This week; we were tasked to revise the book we were reading during reading time(s). I recently read Dr.Stone (Volume 22).
Dr.Stone is a survival adventure story set 3,700 years after a mysterious light flash turns every human into stone. The narrative centers on Senku Ishigami, a scientific genius who awakens in this new “Stone World” and is determined to use science to rebuild civilization from scratch. He revives a few allies, builds an array of foundational technology (from electricity to medicine), And unites a small village.
Here’s my reading response that basically explains what happens in Dr.Stone Vol.22, I personally recommend that you should read/watch Dr.Stone if you enjoy science.
This Manga taught me many things that mainly focus on the science part of knowledge. You can basically learn how to make gunpowder, soap, antibiotics—as well as learning the basics of the science method and electricity force (teaching; light bulbs and cell phones). They incorporate real-world science knowledge that you can perform safely in real life terms. they have the belief that when failing, science can find a way to solve your problems.
Thanks for reading! And again, I really do recommend this book, it’s great.
Is it really a bargain? Sometimes shops try to trick us into thinking that items are a bargain when they may not be. For example, do they think we might not buy a $9.99 book if the price sticker said $10? There hardly seems to be a day that goes by without shops offering items at discount prices. The discounts are often shown as a percentage.
For math this week, we were studying about percentages discounts. From what I understand so far, we can find less-common percentages of an amount (such as 11%) by converting to decimals. To explain the method, let’s start by finding 1/4 of $10. (we already know that 25% of $10 is $2.50, so we’ll know if the method works.)
Right now, we’re working on a new unit and topic which is about patterns. I’ve caught up with the work, but the rest of my classmates didn’t so I’ll update you when Whaea introduces the topic to everyone. I’m two steps ahead.
In both nature and business, the most successful systems are defined not by their resistance to change but by their ability to adapt to natural cycles.
Kia Ora.
For our reading challenge, we’re writing about tides and reading and recording facts about how they work.
You might be wondering how tides work, huh? Well, here’s what I think tides are and how they work! (According to my research):
Understanding the Forces of Change
Tides are governed by the gravitational forces of the moon and sun. This cosmic alignment creates predictable patterns of high and low tides, but the exact timing and magnitude can vary, Coastal businesses, for instance, must align their operations with these rhythms. A restaurant on the beach may thrive during high tide, while fishing charter must plan its schedule around low-tide windows for optimal access.
What are Tides?
I know for a fact that tides are the regular rise and fall of ocean levels, a predictable, cyclical phenomenon that occurs along coastlines. There are typically two high tides and two low tides each day.
What causes tides?
Tides are caused by the gravitational forces of both the moon and the sun, and the rotation of the Earth. The moon is the primary influence because, although it is much smaller than the sun, it is significantly closer to Earth. That’s why the moon does more work than the sun.
How the moon causes tides:
The moon’s gravity pulls their water, causing it to– like bulge out– toward it. At the same time, a second bulge forms on the opposite side of Earth. This is because the moon’s gravitational pull is weakest on the far side of the planet. As the Earth rotates, different parts of the globe pass through these two bulges, causing the two daily high tides and two low tides.
How the sun influences tides:
The sun also exerts a gravitational pull on Earth’s oceans, but its greater distance makes its effect weaker than the moon’s. However, sun’s position relative to the moon is what creates the different types of tides.
My thoughts 💭
I hope my version of tides gave you an idea of what tides are (if you didn’t acknowledge what aestus, Latin word for tides, is). In my opinion, I think tides are important, because they could potentially help with navigation; since it can change the waters depth, which could make shallow ways and accessible paths to navigate through.
What are your thoughts? Comment them down.
I’ve written a document with my full understanding about how tides function, I’d be more than happy to show.
Have you ever heard the sharp, shocking crack of thunder that seems to come from nowhere? I mean, think of it. That’s a simple question many ask themselves without answers. Explanation writing is a perfect term of authoring that’ll help you find the key to your question.
Kia Ora!
This post is about what I’ve learnt/did on week 1 Term 4!
Explanation writing is a type of non-fiction text that clarifies how or why something happens. It moves beyond simply providing facts to show the connections between ideas, events, or processes in a clear and logical order. The aim is to help the reader understand a complex subject in a straightforward manner.
The purpose of explanation writing
The central purpose of an explanation text is to inform. It is written to answer a specific question for the reader, such as:
“How does a solar eclipse occur?”
“Why do leaves change color in the autumn?”
“What are the steps of the water cycle?”
The title of ‘Explanation Writing’ quite literally explains itself.
Now, we’ve been tasked to write about “Why does it rain”, using the literary writing–‘explanation’. So far, I think I’ve done great..! Especially according to my teacher. Oh, and for my structuring skills… I’ll just say it’s something.
— LINEAR EQUATIONS (You’ll be Smart If You Keep Reading!) —
After working on the awesome writing, it got me thinking about how math helps us figure out the world. I’m talking about linear equations. Yeah, I know, it sounds like another standard school topic, but it’s actually a seriously powerful tool for problem-solving, and it’s all over the place if you know where to look.
At its core, a linear equation is a balanced equation. Imagine it like a perfectly balanced set of scales. You’ve got a value on one side that’s equal to the value on the other. For example, in an equation like
3a – 5 = 10
Our mission is to figure out the value of the mysterious a that keeps the scales perfectly level. The trick isn’t just about guessing the right number; it’s about following a logical, step-by-step process. (This is considered as a two-step equation because two operations are performed on the pronumeral a: You times it by 3 and then subtract 5.
3a – 5 + 5 = 10 + 5
3a = 15 Then we undo the times by 3
3a (divided by) 3 = 15 (divided by) 3
Then, like mentioned, because a is being multiplied by 3, we do the inverse and divide both sides by 3, leaving us with our answer:
a = 5
SIMPLE!
We mainly trained and answered questions without the linear graph, until the extended practice that tested our brains revealed the graph! Here’s a DLO:
HOW ITS HELPFUL
Say you’re buying a game and some downloadable content. The game costs a fixed price, and each DLC pack costs the same amount. You have a set budget. Using a linear equation, you can figure out exactly how many DLC packs you can buy without going broke. Or maybe you’re comparing two phone plans. Plan A is a flat fee, while Plan B has a lower fee but a per-gigabyte charge. A linear equation helps you find the tipping point where Plan B becomes the better deal.
Linear equations might just be the easiest math I’ve done this year.
Swimming
Basically our school has swimming! It sounds fun, but I didn’t go despite the cold currents. A lot of peers came back saying that it was fun. We go swimming every Friday, I’m not the ‘swimmer-type’, but I’m sure that it’ll at least be enjoyable for others.
Thank you!
That’s pretty much what I’ve done on week 1! I enjoyed my first week back. Thanks for reading.
Today we are learning how to use spreadsheets and income and expenditures. For Maths, the year 8 has been looking into financial planning and how it works. We’ve looked at what income and expenditure were, comprehending the usage and definition.
In the textbook, there was an equation that shows the table of Harper’s monthly budget (Harper is an example person) which shows her income, amount, then expenditure and the amount for that. Since there was a table (like with columns) that showed what she had spent.
On the other hand, we’ve learnt how to use the tools in Google Spreadsheets and creating our understanding relevant to Harper’s monthly budget.
What Her Monthly Budget Looks Like
So what we know about her, is that she’s a babysitter and has a balanced budget, since her expenditure amount is lower than her income, which basically sums up what expenditure means. Income is the amount of money you’re receiving as in like paying.
In the sheets, I’ve learnt something new.
Sharing What I’ve Learnt
As you can see in the video, I highlighted the list of the amount then clicked on a special sigma “E” looking symbol and then moved onto ‘SUM’. Clicking Sum just pretty much sums up the money In total. Clicking the enter button will allow the outcome to be shown. I find it fascinating that when I change up the numbers (with the summing still activated) it changes the total that I’ve added. Cool, right?
I hope you understood what I learnt. Any thoughts or ideas? Comment them down below.
Have you ever wondered how your TV remote functions? Or your light switch? you might think it’s connected by wires–but deep down it’s way more fascinating than you think. It all comes down to electromagnetic forces, making electricity flow and gadgets work like magic. Electrical engineering includes that type of thing. It may sound like a bunch of wires, numbers, and “I’m stumped” moments, but trust me, it’s actually more enjoyable than you think (speaking from experience).
Hey there!
In our recent session of Engineering, we’ve (the year 7 & 8’s) got to explore how electricity powers the world around us and even tried at some hands-on projects. I thought that we were looking into electromagnetic forces, since the topic sounded relevant, but turns out it was just wiring. I’ve learnt about electromagnetic forces when reading a book! I just wanted to share my knowledge.
Warm-Up
Firstly into the session, us engineers (the year 7 & 8’s) had the task to participate in a team activity that taught us about circuits in a physical(ly safe)way. Everyone had to get in a group of 8+ and form a circle then pass the ball around WITHOUT using our hands. The goal? Get the ball back to the starting person without dropping it. If it fell, the so called imitated circuit was broken. I found this ‘Simple’ game surprisingly tricky, but super effective at showing how electricity flows through a circuit: because every connection matters, and if one link fails, the whole system stops working! I had tons of fun.
Pitfall Project
For this engineering part, we had to get in our usual group. I joined in with my 2 friends. (Here’s a pic of us contemplating on our project of what to do)
For this experiment, we moved on to an LED project, which seemed exciting.. which it was, but it was both exciting and chaotic. Each group was given a card that needed to light up (like a letter card not playing deck cards). Along with the card came an instruction, instructing us on what to do. In the packet were a battery and LED lights thing, with a drawn diagram that shows where we should put the LED chips on. Following the drawn lines on the card, we had to add copper tape that would connect to the LED battery, making sure we didn’t cover the part where the light flashes as well as making sure that the copper stays intact for connection. The tricky part for me was taping the copper on top of the LED micro chip without breaking the connection. Let’s just say the copper was a little too sticky–It clung onto my fingers as I was aligning it, causing it to break the circuit. I attempted to save it but failed once more. I did learn from my mistakes!
As you know, it’s Wednesday!– Well Engineering time for the year 8’s and 7’s.
It was settled out in the hall where we experienced various activities which came in the category of Civil Engineering! It was enjoyable, especially working together as a team with my friends. There, was where Ruth had presented herself and talked us through about Civil Engineering. She’s a retired teacher (I Guess) who ran the engineering day 2 class.
We started our time off with a challenge–using Jenga Blocks and seeing who could build the tallest tower compared to other groups.–There were a time limit of 3 minutes, seeing who could build an practical skyscraper! My group’s tower was not that stable. It was precarious which made the tension strong enough to knock the tower over. I had the bright idea to use the Jenga tin (there were no rules!) so we did so and others mirrored our actions. Frankly, I had tons of fun overall! Here’s what it looks like if you can’t really imagine it.
After that activity, we had another task to build a bridge. With just cardboard, the help of scissors, along with tape! It was simple really. As a group, we’ve combined our ideas together and looked up at the TV which had different types of bridges on it– which gave us the idea to combine the Arched Bridge and Cable-Stayed Bridge. I thought the idea and design seemed uniquely awesome, my group can definitely agree on that. I agree that we all have different but creative ideas.
Hereby is what our architect look like!
It can hold a Chromebook, you know. That proves how strong it is. Relying on the tension, and mainly support on the bottom, it’s a stabilized and safe bridge. Imagine it 100x the size! It’ll be able to hold heavy construction trucks, buses, you name it. Possibly a tank too.
This day might just be the best of the week, I enjoyed it because we got to do different things in a team, working together which gave me the cognitive enchantment.
It’s been declared that every Wednesday (for six weeks straight), the year seven and eights has the opportunity to do engineering up in the hall.
This (physical) learning could potentially be useful for future ado, since Engineering is a J*b. That would be handy in the future. Amongst all the architects, working as an engineer allows you to earn a lot of cash– and learning about engineering now is a big opportunity in my opinion.
Things Of What We’ve Done
Lucy, one of the engineers who first introduced herself first, is an experienced Civil Engineer; She taught us the various things of engineering and what types are there — mainly on the civil choreograph terms. We’re focusing on bridges using different types of materials. There were four groups and four stations, here’s a picture of what it looks like.
Here’s a picture of what Me and two other friends have worked on.
What My Group Worked On
Using bamboo chop-sticks, we’ve followed what famous Leonardo Da Vinci has designed when he was active — without using any tape nor glue. It depended on the tension; using a tutorial on how to do so. The image above shows the proof that I’ve completed the assigned task to make a bridge using tension- it shows that it’s secured, as you can see it’s holding up a box filled with pencils.
Hereby is a picture of what the other group built using the wired cables. Team-Work is truly the DreamWork!
The tables behind that massive constructed bridge were the station that had each 4 workshops that made their bridge that could hold things using different materials. (One was paper, the other ones were paper straws and the one I did was using bamboo chopsticks as I’ve explained. The one in the image is using almost similar things to what the real engineers use)
This post is about my experience at the Papakura High School and will be my last post of the term.
Farewell, Teleise 💕!
So back in June this year, like about the start of the month, Room 4’s wonderful teacher Teleise taught a group of people a beautiful Samoan dance that we’ll use for some special occasions (like in this case performing in front of others at the High school) which is very awesome since we have a cultural thing that we as a school could represent and show others the wonderful culture of Samoa 🇼🇸 ‼ Shout out to our Kiwi Can leader Here and Glaytor for being our teacher of the cultural performances we’ve done as well, collaborations will be remembered as well as Teleise.
Unfortunately, news is official that the well known teacher, Teleise, in Edmund Hillary School, will be leaving for Australia; which explains why this last week spent with her is going to be a very emotional ride through. We as EHS students are going to remember the legacy she set and left.
– What We Did –
At the high school, schools from around Papakura gathered together in honour of Matariki / Maori New year to perform their beautiful waiata and cultural dances — it was definitely a pleasant time there, especially when meeting other people and making friends with one another was something else I enjoyed. Remembering and re-meeting a few friends who I knew was cool too.
Here’s a few pictures of the performances I’ve taken! (recordings MB too large) APOLOGIES FOR BLURRY QUALITY — some were screenshot(ted) by me from my recordings.
(HAND-SIGNS IN PICTURES AREN’T TO OFFEND ANYBODY! Just posing !)
Then it was Edmund Hillary School’s turn to perform, we did pretty well! I don’t have any videos / pictures of our time to shine, since I wasn’t down there to use my chrome, but yeah, the outcome of our Samoan dance came out pretty decently ! ! !
I remember that Papakura High School had a magnificent performance that they’ve done (along with a Haka which gave me ultra chills), I wish I had recorded that on my Chromebook, but some people like to interfere. At the end in a way to send thanks for coming, we collabed as schools and did a Haka for those who visited.
I want to thank Matua Wiremu and his crew along with Whaea Ellen for feeding me and the other peers of my age some hot dogs and water, I enjoyed that part of the day too!
Thank you for reading! I also noticed the Cultural Art in the Hall, it’s creativity is too wonderful for me to comprehend. Visit sometime if you can!
Here is a recount on what I’ve learnt/did throughout the week!
– Maths Comprehension – Converting Measurements
For maths, we learnt about altering measurements!
As in that saying, we learnt how to convert measurements as in MM to CM. The way I work it out is a bit complicated to others, but as long as I get the answer right, it doesn’t matter. I can’t really explain the way I do it in text, only visually. Converting measurements involves changing one unit to another white maintaining the same value. Converting cm to mm is easy, just multiply the # by ten.
Hereby is a (DLO)/glossary about how you should work out on how to convert measurements! It’s simple, really. I understood how to convert them because this poster hung up in my classroom — which explains
Speaking about maths… do you enjoy math? Let me know! I like math.
READING:
WAR – Blog (Here’s the link to my other post which talks about what I did for reading/writing Reading
WRITING
For writing, people re-did this ice comprehension thing which was already due from last term or week 1-5. I’ve already finished writing that but for some reason others started working on it just recently from now. Here’s my post — Writing
ART
Other than writing, I’ve worked on flax weaving earlier — creating an Ika (fish), here’s the tutorial I’ve watched to make my flaxing (VIDEO).
I used plastic WrapStrap to create it instead of flaxing leaves
OTHER WORK
So every Wednesday and Thursday, Ben is our teacher instead of Whaea Lorraine. This week wasn’t the case though, Lorraine was our teacher throughout the whole week this week. Despite that, I went to finish off Bens work – here’s one for example -We do passion projects as an practical collection of things, so in alphabetical order, this is what I’ve done for D (since I’m done A, B & C)
In these Passion Projects, we find a topic and choose one specific thing that comes from it. So you can see I chose Food/Dessert and out of every food, I chose to research things or facts about Dango’s.
I picked to show you this piece of work in the Passion Project category because it was the one I recently finished.
Thank you for reading, I’m quite pleased with my mahi!
Hereby is a (DLO)/glossary about how you should work out on how to convert measurements! It’s simple, really. I understood how to convert them because this poster hung up in my classroom — which explains
as an practical collection of things, so in alphabetical order, this is what I’ve done for D (since I’m done A, B & C)