more treaty of Waitangi stuff

Article one:
On the Maori version the Chiefs gave up governorship over New Zealand to the British. On the English version, The chiefs gave up sovereignty, meaning that they gave up all of New Zealand over to the British.

Article two:
On the English version, Maori had their possession over their land, estate, forests, fisheries, and some other stuff. On the English version, basically everything was handed over and the Maori could only sell their lands to the British and no one else.

Article three:\
On the english version, The Maori were granted the same rights as British people. On the Maori version, the Maori were offered protection from the Crown, as well and the same rights as British people.

Treaty of Waitangi stuffs

In 1830 there were 100000 Māori and 100 Europeans living in New Zealand. In 1840, the treaty was signed. There were many reasons for this, but the four main reasons are the lawless behaviour of the Whalers on Kororareka, the desire of the Missionaries’ to help protect Maori rights, the Musket Wars that were occurring all over the country, as well as the existence of the Declaration of Independence.

One reason that a treaty was needed was the lawless behaviour of some British Settlers such as Whalers. This is important because the lawless behaviour gave places like Kororareka (The biggest New Zealand port at the time) a bad reputation. Kororareka even became known as the hell hole of the Pacific. At the time, the British did not have the authority to enforce their laws and bring their police force to New Zealand. So when around 300 Sailors, from up to 12 ships came ashore, no laws were binding the Sailors. Once the Sailors came ashore, their activities were basically nothing but drinking, fighting, and sex with prostitutes. This might not sound like it was a big deal, but all of this was done at an extreme level, to a point where people were actually dying. This lawless behaviour concerned both the Maori chiefs as well as the Missionaries and led them to sign the Treaty of Waitangi.

Another reason for the creation of the treaty was the Missionaries intentions to protect Maori rights. During that time, the Europeans were buying land everywhere they could. This worried the Missionaries because the land owned by Maori were getting smaller and smaller. The Missionaries did all they could to help the Maori chiefs that were constantly getting pushed into selling their land, they bought patches of land for them. They did this because it would mean that the Maori could live in peace, without the threat of the Crown buying their land, as well as gain the trust of the Maori. Then came the Treaty of Waitangi. The idea of the treaty was that the land occupied by Maori tribes would be left undisturbed. The Missionaries thought the treaty would help the situation, so they supported it. And because they had gained the trust of the Chiefs, they convinced them to do so as well.

Ever since the introduction of the musket at the beginning of the 19th century, wars fought by Maori completely changed. Because the wars were fought with such powerful weapons, the death count was around 20000 Maori. Traditional weapons such as Taiaha became useless at the face of muskets, and tribes without muskets needed to do whatever they could to obtain them. The amount of power a tribe had largely depended on the number of muskets they owned. The trading requirements for muskets varied depending on the year, however, it could cost the Maori up to 200 full baskets full of potatoes for a single musket. The cost was extremely high but tribes had no choice but to trade. To trade for more muskets, Maori replaced much of their usual crops with potatoes. Changing their way of life. In the 1830s all the tribes had muskets, and a balance in power occurred between the tribes. But up until that point, tribal boundaries were constantly shifting and many Maori died. The constant musket wars between the Maori made it apparent that laws were mandatory. And to enforce those laws, they needed more authority. The need for laws and authority were contributing factors to the signing of the treaty.

The final reason that a treaty was needed was the existence of the Declaration of Independence. In 1835 the Declaration of Independence was created. The declaration gave all the power to the Maori in exchange for the exclusive trading rights with the British. If any changes were to be made, it would have to go through the Maori first. This was great for Maori and Europeans, but because the Maori had all the power, it meant that the British couldn’t do whatever they wanted. To gain back the power over New Zealand, the Europeans suggests the treaty.

In the end, the four main reasons for the signing of the treaty were the need for police to control the lawless behaviour of the Whalers around Kororareka, The strong desire that the Missionaries had to help the Maori, The need for laws to stop the death and enslavement of Maori, caused by the Musket War, and the existence of the Declaration of Independence. I personally feel that New Zealand didn’t need the treaty. If they needed laws and a police force, the Maori could have set one up. Although the Maori were losing large amounts of land, it was nothing compared to the amount of land they lost after the treaty, and just like any other war, the Musket Wars would have stopped eventually. So in the end, the treaty wasn’t even needed. Everything would have sorted itself out eventually.

Pulleys

How do pulleys work?
To understand how pulleys work, we must first understand the equation 'Work equals distance multiplied by force'. When it comes to pulleys, the work is the amount of energy required to move the object, the distance is how far the object is moved, and the force would be the mass of the object multiplied by the Earth's gravity. Work will always equal the product of distance and force. That means, if the distance is increased, the force will have to decrease to compensate. When using pulleys, the weight of the object is supported by multiple ropes. This means that all the ropes supporting the object will have to be moved further but the force that is supported by the ropes will decrease.

Some other stuff:
Force = mass x acceleration
The mass of the object is measured in kg and the acceleration is 10ms⁻²  due to gravity. The force is measured in Newtons.
Work = Force x distance
The force is measured using the equation above and the distance is how far the object is moved. It is usually measured in meters. Work is measured in Joules.
The mechanical advantage of using pulleys
The amount of force will be divided between all the ropes that are connected to the object.
The amount of force on one rope will be equivalent to the other rope.

In this photo, the force required to lift the object is 100N (Newtons).

If you were to move the object up 4 meters, it would take 400 Joules of energy.
Both point A and B are being pulled by 100N of force.

Normally, It would require 100N of force to lift this object, but because it is supported by 2 ropes, the force is divided. And because point B has 50N on it, point A would also have to have 50N to balance it out. 

The amount of work required to lift the object up 4 meters is still 400 joules of energy. You might ask why that is since it only takes 50N of force. Well, this is because, in order to move the object up by 4 meters, the length of both rope B and C must decrease. In order for that to happen, Point A must be pulled twice as far.
Thus resulting in the same amount of work. The main point of using a pulley in not to decrease the work, but to make it easier. This is done simply by decreasing the force required to move the object, as well as increasing the distance in which you have to pull on the rope.

Seismic waves

Seismic waves
Seismic waves are waves of energy that travel through the Earth as a result of earthquakes, volcanic eruptions, as well as man-made explosions. There are many types of seismic waves, each moving in different waves. The two main types of Seismic waves are called body waves and surface waves.


Body waves:
Body waves travel through the interior of the Earth, they have a higher frequency than Surface waves, and they arrive before the Surface waves are emitted by the earthquake. There are two types of Body waves: The Primary wave, and the Secondary wave. Each of them shakes the ground in different ways.


Primary waves
The Primary Wave, or the P wave, is the fastest kind of Seismic wave and can travel from 5km to 8km per second, depending on the density of the medium. As a result, they are the first to be felt. P waves, unlike S waves, are able to travel through both solid and liquid layers of the Earth. Much like how Sound waves, P waves travel by compressing and dilating (Pushing and Pulling) the medium. The pushing and pulling produces a back and forward motion towards the direction of wave propagation, which is the direction that the energy is travelling in. Because of the pushing and pulling it does, the P Wave is also called the Compressional Wave.

Image from http://allshookup.org/quakes/wavetype.htm


Secondary Waves
The Secondary Wave, or S Wave, is the second wave you feel during an earthquake. It is slower than the P Wave and, unlike the P Wave, it can not travel through liquid mediums and can only travel through solid ones. Seismologists were able to conclude that the Earth's outer core is a liquid. They were able to do this because P Waves could be felt of the opposite side of the earth but S Waves could not. S waves move the rock particles up and down, or side to side, perpendicular to the direction of the wave propagation.

Image from https://www.thinglink.com/scene/581579679287214082


Surface waves:
As the name suggests, Surface waves travel only through the crust. They are of a lower frequency than body waves and arrive after the Body waves. Although they arrive after the Body waves, almost the entirety of the damage caused by an earthquake is the result of Surface waves. There are two types of Surface waves: the love wave, and the Rayleigh wave.

Love wave
In 1911, a British mathematician named A.E.H. Love worked out the mathematical model for this kind of Surface wave. As a result, this wave was given the name 'Love wave'. The S wave moves the ground either up and down, or side to side. The Love wave is basically the same but it only moves it from side to side, not up and down. The Love wave is also the fastest kind of surface wave. They generally travel from 2 to 6 kilometers per second.



Rayleigh wave
The Rayleigh wave is the other kind of Surface wave. It was named for John Willian Strutt, Lord Rayleigh, who, in 1885, mathematically predicted the existence of this kind of wave. Rayleigh waves are also known as ground roll because it rolls. Similar to ripples and waves on the ocean surface, Rayleigh waves spread through the ground as ripples, moving both vertically and horizontally. Most of the shaking during an earthquake is because of the Rayleigh wave.

Treaty of Canandaigua

Trust me, this page has work on it.















I have researched the treaty of Canandaigua. This is related to the topic of Waitangi because they are both treaties to stop the violence.

Line graph of thing

Questions:

1. What does this graph show us?
The graph shows how the Maori population consistently drops while the European population increases.

2. Why do you think the numbers of Maori change?
When guns began to be traded, musket wars between Maori tribes began.

3. Why do you think the numbers of Europeans changed?

The treaty of Waitangi.

Part of a story

I live in a world full of lies. All everyone tells me are lies. My entire world is a lie. It wasn't always like this, you know. It's faint, but I still have memories of the days when everything was fine. Every morning, id wake up with a smile on my face and run down to see my parents. I would say "Good morning Mum and Dad", and they would always reply with "good morning sweetie, how is your day going". All of this was 10 years ago. I was a 5-year-old kid who knew nothing of the world. I also didn't know about the greed in a human heart, and that was my ultimately my downfall.
My father owned a company that sold electronics and earned massive amounts of money each year. When he created this company, he writ that if he were to die, the company would go to his eldest child. Doing this ensured that if he got into an accident and passed away early, his family would still have income. Doing this sounds like a good idea right, I thought so too, but it wasn't. To him, it was a way to keep his family safe. But to his employees, it was a way to take over his company.

Term 3 food

This term we have been looking at a cultural unit. So far, I have learned how the migration of other countries has impacted food consumption in New Zealand. Also, I have learned about the different animals, plants, and techniques that the European's brought along to New Zealand. Practicals we have made this term are Scones, Jamdrops, pad Thai, Souvlaki, Pizza, Sushi, and fish and chips. The main point of making all these dishes was to learn about different foods and techniques from all around the world. Some were from European countries, and some were from Asia. All these different foods, from all around the world have made it to New Zealand due to the migration and settlement of different cultures. Throughout the many practicals, we have done, I have improved basic skills such as the different ways to cut vegetables, and stir-frying. I am sure that I will use these skills in the future once I move out of my house. I'd say that the group that I cooked with was reliable and didn't do anything stupid. :)

Pizza making in Food Tec

Currently, during home economics, we are learning about the change of food in NZ. During our last practical in food tec, we made pizza.

Ingredients: 
1 cup self-raising flour (or 1 cup plain flour and 1 teaspoon of baking powder)
1 cup unsweetened yogurt
½ tsp salt

Making the Dough:
1. In a bowl combine all ingredients.
2. Bring together to form a ball.
3. Turn out onto a floured board. Knead and roll the dough for 5-8 minutes.
4. Break into even parts for each person in your group.
5. Roll into an oblong or round shape

To make your homemade pizza:
1. Pre-heat oven to 200 degrees Celsius.
2. Spread tomato paste onto the pizza base.
3. Add your favourite toppings eg, cheese, tomato, red onion, basil
4. Bake for 10 minutes or until cooked.

Screen time in HH

While working in this I found out that in my class, there is really no inbetweeners. It is either they go on devices a lot, or they don't use it much at all. 

Change in food over time

NO Image found....

1. How has food changed in the last 100 years and what have been the big reasons for this change?
Over the last 100 years, food in New Zealand has changed significantly. The main reason being the arrival of the European settlers. Before the European's arrival, the Maori were the only humans living in New Zealand. Only gathering what is necessary, they caught fish and eels using traps, berries from bushes and hunted birds, such as the Moa using weapons made of bone, stones, and flax. They cooked their food in a hungi, a method where they put the meat and vegetables in a hole in the ground and placed hot stones under the food. When the Europeans arrived, cows, chickens, and sheep were introduced as a new food source. And food was cooked in an oven. The most common meal was the one meat and 3 veg. Now days, we have different foods from countries all around the world, different cooking methods, and we have fast food joints around every corner.

2. What was something you didn't know about changes in Nz Food that you learned from the cards? IDK....


3. What could you see happening to food in another 50 years time?
In 50 years time, I think that we will have liquids that fulfil all our daily nutrient needs.

4. What could you invent or change that would create a large impact on how we gather produce or eat food?
Drinks.

Electrochemical Cell (Galvanic cell)

Aim: To create an Electrochemical cell (Galvanic Cell) and measure its voltage.



Equipment: copper metal (Cu), copper nitrate (Cu2+ NO¯3), Zinc metal (Zn), Zinc nitrate (Zn2+ NO¯3), a salt bridge (paper towel and sellotape, Potassium nitrate (K+ NO¯3) 2x 250ml beaker, a 100ml beaker, a voltmeter, metal scrub, wire.





Method:
1. Grab the metal scrub and wipe off the black exterior of both the zinc metal and the copper metal. Then put them in separate 250ml beakers.


2.  Fill up the beaker containing the Copper metal with copper nitrate. Likewise, fill up the beaker containing the Zinc metal with Zinc nitrate.








3. Fill up the 100ml beaker with the Potassium Nitrate.

4. Get a paper towel and repeatedly fold it until it is a long strip. Then wrap sellotape around the strip of paper towel to keep it from loosening up.

5. Bend the strip of paper towel into a U shape and put it into the 100ml beaker until the strip is completely soaked.

6. Connect both metals to the voltmeter.

7. Place one end of your paper towel strip into the beaker containing the Copper nitrate, and place the other end, into the beaker that contains the Zinc nitrate. Note... make sure that your paper towel strip, is not in contact with either of the metals.

8. Done.





Result:

The experiment was a success. Unlike my previous experiment, my group and I managed to get it to work on our first try. And, nothing went wrong during the experiment. As you can see in the photo, we managed to generate 0.895 volts. Although the theoretical voltage of this experiment was 1.104, we tried our best, and that's all that matters.







Discussion 
standard electrode potential table

What is a Galvanic cell?
The type of electrochemical cell that we created in this experiment was called a Galvanic cell. It creates an electrical voltage using oxidation and reduction reactions. To create a Galvanic cell, it requires a salt bridge and two half-cells. Both cells contain a metal (an electrode) and a solution that contains ions of the metal. The only difference between them is that one metal will be more reactive than the other. The metal that is more reactive will lose its electrons, therefore it is an anode. The other half-cell containing the less reactive metal (called a cathode) will gain the electrons. When the more reactive metal loses its electrons, it will form the same ion that the metal is submerged in. The released electrons are transferred to the other half-cell, changing the solution of metal ions back to its metal state. When electrons leave and are gained, it has to be replaced to balance it out. This is where the salt rod comes it. Once the electrons leave the electrode, electrons from the salt rod are drawn in and provide a balance. When we connect a machine in between the two half-cells, the electrons that would usually go straight to the other half-cell goes through the machine and provide it with energy.

What happened in this experiment?
In this experiment, our first half-cell had zinc metal (Zn) as its anode, and zinc nitrate (Zn(NO3)2) as its solution. The second half-cell had copper metal (Cu) as its cathode, and copper nitrate (Cu(NO3)2) as its solution. The zinc metal wants to lose two electrons to become stable, while the copper (Cu) in copper nitrate wants electrons. When zinc metal loses its electrons, it becomes an ion (Zn+2), while the copper ions in copper nitrate take the electrons and become copper metal. After the reaction occurs, there would be extra zinc ions with two positive charges floating around in the zinc nitrate solution, as well as extra nitrates with 3 negative charges floating around the copper nitrate solution. This is when the salt-rod, containing potassium nitrate comes in. Electrons are both drawn in and taken out of the potassium nitrate to neutralise the zinc ions and nitrates.

Careers research

During this topic, I am learning about budgeting and careers.

Aboriginal boomerang

What was the purpose of this activity?

During this activity, we researched different aboriginal symbols and their meanings.

and then we used the symbols to create a boomerang.

This was the boomerang design that I came up with.

Another World - Diversity

During the first two terms for English this year, we watched Zootopia for film study, read The Childre of Blood and Bone for a novel study, and we looked at the idea of diversity throughout the world of fiction as well as our world. I thought it was important to learn about diversity because it helps us understand both sides of the story. This is important because by understanding both sides of a story, we can avoid getting into unnecessary arguments.

Children of Blood and Bone essay

Is equality just a pipe dream? In the book 'Children of Blood and Bone' expertly written by  Tomi Adeyemi, we are presented with many challenging settings all throughout the world of Orisha. With each setting embedded with an important idea. This is shown during Zelie's graduation match, In Lagos, the capital of Orisha, and in Ibeji.

In the land of Orisha, we see that some people are taxed unfairly because of the colour of their skin. A great example of this is in the first chapter of the book. In this scene, we see Mama Agba desperately paying off the diviner taxes. Had she only had to play the regular tax, paying the tax would be feasible. However, because she had diviners under her care, she is charged extra. Within the same chapter, we see this happen with Baba. Because he has Zelie under his care, he is forced to pay unreasonable taxes and almost dies drowning, trying to catch fish in order to pay the tax. Both these scenes show us that diviners are treated unfairly because of the colour of their hair. This could be compared to the Race taxes that African Americans face. If people treated others as equals, situations such as this one would not exist. Then it would be one less problem the world has to deal with.

We see another challenge setting the book presents us with is the difference in lifestyle between the people of Orisha. This is shown in chapter 4 when Zelie enters Lagos, the capital of Orisha. The moment she enters, she states that "between Lago's walls is long and wide, my people congregate along the city's fringe in slums". This tells us that even though the space between the walls plentiful because they are diviners, they are forced to live a dreadful lifestyle in the slums while Kosadan live without a worry in the world. In real life, this could be compared to the difference in lifestyles between the commoners and the rich. To me, this seems unfair and could be fixed easily if people just learn to share.

The existence and mistreatment of slaves is another challenge setting in the Children of Blood and Bone. In chapter 22, Amari enters Ibeji and for the first time, she sees laborers outside of the palace. The laborers she had seen in the palace were always clean and groomed to her mother's satisfaction. But the laborers in Ibeji were dressed in nothing but tattered rags, their dark skin under the heat of the scorching sun. And with no water or food to speak of, all that's left are lifeless skeletons waiting for their demise. As their journey in Ibeji continues we see that the slaves are not only starved, and abused. They are forced to fight to the death as pawns in a battle royal. This scene shows how the diviner slaves are treated less than human. This could be compared to how in real life, Africans were sold and treated as if they were meer livestock. I'm my opinion, every human should be treated the same way.

Throughout the children of blood and bone, we are presented with challenge settings such as the unfair taxes based on race, the difference in lifestyles between the people of Orisha, and the existence and mistreatment of slaves. Even though these settings are in a fantasy world, all of them can be compaired to real life.

Testing for hydrogen gas

Aim: to create a large *POP* noise to scare the crap out of my class. Also, I want to produce hydrogen gas through a chemical reaction using magnesium metal and hydrochloric acid.

Equipment: extra large boiling tube, test tube, bunsen burner, wooden splint, a bottle of acid, a piece of metal, safety glasses, retort stand.

Method:
1. light your Bunsen burner.
2. Add a small amount of magnesium metal to your test tube. Add 2 ml of hydrochloric 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 hydrogen gas.
5. If you are lazy like me, you can do steps 2, 3, and 4 using a retort stand.
6. When you think the tube is full, your lab partner should light a wooden splint.
7. Carefully and quickly remove the test tube containing the acid and metal and insert the burning splint into the mouth of the boiling tube. You have to do this without moving the boiling tube containing the hydrogen gas.

Result:
On the first day of the experiment, I failed. I could not get the pop to happen. The next day I tried again, on that day I found out what I was doing wrong. It turns out that because I moved the boiling tube before I inserted the flame, the hydrogen escaped. So the next time I tried, I made sure not to move the boiling tube and it worked. The time was right to try it with the big tube. It tube

Discussion

How is the hydrogen released from the metal:
Magnesium (Mg) has 2 electrons in its outer shell. For magnesium to become stable, it wants to lose 2 electrons. When Magnesium is put into Hydrochloric acid (HCl), the hydrochloric acid dissociates. When it dissociates, Chlorine takes the election from hydrogen and it gains a negative charge, becoming chloride. While Hydrogen gains a positive charge. This is because Chlorine is more electronegative, meaning it loves elections. Once this occurs, magnesium gives one electron to two individual hydrogens. By doing this, Magnesium gains two positive charges, a full outer shell, and becomes an ion. While the two hydrogen atoms each gain an electron and become neutral. The magnesium ion (Mg²ᐩ), with its two positive charges, becomes electrostatically attracted to two chloride ions (2Cl¯) and produces Magnesium Chloride (MgCl²). The leftover hydrogens, still want an electron in order for it to gain a full outer shell. Because of this, two hydrogens come together to form a covalent bond. This means that the two hydrogens will share their single election to form its outer shell. This results in hydrogen gas (H2) being produced.

Improving my Design

My first Tinkercad Design:

                                    

This design was made using a 3D designing platform called Tinkercad. 

For the main shape of the dill gauge, I used an octangular pyramid with an eight-sided diamond on top. On each face of the octangular pyramid, I put a hole with the measurement of the diameter underneath it. Similar to the drill gauge I made in class, this drill gauge has holes measuring at 3mm, 4mm, 5mm, 5.5mm, 6mm, 6.8mm, 8mm, and 10mm. 

My New Tinkercad design:

                                    

The difference between this design and the previous design is that there is an upside down diamond on the top. This gives you a place to hold when carrying the gauge. Also, you could attach a string to the top of it to help you carry itaround.

Using an universal indicator

Aim: To see the change in colour when the Ph level of a solution is changed.

Equipment: Large beaker, Magnetic stirrer, Magnetic hot-plate, Sodium Hydroxide, Sulfuric acid, universal indicator, water.

Method:
1. Put the large beaker onto the magnetic hot-plate and then add water into the Large Beaker until it is around 3/5 full.
2. Put the magnetic stirrer into the beaker.
3. Turn on the Magnetic hot-plate.
4. Put the universal indicator into the beaker.
5. Put in Sulfuric acid. By doing this, the colour should change to red.


6. Get the sodium hydroxide and put in a tiny amount of it into the beaker. Then wait for the magnetic stirrer and hot-plate to do its thing and mix the solution. This should change the colour to an orangish colour.







7. Keep adding small amounts of sodium hydroxide and record the change in colour.
8. Do this until the solution turns blue.

Safety:
Acid stuff, so be careful.


Result:
  
  

Evaluation:
Everything in this experiment went well. All except the fact that the magnetic stirrer was too big, so it occasionally stopped working. And, I didn't start taking photos from the beginning of the experiment.
Besides those two things, everything was perfect.

Discussion


What occurred during this experiment when acid was added:

During this stage of the experiment, dissociation occurred. At the beginning of the experiment, the colour of the solution was red. This was because there was a large number of hydrogen ions (Hᐩ) in the solution. The hydrogen ions (Hᐩ) are present in the solution because when the acid (sulfuric acid (H2SO4) was added to the water, the sulfuric acid dissolved in the water. When this happens, the sulfuric acid molecules (H2So4) dissociates (Break apart) into two hydrogen ions (2Hᐩ) and 4 Sulfur ions (SO4²¯).

What occurred during this experiment when a base was added.
In this stage of the experiment, dissociation and neutralization occurred. The base that we used (sodium hydroxide) (NaOH) was able to dissolve in water because it was an alkali. Similar to When sulfuric acid was added, when Sodium Hydroxide gets added, it dissolves, and then the molecules of the Sodium Hydroxide (NaOH) dissociates into a sodium ion (Naᐩ) and a hydroxide ion (OH¯). because the already existing hydrogen ions (Hᐩ) have a positive charge. When the negatively charged hydroxide ions (OH¯) are added, they become electrostatically attracted to each other. Because of this, the hydroxide ions bind to the hydrogen ions producing water (H2O). This is called neutralization.

Burning magnesium metal

Aim: To find out if burning magnesium makes it heavier.

Hypotheses: I think it will get lighter because when you burn the magnesium, some of it will evaporate.

Equipment: A4 Paper, Scale, Bunsen Burner, gauze mat, magnesium metal, scissor tongs, beaker.

Method: 
1. Put the scale down on a secure flat area and weigh the strip of magnesium in a beaker together. write down the results.

2. Set up the Bunsen burner and ready the scissor tongs.

3. Light the bunsen burner.

4. Put the beaker next to the bunsen burner and light the magnesium metal.









5. Once the magnesium metal is lit, quickly put it in the beaker.
6. Once the magnesium metal burns out, measure the weight of the burnt magnesium inside of the beaker.
7.  compare the weight of the magnesium metal to the burnt ashes left by the magnesium (Magnesium oxide).


Result:


Conclusion:
What was supposed to happen was that the magnesium would react with the oxygen in the air to produce magnesium oxide. Because another molecule (Oxygen) was added, it should have gotten heavier. Sadly I wasn't able to weigh and record my results.

Evaluation:
My attempt at this experiment is a total failure. My first mistake was using paper to hold the Burnt up magnesium (Magnesium oxide). The ashes burnt right through the paper onto the desk making it impossible to get an accurate measurement of the Magnesium oxide (MgO). because of this, I had to
redo the experiment using a beaker instead of paper.  BUT SOMEHOW, the beaker broke. making it impossible to get an accurate measurement. So in the end, I wasted a lot of time and got no results.

Safety: Safety glasses are needed. chemicals, loose hair needs to be tied up.

Discussion

Ions:
Atoms have the same amount of positively charged protons as negatively charged electrons. Because of this, the two charges cancel each other out and the atom becomes neutral. Atoms are most stable when they have a full outer shell. In order for atoms to become stable, they gain or lose electrons depending on how many electrons the atom already has on its outer shell. when an atom gains electrons, it means that the atom will have more negatively charged electrons than protons. Because of this, the atom becomes negatively charged. and when it loses electrons, the atom will contain more positively charged protons than electrons, meaning it will become positively charged. For example, a sodium atom had an electron arrangement of 2,8,1. In order for sodium to become an ion, it has to lose 1 election or gain 7 elections. It is easier for it to lose 1 election than to gain 7 electrons so the sodium will lose an election. By doing this the sodium will have 1 more proton than electrons meaning it will gain a positive charge and the election arrangement changes to 2,8+.

Balancing equations:
The equation Mg + O₂ = MgO is currently an unbalanced equation. This is because there is only one Magnesium atom and there are two oxygen atoms. This means that one oxygen atom will be left over after the reaction. In order to change this unbalanced equation into a balanced equation. All you would need to do is add another magnesium atom into the equation. By doing this, it changes the equation from Mg + O₂ = MgO into 2Mg + O₂ =2MgO.

What occurred during this experiment:
Two Magnesium atoms (2Mg) reacted with Oxygen (O₂) to produce Magnesium oxide (2MgO).
The electron arrangement of Magnesium is 2,8,2 and oxygen has an electron arrangement of 2,6.

Magnesium wants to lose 2 electrons to become more stable, while oxygen wants to gain 2 electrons to become more stable. Magnesium wants to lose elections, leaving it with 2 extra protons (Positive charges) and becomes the ion Mg²ᐩ. Oxygen wants to gain 2 electrons, leaving it with 2 extra

elections (Negative charges) and becomes the ion O²¯. Because of the opposite charges the two ions have, they become electrostatically attracted to each other.

Tinkercad design

A design I made on Tinkercad:

This design was made using a 3D designing platform called Tinkercad. 

For the main shape of the dill gauge, I used an octangular pyramid with an eight-sided diamond on top. On each face of the octangular pyramid, I put a hole with the measurement of the diameter underneath it. Similar to the drill gauge I made in class, this drill gauge has holes measuring at 3mm, 4mm, 5mm, 5.5mm, 6mm, 6.8mm, 8mm, and 10mm. 

Method:

1. Create an ordinary pyramid using the basic shapes menu on the right-hand side of your screen.

2. Click on the shape and then change the number of sides the shape has from 4 to 8.

    by doing this you have created an 8 sided pyramid called an octangular pyramid.

3. Create 8 cylinders using the same menu on the right-hand side of your screen.

4. Change the height of all of the cylinders to whatever the height of your octangular pyramid is.

5. On the first cylinder, change the width of the cylinder to 3 by 3.

6. On the second one, change it to 4 by 4.

7. The third one to 5 by 5, the fourth one to 5.5 by 5.5, the fifth one to 6 by 6, the sixth one to 6.8 by

     6.8, the seventh one to 8 by 8, the eighth one to 10 by 10.

8. Then highlight and select all of the cylinders and change them all into holes.

9. Once you have changed the cylinders to holes, put them on each face of the octangular

    pyramid.

10. Highlight and select everything you have done so far, then click Ctrl + G to group everything 

      together.

11. After following these steps, your design should look like this

(Insert image here)

12. Make a box and turn it into a hole.

13. Put it on top of your octangular pyramid. Make sure that you don't cover your holes with your 

      box.

14. highlight and select the box and your pyramid, then group them together.

15. This should create a flat area on top of your pyramid. It should look like this

       (Insert image here)

16. Grab a diamond shape and then flip it upside down.

17. Put it on top of the flat area and aline each face of the diamond to each face of your pyramid.

(Insert image here

18. Select the two shapes and then group them together.

(Insert image here)

19. Grab a text shape. Then change its shape from text to 3

20. Grab seven more and change the shapes each of them to match the measurements of the holes.

21. Change the size of the texts so that it can fit on the faces of your pyramid. Then put on on your pyramid.

22. Select all of your shapes and then group them together.

23.  FINISH.

Voyage out

Sebastian was born into a village of assassins. Because of this, he was trained in the art and became
an assassin trainee ever since he was born. Once a year, all trainees that are 13 years old are
gathered and must undergo a trial to become a full-fledged assassin. In this trial, one must kill 2
other trainee assassins in combat and present the village chief with their heads. Completing this trial
means that you are a full-fledged assassin. And by failing it, you will die. Even though Sebastian was
raised to be heartless, he did not want to kill without a cause. To avoid unnecessary bloodshed.
he grabbed some jewelry from his parent's room and left the village. Although he could easily
survive by himself with ease, he decided to change his lifestyle and start a new life in Britain.
Once he arrived, he was speechless. kids were starving, families begging for food, drinking
unclean water, and illnesses were running rampant.  It wasn't anything like his village.
He realized that this was happening because of overpopulation and not enough money to go around.
He knew that in order to not end up like them, he had to have a way to get money and as long as he
had money, he would be fine. Back in his old village. In order to survive, he had to be as intelligent
as he was strong and was taught the skills of communication and deception. With these skills
Sebastian found himself a rich man, that happened to be looking for a gift for his wife. He went over
to the man and began to sell him the jewelry. After talking for about 2 minutes Sebastian convinced
the man to buy the jewelry for more than double its worth. A merchant called Arnold observed
Sebastian’s conversation with the rich man and saw potential in him. Arnold walked over to
Sebastian and asked him he would like to work as his apprentice. In return, he would feed him,
pay him, and give him a place to say. With nowhere else to go. Sebastian agrees. 2 years went by
and Sebastian had learned everything Arnold could teach. Sadly, Arnold died of a really bad case
of pink eye. After his death. Sebastian continued to be a merchant and earned lots of money.
For Sebastian, Everyday became comfortable and luxurious. But be remembered that while he
was sipping on his wine. kids were still starving, families were still homeless, and illnesses
\were still taking lives every day.

This made him remember how terrible a place Britain was. With this realization, decided to leave
Britain the next morning. Morning came. Sebastian had all of his stuff packed when he grabbed a
flyer off the floor. The flyer said that in 17 days, boats were going to sail out to New Zealand.
A paradise country with land up for grabs and plenty of jobs available. He didn't care about the land
or the jobs. but he was interested in going to a new country. Since he was going to leave the country
anyways. He decided, why not go to New Zealand. Everything was settled and Sebastian bought a
first class ticket.

17 days went by quickly and the day had finally come. He was going to be able to finally leave Britain
and all of its misery. He stepped onto the ship and headed to his cabin and the long journey began.
He heard the journey to New Zealand could take up to 120 days. Luckily he had lots of money,
getting him a comfy voyage in a cabin and was given fresh meat and milk all throughout the voyage.
Sadly, other passengers traveling in the steerages were not so lucky. They had to share cramped
rooms with lots of other people. They were given salted preserved meat, ship’s biscuits,
oatmeal, and dried potatoes. The diet was coarse, caused constipation and offered poor
nutrition. Passengers were allowed 3.4 liters of fresh water a day. But the water deteriorated
and a become undrinkable within a couple of months. Because of this both cabin and steerage
passengers attempted to catch rainwater. Due to the lack of fresh water, the only way to wash
your clothes and yourself were to use salt water from the ocean. Also, the steerage
passengers often caught diseases due to poor nutrition and poor hygiene. 120 days went
by and New Zealand was in sight. But out of nowhere, an iceberg flew into the ship killing everyone.

boomberwang

The wooden booomberwang:


This boomerwang is not my design because I could not find mine.


During this project, we created a boomerwang. at first, we were given some designs that we could choose from. after seeing them, we made our own. the design that I chose looked similar to a hatchet.
This particular boomberwang design was used to hit kangaroos. During this project, I used the bandsaw, sandpaper, chisel, and that's all.

Drill gauge

What I was aiming for:  

I was aiming to make a drill gauge that was similar to this but with only made for 8 different sized drill bits. The measurements were 3mm, 4mm, 5mm, 5.5mm, 6mm, 6.8mm, 8mm, and 10mm.

What I used to mark out and measure my work:

 
      Engineers Square                  Spring Divider                             Scribe
      By using this I could             This helped me find                I used this to mark out
       make sure that the                 and mark out the                   the lines on my metal
       edges on the metal                center of my work           after applying engineers blue
           were straight              

 
                  Ruler                             Micrometer                              Vernier 
      I used this to make sure      I used this to make sure       I used this to more accurately
      that my metal was the          that the drill bit I was        measure the length of my metal
              correct size                 using, was the right size.         and measure the drill bit.

Hammer and Center Punch:

I used the hammer and center punch to

center punch holes on the areas where I was going to drill. I did this to give the point of the drill a place to lock onto. This prevented my metal from sliding out and end up drilling the wrong place.

Engineers blue:
After cleaning up my piece of metal, I put this over it to make it easier to mark out my lines.

Machines that I used:

   Buffing Machine:                   Drill Press:         I used this to polish               I used this to Drill     my work and make it           the different sized                  Shiny.                        holes on my work.

What tools I learned to use during this project:

About a Vernier:
Verniers are tools used to accurately measure the diameter and sometimes the depth of material. They have main jaws used to measure the external diameter, smaller jaws that are used to measure the internal diameter, and sometimes has a depth rod to measure the depth/length of your material. The method of using the jaws for measuring diameter is simple. All you have to do is put an object in between the jaws and then tighten until both jaws are on the object. Then, you just read the measurement on the scale and you're done. You now have the measurement of the diameter.

About a Micrometer:
The micrometer is used to measure the internal diameter of an object. A measurement is obtained

by measuring the space between the anvil and the spindle. Twisting the thimble moves the spindle
towards the anvil or away from it. The rachet does the same thing, except it is used for more precise
movement. To take a measurement an object is placed in between the anvil and the spindle. Once
the object is placed, turn the thimble until both the anvil and the spindle makes contact with the
object. Then turn the rachet for fine-tuning. After that, all you have to do is read the measurement of
the sleeve.