance Trust who had some lovely surprises to us. They came down to our school and spoke to 250 of the pupils. They brought us a box of new crosses for next year, along with some very special Anzac merchandise and memorabilia. It was a powerful and special assembly.

This is James' recount for the school newsletter:

It is an early Wednesday morning, on the sixth of May, and Aranui and Rangahau teams are gathered in the Cultural Centre welcoming two war veterans from the Field of Remembrance Trust. They announced that they were going to replace crosses that were previously vandalised, and they also gave us extra poppies for next year’s Field of Remembrance.  Along with that, they gifted the school five shirts, one of which was a special Warriors ANZAC shirt, that will be framed by the school. They gave Mrs Hogg a scarf, for her work in the Field of Remembrance, and many badges with either crosses or poppies on them. They then gave comparisons between the 17-year-old soldier, Private Mercer, who fought and died for our country and the 17-year-old who ruined the crosses. He reminded us to be the hero, rather than the person who disrespected the names of those who died for them.

By James

Monday, 4 May 2015

Energy Experiment

On the 29th of April, Room 10 sat eagerly waiting for some action in the science lab. We had been learning about energy, and it is one of our favourites because we get to do amazing experiments.  The first thing we learn is that what lots of us use the word respiration incorrectly; we use it to mean breathing, but that is wrong.  Here is what respiration really means.

Mrs. Dromgool, our science teacher, then explains that all food has chemical potential energy and it is just waiting to be used, scientists measure this by burning the food under some water and record the increase in the water temperature; today we were the scientists.

We started by getting an aluminum stand with a needle in it and we attached our food sample to the aluminium stand, our food sample was a mini marshmallow. 5ml of water in a test tube stood 7cm above the ground, after recording the temperature of the water, we put on our safety gear. Just so we don't get stray heat from the lit match we lit the marshmallow beside the test tube and then quickly slid it underneath the water. The marshmallow burnt really fast, and it was just a little too crispy for my taste. The water's temperature had risen by 11.5 degrees celsius, all that from just one little marshmallow.
Early in the next morning, we started calculating the energy in the marshmallow, we used the unit joules. Mrs. Hogg put up the equation for conversion on the board:
Most of just sat there confused. Mrs. Hogg explained that you times the temperature difference with the water in grams, 5 grams in our case, and times that by 4.2. You then take all of this and divide it by the weight of the marshmallow in grams, luckily someone measured this previously. Most of our answers were somewhere from 100 - 800 joules, that is a lot of joules for one marshmallow.

When we referred back to the packet of marshmallows, it turned out it had 4260 joules, now that is an energetic marshmallow. We were all startled by this value and started wondering why we were so off, we soon came to the conclusion that they, scientists, have access to precise equipment and controlled environments. Overall we had a lot of fun experimenting and figuring out how much energy a marshmallow has, we all loved being scientists.

By Aryan