Reading Log #6

Reading Log #6
Title: War for the Planet of the Apes
Director: Matt Reeves
Text Type: Film
Date Finished: 15/9/17

Summary:
The Film, War for the Planet of the Apes is the third instalment in the trilogy directed by Matt Reeves. The 3 films are remakes of the original Planet of the Apes movies directed by Franklin J. Schaffner. The film follows Ceasar - an incredibly smart, human like chimpanzee who is the leader of a massive family of apes - and his apes being forced into a brutal war between a army of humans led by the Colonel - a bad solider who is feared by the apes and other human armies. After the Colonel kills Ceasars wife and older son, Ceasar sets out on a revenge mission with 3 of his most trust worthy apes to kill the Colonel. After meeting new faces along the way and losing many of his apes, Ceasar finds himself and his kind in the middle of a battle between 2 different human armies which will determine the fate of both their species and the future of the planet.

Personal Response:
Statement: An important lesson to learn from this film is to not let your bad side get the better of you.
Example: For example, when Ceasar finally gets the opportunity to kill the Colonel, he realises that his bad/evil side was taking over. Before he pulled the trigger he ends up stopping himself, even though the Colonel killed his family.
Explanation: Throughout the whole film, Ceasar battles with his bad side. We see this in multiple situations throughout the film. They all come to a climax when Ceasar sneaks into the
Colonels office to find him drunk and vulnerable. Ceasar grabs a gun and struggles extremely hard not to pull the trigger. We can physically see by the expression on his face that Ceasar is fighting with his bad side. Ceasar finally decides not to kill the Colonel. This contrasts with the scene where Maurice - a gentle, Orangutan who is one of Ceasars closest friends - tells Ceasar that he is starting to act like Koba - a very bad ape who was obsessed with killing the humans and with that obsession, started killing apes that stood in his way. From that point on Ceasar made sure that he did not end up like Koba.
Your Link: This relates to the real world because in the real world, real people fight with there bad side. An example would be if there was someone who, in the past got brought up doing terrible things wants to do something terrible now but he knows its wrong, therefore he has to not let his bad side get the better of him.

Personal Response:
Statement: A character I related to was Maurice
Example: For example, throughout Ceasars revenge mission to kill the Colonel, Maurice tries to stop him because he is worried Ceasars newly found hatred for humans is going to get him killed.
Explanation: Maurice has been Ceasars best friend and possibly his most trust worthy ape since the first movie, Rise of the Planet of the Apes. When Maurice told Ceasar that he was starting to act like Koba, that really made Ceasar think about what he was doing. This shows the impact Maurice has on Ceasar. I relate to Maurice because I have also tried to talk my friends out of doing stupid things. I understand how difficult it is when you are worried for a friend so you try and talk them out of what ever it is they are wanting to do.
Your Link: This relates to the the real world because there are plenty of real life scenarios where normal people have to stop there friends or family from doing something stupid that could possibly get them hurt of killed. An example of this would be a friend trying to stop another friend from doing drugs.

Reading Log #5

Reading Log: #5
Title: From crystal meth addiction to world athletics title - long jumper Luvo Manyonga's great leap.
Author: Reuters
Text Type: Article
Date Finished:

Summary:
Luvo Manyonga is a South African 26 year old who won the world championship long jump title, after missing out on an Olympic gold medal in Rio and overcoming a drug addiction. He led in the final from the second round with a leap of 8.48 metres - the third best mark of 2017.

Personal Response:
Statement: This article is relevant to students my age because it shows how much drugs can hold you back in life and ruin your career.
Example: For example, after coming from a township just outside of Cape Town, South Africa, Luvo Manyonga was given an 8 month suspension in 2012 after testing positive for the drug tik - the local variant of crystal meth.
Explanation: The suspension would of made him feel like he let his friends, family and himself down. From this students my age can learn not to take drugs as it will ruin your career and life.
Your Link: I think this article relates to the real world because there have been plenty of famous celebrates who have ruined there careers due to drugs. Students my age look up to these celebrates. This could cause students my age to try and get addicted to drugs. This contrasts with the film Walk the Line because like in this article we see a person with a very good career and we see it get destroyed for some time due to drugs.

Personal Response:
Statement: An important lesson to learn from this article is to never give up on your dream no matter what or how many set backs you experience.
Example: Luvo Manyonga got suspended from Long Jump for 8 months in 2012 for testing positive for the drug tik - the local variant of crystal meth.
Explanation: Luno Manyonga never gave up on his dream. He won the world championship long jump title in 2017 at the age of 26 with a jump of 8.48 metres - the third best mark of 2017. At one point Manyonga admitted that he was only 5 percent away from death. After all of these set backs Manyonga worked hard and never gave up which eventually won him a world championship.
Your Link: I think this article relates to some of the people in the real world who have terrible set backs which are very hard to recover from but they never give up and they don't stop fighting until they conquer there dream. Also, from this we can learn not to ever give up on our dreams no matter what or how many set backs we experience.

Reading Log #4

Reading Log #4
Title: Lions Tour: No point whining about SBW red card - Steve Hansen
Author: Kevin Norquay
Text Type: Article
Date Finished: 8/7/17

Summary:
New Zealand's national rugby union team, the All Blacks played there second test match against the Lions - a team made up of players from England, Scotland, Ireland and Wales - on the 1 July 2017. During the 25th minute of the first half, Sonny Bill Williams got red carded because of a no-arms shoulder charge on Lions wing Anthony Watson's head, forcing the All Blacks to play most of the game with 14 men against 15. Williams was the first All Black to get sent of in 50 years and the first New Zealand back ever.

Personal Response:
Statement - A person I related to was Sam Cane(open side flanker for the All Blacks)
Example - When Sonny Bill got sent off, the coaches made the decision to play 7 forwards against 8 instead of 6 backs against 7. This meant that blind side flanker, Jerome Kaino came off and Ngani Laumape came on in place of Sonny Bill.
Explanation - I relate to Sam Cane and all of the other All Black forwards because I play rugby. I've played 7 against 8 forwards before, after one of our players got red carded. I understand how challenging, tiring and hard hitting it can be. The All Blacks forward pack worked extremely hard and they played brilliantly, however after about 30 minutes the Lions figured out how to get around the All Blacks defence and managed to score 2 tries.
Your Link - This contrast with the first test the All Blacks played against the Lions where it was 15 against 15. In that game the score was 30 to the All Blacks, 15 to the Lions. The Second test match was 21 to the All Blacks, 24 to the Lions with the All Blacks playing with 1 less player. The All Blacks still worked hard as they always do in the first test but they had to work much harder in the second.

Personal Response:
Statement: I felt sorry for the All Blacks
Example: For example, when Sonny Bill got sent off which meant the All Blacks had to work really hard.
Explanation: When Sonny Bill got sent off, it changed the shape of the whole test. Not only did the All Blacks have to work extremely hard but with the numbers favouring the Lions, it costed them a win.
Your Link: This contrast with the first game where the All Blacks played the Lions 15 against 15. In that game the score was 30 to the All Blacks, 15 to the Lions. The Second test match was 21 to the All Blacks, 24 to the Lions with the All Blacks playing with 1 less player. The All Blacks still worked hard as they always do in the first test but they had to work much harder in the second.

red face pe

This photo is of a man with a red face. This is because he has been exercising and he is hot. When exercising the bodies temperature increases. This is because nutrients in our body are turned into energy in the from of heat. 

PE Biomechanics Levers

In the throwing activities, the distance achieved is directly related to the speed of the release. Generally, the longer a lever is, the faster the distal end of the object will move. For this reason, the farther a discus or hammer thrower can position the implement from the body (the axis of rotation) during the turns before the release, the greater the speed of release.

Acid and Base Reaction

Experiment - Producing Salts

Aim:
I want to produce copper sulfate salts by reacting copper oxide with an acid.

Equipment:
Copper oxide powder, dilute (1.0 mol L) sulfuric acid, 50 mL measuring cylinder, two 100 mL beakers, Bunsen burner, tripod, gauze mat, funnel, filter paper, thermometer, spatula, evaporating basin, stirring rod.

Method:
1. Add 20 mL of sulfuric acid to a 100 mL beaker. Heat the acid untill it reaches 70 degrees. Turn off your Bunsen burner. Do not boil the acid.

2. Once heated, use a spatula to add pea-sized portions of copper oxide to the beaker. Stir the mixture for 30 seconds.
3. Repeat step 2 until no more will dissolve. Allow the beaker to cool.

4. Fold the filter paper and place it in the funnel. Place the filter funnel into the second beaker.

5. Make sure the beaker is cool enough to hold at the top. The contents should still be hot.
6. Gently swirl the contents of the beaker to mix, and then pour into the filter paper in the funnel. Allow to filter through.

7. Rinse the beaker you used to heat the mixture previously, and place it back on top of your tripod filled with 50-60 mL of water.
8. Place the evaporating basin on top of this beaker and carefully pour some of the solution from the other beaker into the evaporating basin.
9. Gently heat the beaker until the solution in the evaporating basin has reduced by half.
10. Leave the evaporating basin to cool. Once cool, move the evaporating basin to a warm place where it will not be disturbed (e.g. a window-sill) and observe over the next few days.

PE Biomechanical Principles (revision quiz)

1. Force Summation is... Using as many body parts as possible to get maximum force.
2. Projectile Motion has 3 factors impacting the projectiles distance. What are they?
Speed of Release, Angle of Release, Height of release
3. Balance and Stability are impacted by: BOS, COG, VLG. What do these stand for?
Base Of Support - width and points of contact
Centre Of Gravity - high vs low and shifting
Vertical Line of Gravity - always runs through COG
4. Newtons laws - there are 3. What are they? give a sporting example for each.
First law - The law of Inertia. Example - swinging on a swing
Second law - The law of Acceleration. Example - calculating how fast a rally car is going
Third law - The law of Action and Reaction. Example - hitting a ball against a wall

Reading Log #3

Reading Log #3
Title: The Walking Dead
Developer: Frank Darabont
Text Type: TV Series
Date Finished: 7/7/17

Summary:
The TV series The Walking Dead developed by Frank Darabont is based on the comic book series written by Robert Kirkman. The Walking Dead portrays life weeks, months and eventually years following a zombie apocalypse. The main character and leader, former police officer Rick Grimes, his family and a group of other survivors find themselves constantly on the move through out the seven seasons, looking for a safe and secure home. But Rick soon realises that the world they are now living in has changed. He discovers that the staggering fear of the survivors can be more deadly than the zombies walking among them. ''Fight the dead, fear the living''

Personal Response:
Statement - A character I related to was Carol
Example - For example, in the first and second seasons Carol was a weak, helpless, old lady who couldn't protect herself or anyone else. However, from the third season on wards, Carol adapts to the new world and gets stronger and more ruthless.
Explanation - Losing her daughter to a viscous zombie attack in season two really made her a lot more hard, heartless and aggressive which was needed to survive in the new world that the're living in. I have adapted to new things before in the past. I personally think that I would be able to change and adapt enough to survive a zombie apocalypse like Carol did.
Your Link - I think this relates to the real world because there are plenty of real life scenarios where normal people have to change themselves and there lives due to a certain situation.

Personal Response:
Statement - An important lesson to learn from this TV series is to never stop fighting and to never give up.
Example - For example, in season seven where Negan - a bad guy with a massive army - kills two of the survivors and captures one, as well as taking all there stuff and making them work for him.
Explanation - During the last few episodes of season seven, Rick and the few survivors remaining come up with a genius plan to fight back and kill Negan and his army. However after there plan gets over powered by the amount of people Negan has on his side, Negan decides to kill Ricks son Carl right in front of him before the people of Alexandra and The Hill Top - two committees that were thought to be weak and useless - saved the day by shooting down almost all of Negans army. Together they kept fighting and fighting until every last one of them had either ran away or died.
Your Link - I think this TV series relates to some of the people in the real world who might have a really hard life but they never give up and they don't stop fighting until they get what they want.

Rates of Reaction

Experiment 1              Investigating the Effect of Temperature on Reaction Rate

Aim:
I want to investigate how temperature effects the reaction rate.

Equipment:
A conical flask, beaker, measuring cylinder, stopwatch, black cross on paper, water bath, thermometer, 0.l mol L-1 hydrochloric acid (HCl).

Method:
1. Put the 'X' paper on the bench mat, and put the conical flask on top of the paper.
2. Measure 50 mL of sodium thiosulfate solution and put it into the beaker.
3. Record the temperature of the sodium thiosulfate.
4. Measure 5 mL of HCl and pour this into the conical flask.
5. Pour the sodium thiosulfate into the conical flask, start the stopwatch and swirl the flask. Time how long it takes for the cross to disapear when viewed from above (i.e. look down the mouth of the conical flask)
6. Wash out the flask thoroughly.
7. Repeat the experiment, using a water bath to heat the sodium thiosulfate to 30 degrees, then 40 degrees and finally 50 degrees. Keep the volume of acid the same each time.

Results:
Non Heated
sodium thiosulfate - 12 degrees
HCl - 31.41 seconds

Heated(30 degrees)
sodium thiosulfate - 30 degrees
HCl - 9.60 seconds

Heated(40 degrees)
sodium thiosulfate - 40 degrees
HCl - 13.10 seconds

Heated(50 degrees)
sodium thiosulfate - 50 degrees
HCl - 3.46 seconds


Experiment 2                  Investigating the Effect of Concentration on Reaction Rate

Aim:
I want to investigate how concentration effects the reaction rate.

Equipment:
A conical flask, measuring cylinder, stopwatch, black cross on paper, 0.2 mol L-1 sodium thiosulfate, 1.0 mol L-1 hydrochloric acid.

Method:
1. Put the 'X' paper on the bench mat, and put the conical flask on top of the paper.
2. Measure 10 mL of sodium thiosulfate solution and put it into the conical flask.
3. Measure 40 mL of water and put it into the conical flask. Swirl the flask to mix the contents.
4. Measure 5 mL of acid. Pour the acid into the flask, start the stopwatch, and swirl the flask. Time how long it takes for the cross to disappear.
5. Wash out the flask throughly. Repeat the experiment using the other volumes of the sodium thiosulfate and water in the table on the right. Keep the volume of acid the same each time.

Results:
10 mL of sodium thiosulfate/40 mL of water
4 minutes, 43 seconds
20 mL of sodium thiosulfate/30 mL of water
2 minutes
30 mL of sodium thiosulfate/20 mL of water
54.63 seconds
40 mL sodium thiosulfate/10 mL of water
44.22 seconds
50 mLof sodium thiosulfate/0 mL of water
33.62 seconds


Experiment 3                  Observing the Effect of Surface Area on Reaction Rate

Aim:
I want to observe the effects of surface area on reaction rate.

Equipment:
boiling tube, calcium carbonate chips and powder, hydrochloric acid, measuring cylinder, spatula

Method:
1. Measuring 2 mL of hydrochloric acid and pour this into your boiling tube.
2. Holding your boiling tube over a sink or heatproof mat, add a pea-sized amount of calcium carbonate powder to your boiling tube.
3. Repeat the experiment, but this time use a chip of calcium carbonate that is roughly the same size as the spatula of power you used previously.

Observations:
When I added the powder, it fizzed up.
When I used chips, it bubbled up.


Experiment 4                        Catalysts

Aim:
I want to observe the effects of a copper catalysts on the reaction between zinc and sulfuric acid.

Method:
1. Add roughly the same mass of zinc to test tubes 1 and 3
2. Add roughly the same mass of copper to test tubes 2 and 3
3. Add 5 mL of dilute sulfuric acid to test tube 1
4. Add 5 mL of acid to test tube 2
5. Add 5 mL of acid to test tube 3

Observations:
Test tube 1 - it fizzed up
Test tube 2 - it bubbled up
Test tube 3 - nothing much happened

Analysing Interpersonal Skills

1. The coach in video one was too loud almost all of the time and had poor body language. Also had nothing but negative things to say to the kids. The coach in video two was much better. He had the right tone of voice, good body language and positive things to say.

2. The coach in video one was not very successful because the kids were not taking getting yelled at to well. It distracted them from the game. The coach in video two was pretty successful. The kids were involved, happy and having fun because of  the good coaching techniques the the coach in video two applied.

3. The coach in video two was more successful.

Reading Log #1

Reading Log #1
Title: The Maze Runner
Author: James Dashner
Text Type: Novel
Date Finished: 24 March 2017

Summary:
The book The Maze Runner written by James Dashner is about a teenager called Thomas. He wakes up in a glade surrounded by an enormous, monster infested maze. Just like the other teenage boys that were put there before him, he has no memory of his past life. Thomas quickly becomes a runner - someone who runs the always changing maze. With the help of Teresa - the only female, he tries to convince his group that he has found a way out.

Personal Response: SEXY Paragraph 1
Statement - A character I related to was Thomas.
Example - For example, the part when Thomas first arrives in the glade and he sees the giant maze he is instantly curious as to how he got there, who put him there and what was in the maze itself.
Explanation - If it was me I would also be very curious as to what was going on and I would want to find out what was going on even if that means breaking the rules a little bit like Thomas did.
Your Link - I think that this book relates to real life because it shows that people will naturally follow other people if they have a good leader. I believe that this is because most people lack the self of steam to be there own leader so they feel more safe and more comfortable letting someone else take control.

Personal Response: SEXY Paragraph 2
Statement - An important lesson to learn from this book is to not waste your life living in fear, sacrifice your life to live in freedom.
Example - For example, the part after Thomas convinces most of his group to come and fight for there chance of freedom, they all face a terrifying greaver - massive monster - that ends up killing some of them.
Explanation - But they keep on fighting together and they win there right for freedom by destroying the greaver.
Your Link - I think that this book relates to the fighting spirit that humans have in real life.

Reading Log #2

Reading Log #2
Title: The Hunger Games
Director: Suzanne Collins
Text Type: Novel
Date Finished: 13/4/17

Summary:
The book The Hunger Games written by Suzanne Collins is about a nationally televised event called The Hunger Games. The Capital of Panem has 12 districts. Each year each district picks a boy and a girl to fight against each other and the other boys and girls from the other districts until only one remains. District 12 tribute Katniss Everdeen has little to rely on, other than her hunting skills and sharp instincts. She is in a arena were she must choose between survival and love.

Personal Response: SEXY Paragraph 1
Statement - A character that I related to was Katniss Everdeen
Example - For example, the part where Katniss volunteers as tribute for her little sister Prim after Prim gets chosen to be in the Hunger games.
Explanation - If it was my younger sister getting chosen to fight in The Hunger Games then I would volunteer as tribute so it would be me possibly dying instead of her.
Your Link - I think that this book relates to the real life family orientated people that would sacrifice themselves for a beloved family member.

Personal Response: SEXY Paragraph 2
Statement - I felt sorry for all the boys and girls who had to compete in the Hunger Games.
Example - For example, the part where it said that this little girl Rue was competing.
Explanation - I instantly felt sorry for her because it was obvious she was going to get killed.
Your Link - I think that this book shows the bad in some people. Like when President Snow created The Hunger Games and forced a poor boy and girl from each district to fight one another to the death. It shows that he only cares about his people(rich people).

Breaking down the Technique

Discus

1. Grip: hand spread out across the whole discus, put your other hand on the opposite side of the discus, put it above your shoulder (opposite to your main, strong, throwing arm)
2. Stance: legs face side ways and body/head face back, spread your legs evenly, power (back leg) bends
3. Spin: start at the back of the circle, spin as you move forward, arms spread out, release the discuss from your hand

Javelin

1. Grip: Wrap whole hand around javelin, hold the javelin above your right shoulder or if your holding the javelin with your left hand; left shoulder
2. Run: Begin running getting faster and faster as you get closer to the line, run straight ahead with your hips pointing towards the line, right leg crosses over the left or if your holding the javelin with your left hand; left leg crosses over the right as you pull the javelin back
3. Throw: Keep throwing/power arm straight and your throwing/power hand at shoulder height, put your left leg down and push of with your right leg or if your holding the javelin in your left hand; put your right leg on the ground and push off with your left leg, bring your throwing/power arm up and forward, keep your elbow high, release the javelin

Shot Put

1. Grip: Wrap whole hand around shot put, put the shot put to your neck, elbow sticking out
2. Stance: feet shoulder width apart, face the back of the circle
3. Spin: