Hurumanu - Decomposing and Recycling

Aim: To learn about the rate that different materials decompose. 

Hypothesis: I think that The banana and the bread will rot first and the paper and styrofoam will rot last

Materials:

1.   styrofoam cup
2.   banana
3.   bread
4.   paper
5.   test tubes
6.   
7.     

Steps:

1.   put everything in the test tubes
2.   wait 3 weeks look at the results
3. wait 5 weeks look at the results
4.   wait 7 weeks look at the results
5.   wait 9 weeks look at the results
6.   wait 11 weeks look at the results
7.  

Image:

Findings:

TODAY	Colour	Change	Observations
Banana
Paper
Styrophone cup
Bread

•   
•   
•   
• 
  

3 weeks	Colour	Change	Observations
Banana
Paper
Styrophone cup
Bread

•   
•   
•   
• 
  

5 weeks	Colour	Change	Observations
Banana
Paper
Styrophone cup
Bread

  

•    
•    
•     
•    

Images:

Conclusion:

How is sea level rise going to effect us in NZ

What places will be effected?

Almost averywhere

What else do we need to think about?

Water level

What other places around NZ will be affected?

citys a round  the edge

What does this do to our drinking water?

more expensive

What are the main concerns?
water

1.   
2. other water

Extreme weather

Definitions:

1.  Anemometer:
2. Beaufort wind scale:

MATERIALS

1. 4 dishes 
2.   2 sticks
3.   tape
4.   pencil
5.   pin

STEPS

1.   tape 4 dishes to the 2 sticks
2.   put the pin through the two sticks in the middle
3.   put the bottom bit of the pin in the rubber bit of the pencil
4.   go somewhere with a watch and record how much 
5.   
6. 
   

Groups size: 5 
Roles:

• Timekeeper
• Counter
• Recorder
• Anemometer Manager
• Wind Manager

1. Mount the anemometer in a place that has full access to the wind from all directions.
2. When the time keeper says "Go", the counter in each group will count how many times the marked cup passes them in one minute and write it down.
3. Repeat the above step four (4) times and record the number of spins on the chart.

FINDINGS

• Record how many times it spins and record it in the table below.

• You will need to time them and count the number of spins.

	Place name on school grounds	Number of Spins in 15 seconds
1.		0
2.		0
3.		0
4.		0

CONCLUSION:

Bag 1: Normal Water cycle

Bag 2: Water cycle with CO2 added: like Oceans in climate change

Bag 3: Water cycle with ice added: like Antarctica in climate change

Material:

1.  
2.  
3.  
4.   

Steps:

1.  
2.  
3.  
4.  
5. 
   

Two Images:

Findings:

	The Water Cycle	Acid Water Cycle
Does it cycle?	2	2
Amount of Water	1	2
Acidity	0	1

Key: Water and acidity amount: 0 = none 

1 = small 

2 = large 

Other comments:

Conclusion:

Beaufort Wind Scale

Beaufort Force	Wind Speed (KPH)	Spins	Indicators	Terms Used in NWS Forecasts
0	0-2	0	Calm; smoke rises vertically.	Calm
1	2-5	10	Shown by direction of wind smoke drift, but not by wind vanes.	Light
2	6-12	40	Wind felt on face, leaves rustle; ordinary vanes moved by wind.	Light
3	13-20	80	Leaves and small twigs in constant motion; wind extends light flag.	Gentle
4	21-29	130	Raises dust and loose paper; small branches are moved.	Moderate
5	30-39	190	Small trees in leaf begin to sway; crested wavelets form on inland waters.	Fresh
6	40-50	250	Large branches in motion; whistling heard in telephone wires; umbrellas used with difficulty.	Strong
7	51-61	320	Whole trees in motion; inconvenience felt walking against the wind.	Strong
8	62-74	390	Breaks twigs off trees; generally impedes progress.	Gale
9	75-87	470	Slight structural damage.	Gale
10	88-101	550	Seldom experienced inland; trees uprooted; considerable structural damage occurs.	Whole gale
11	102-116	640	Very rarely experienced inland; accompanied by widespread damage.	Whole gale
12	117 or more	730+	Very rarely experienced; accompanied by widespread damage.	Hurricane

Based on your findings what was the Wind Speed and the Beaufort Wind Force for each area.

	Spins per minute	Wind speed ( kph)	Beaufort Scale
Field	0	0	0
Old J Block site	0	0	0
Grass hill	0	0	0
Tennis Court Gate	0	0	0

Inferring

Inferring is reading between the lines when the author hints something but does not just tell you the answer.

Ice cap melt

DEFINITION:

Ice cap melting

If all the ice melted what would happen?

Fish would die

HOW DOES ICE CAP MELT AFFECT CLIMATE CHANGE?

more ocean less land


2 Images;

Deforestation

DEFINITION:

Cutting down a large amount of trees and not replanting.

What are trees used for?

Wood, feul, coal

HOW DOES DEFORESTATION AFFECT THE CLIMATE?

It is destroying the animals habitat 

2 Images;

Why ask questions?

Ask questions when you are reading because then you will under stand then story more.
The four types of questions are Right there, think search, author and me, and on my own.

Right there is is when the question your asking the answer is in the text.
Example: little red riding hood is 70 years old. You asked how old red riding hood is?
the answer would be 70.

Think search is where you have to figure some of the information out yourself.
Example: Jon is a boy that goes to HHS and at HHS boys wear blue shirts.
You asked what colour shirt Jon wears? it would be blue because it didn't just say Jon wears a blue shirt it says Jon is a Boy that goes to HHS and at HHS boys wear blue shirts.

Author and me is where the author gives you some information and you have to figure out the rest.
Example: Bob has a pet dog. Your question was how much legs doe's Bobs pet have the answer would be 4 because Bob has a pet dog and dogs have 4 legs.

On my own is where you figure out all the information
Example: you are reading about ww1 and it dose'nt say any thing about was ww1 fun. your question was Was ww1 fun?  you would have to find that out your self.

Climate Change: Acidification

Definition: is when acid is added to water 

What is happening to the oceans? They are getting acidic Because it it sucking about 33% of the carbon in the atmosphere.

What does this do to shellfish? It dosn't let shellfish make shells.

HOW DOES CLIMATE CHANGE CONTRIBUTE TO THE ACIDIFICATION OF OUR OCEANS? RAIN puts CARBON dyoxyde in the ocean!!!!

2 Images;