Week 8: Onager vs Trebuchet
This week we learned about two different catapults. One was the trebuchet and the other was the onager. We recorded that the trebuchet fires further than the onager as the trebuchet is larger and has more power in the pull. The other catapult is smaller and uses force to fire the ball. It uses torsion and that is when something is constantly twisted and when it can't hold anymore the twisted object lets go and uses its pressure to fire the inserted ball on the onager. I enjoy watching the two catapults in use because I like recording and putting them into a slow motion film.
Week: 8 Onager vs Trebuchet
This term we are learning about two catapults. The Onager and the Trebuchet work differently, the Onager uses the thrust of the stick to swing the ball through the air. The Trebuchet uses the weight of the metal weights to swing the arm around then it thrusts the ball out of the sling. The Onager and the Trebuchet were made to hit buildings/castles. The Onager has a shorter arm then the Trebuchet. Something I noticed that was the same is that both are made of wood. The Onager has a higher flight of the ball but the Trebuchet only fires ahead.
Thursday, 16 March 2017
I am a Small 2 door Nissan silva, zooming thru a lifetime of knowledge
I am an abandoned skyscraper about to explode full of knowledge
I am an overflowing rubbish bin, bursting with knowledge
I am an apple that fell out my my apple computer of knowledge
I am a cheeseburger falling apart with, cheesy knowledge
I am a new pair of socks, that just fell off the washing line
Ko _____Ben Paterson_ ahau
I am ______Ben P______
Wednesday, 26 October 2016
You can hear footsteps going past you hideout and you hope not to get found and you're hiding in a hidden scratchy uncomfortable hedge and you are thinking will the teacher find me will I be next so I heard people yelling just like they were just trying to get us all caught and we couldn't help making lots of noise by just trying to get comfortable but I still tell everyone to be quiet but they just wouldn't stop talking so I decided to move away to a more quiet place to not get caught but until the teacher saw the rest of the kids and worked her way along the bush looking for people hiding just like me then 1.2.3 I got found to I slowly walked to base.
Thursday, 22 September 2016
We read an article about a fleet of research waka which spent two years criss crossing the Pacific ocean, observing rubbish in the Pacific Ocean. They noticed that if they found rubbish in the ocean, it usually meant they were getting close to land. Because of this, we infer that most rubbish in the ocean comes from land.
We wondered if the rubbish in our playground might have a similar trend. We decided, before lunch on Wednesday last week, to go and find out.
We split the school into 12 sections on a map. Each section had a group of scientist (us!) to make observations and inferences.
We put a red dot on the map wherever we found a piece of rubbish and collected all the rubbish.
After lunch we went back, and noted with a blue dot, any new rubbish found in our area. We also collected this rubbish. This is our map, showing where we found rubbish, both times.
We also classified the rubbish we found into types of rubbish and displayed this into this graph.
Our observations and inferences:
We observed that the red dot rubbish (we picked up before lunch) is around buildings, near fences, and in bushes, especially tussock bushes and in the ditch.
We think this because when the wind blows it carries the rubbish from on the ground into the bushes, and gets trapped in the spikes on the plants and can't get back out.
We also think that when the wind blows it blows the rubbish from on the field into the ditch, and when it's in the ditch it's trapped and can't get out again.
With the fences we think that the wind blows and when the Rubbish hits the fence the fence trapped the Rubbish. We observed that the Rubbish under the classrooms are usually empty yogurt packets and yogurt lids. The other Rubbish under the classes might've blown up against the and classes and then when the wind blows again in goes through the gaps in the classes.
As you can see not all parts of the map are the same. Most of the rubbish again is near the classes, bushes and around the sides of the field. Mostly around Daren's shed there is a lot of rubbish, and in the forest near Daren's shed as well.
We think that parts of the map are different because people might sometimes purposely drop rubbish in the bushes and underneath the classes. People do this because they either can't be bothered to put their rubbish in the bin, or they think that if they put the rubbish there no one will find their rubbish.
Another reason could be the wind could just blow the rubbish under the classes.Their might be not that much rubbish in the middle of the field because… People might have rubbish in their pockets and then the rubbish flies out the falls onto the ground. The the wind blows the goes near the fences and in the dich.
As we said in the second paragraph usually the rubbish underneath the classrooms are yogurt packets and lids from yogurt packets. Sometimes it's glad wrap. The rubbish up against the fence are usually foil chip-packets and glad wrap.
We think because glad wrap is probably easier and lighter to fly with the wind. If the rubbish is flying low it might get caught in the bushes or the classes/fences might trap the rubbish. Especially if the bush is a tussock the rubbish will be completely trapped in the spiky leaves and unable to get out of the bush.
We probably made some mistakes with our data because we may have missed some pieces when observing them. Also we might need to pick up more rubbish on a different day in the same areas, to see if we pick up the same amount as we did last.Some groups were looking closely at the rubbish and some weren't.
The wind might pick up the rubbish where the rubbish originally was at dropped, and taken it somewhere else. Then that might keep happening until that area is loaded with rubbish.
We have learnt that there's more rubbish than we thought there was going to be. We also learned that we dropped most of the rubbish by Darren’s workshop when no one goes there. But the wind must blow it there because no one picks it up.
To try to fix this we could pick up rubbish each week as a school.
People are very lazy because they want to play instead of walking to the
bin, and drop their rubbish. We could put our rubbish in the bin to make the school more tidy.
BUT WAIT, THERE’S MORE!
After we made these observations and inferences, we were left with questions as to why people in our school failed to put their rubbish in the bins! Why does so much end up back around the school after one break time? Maybe it is falling out of people's pockets? Perhaps it's the winds fault? Or maybe the students of Waimairi school are dropping it on purpose?
Since then, we have recorded how rubbish was dropped at morning tea and lunch. Basically, we spied on the school! We, as scientists, have completed an investigation into why rubbish is ending up on the ground. On Thursday the 18th of August, we went out at morning tea and lunchtime to make observations of you all, collecting data to find out how rubbish gets on the ground.
We split up into 12 groups. At morning tea we spread ourselves around the whole school to observe. At lunchtime we spread the 12 groups around the lunch eating areas and observed what happened to the rubbish.
We have made inferences from our observations and here is what we found:
MORNING TEA FINDINGS
PIE GRAPH OF MORNING TEA OBSERVATIONS HERE
At morning tea time, Waimairi school dropped 205 pieces of rubbish. That's 2 out of 5 people on average who dropped rubbish. 110 pieces of rubbish were dropped on purpose, which is more than half of the rubbish we observed being dropped. We also saw 46 pieces of rubbish dropped without the person realising that they had dropped it, often as they were walking.We also saw rubbish being dropped from pockets.
The places we found that rubbish had been dropped the most, were the Te Puna block, the walkway down to Ara Atu and the playground behind room 13. We think this might be because people playing in these areas may not understand why it is important to put rubbish in the bin. We also inferred that since there's big bushes at Ara Atu, people think they can hide their rubbish there.
Also, there is no rubbish bin in sight of the playground in these areas, so people lazily drop it instead. We think that most people do this because they think that they can hide it, or can get away with dropping it, even when they know it is wrong. And they do get away with it! Why don't people take a little walk over to the bin to put their rubbish where it belongs?
PIE GRAPH OF LUNCHTIME OBSERVATIONS HERE
At lunchtime, 219 pieces of rubbish were dropped throughout the school JUST during lunch eating time. That's 2 out of every 5 people in the school on average. that is a large amount of people to be dropping rubbish.
From what we saw, 79 pieces of rubbish were dropped on purpose, and 44 were left where people were eating.
Just like at morning tea time, we think that around the school most of the people drop the rubbish because there's not enough rubbish bins around. Although there are already some bins, there only a few, and sometimes not in the best places.
We also think that some children might not be able to reach the bins because we observed the bins are quite a bit taller than some junior children. Younger students also may not understand why it is bad to leave rubbish on the ground.
We could maybe get more and smaller bins to show others that bins are valued around the school but we think most of the kids already know about why we shouldn't drop rubbish - because it will cause lots of problems for the animals in our environment and make our school look messy.
We spotted some differences between Morning Tea and Lunchtime. At lunch-eating time, more pieces of rubbish were dropped than the whole of morning tea time, even though morning tea is longer than lunch eating time. We think that more rubbish was dropped at lunch because more food is eaten at lunchtime and there would be a bigger chance of rubbish flying out of their lunchboxes. Lunch food is also more likely to have wrappers. However we also inferred that people might deliberately litter so that they don’t get in trouble for walking to the bin - as we are not allowed to stand up during lunch eating time.
Under the classroom is also a common place to put rubbish. But the reason that people drop rubbish there is because they think no one will notice. But we did! But if you think that you get away with it, then you are wrong because we see rubbish everywhere, even in sneaky places where people will think you can't see it.
Overall, 424 pieces of rubbish were dropped in the 45 minutes we were observing that day. That’s almost one piece of rubbish per person. If nobody ever picks this rubbish up, then by the end of the week there would be 2120 pieces of rubbish floating around the school. Many people dropped their rubbish on purpose, but also accidentally, leaving it where they ate or hiding it.
We think if we all work together our school can be cleaner by just simply walking to the bin, because just doing a simple thing like that will help to make a big difference. But we also think that during lunch eating time we should be allowed to stand up to walk to the bin to put our rubbish in it. We will be discussing this with the teachers. This means people will be less likely to throw it in the bushes, under the buildings, leave it where they were eating or just throw it on the ground.
We also plan to write to the board of trustees to see if we can have more bins built permanently into the areas that we’ve observed to gather the most rubbish. We also need bins that are the right size for younger kids as well.
So what is the most important thing for you to remember from today? Do not drop rubbish on purpose. It’s pretty simple. Please walk the few metres to the bins, otherwise we will all be swimming in a pool of rubbish.
Tuesday, 20 September 2016
This term we made a special speech. Mine was about why all kids should own store so they can get a lot of money from it. I was learning to structure a speech and make people enjoy it by using language devices.
I think I needed help with the speech structure to make the parts connect. Many ideas connect to the point of view by in my speech. I used several languages devices to persuade and connect with my audience. At the start of my speech I asked a rhetorical question asking would you like to own your own store?
Please Click Here To Listen To My Speech
Imagine that you are standing behind a counter staring at an old cash register all day thinking about all the money that you could make. What would you spend all the money on? I would spend my money on improving my store and buying electronics. That would make me feel wonderful because I love electronics. This is why I believe that all kids should own their own store: because it will get them a lot of money to move on when they get older like buying a house. I like my store because I love talking to people and helping them find what they are looking for. In my shop I have a cash register, a laptop computer, lots of stock like shopping items and more.
Stores are hard to run by yourself because you have to buy the stock and store it all on your shelf, and adding a price for all you goods. But, owning a store can be fun because you can make lots of money from it. Imagine what you could spend all of the money on. You could spend the money on yummy sweets.
Would you like to own your own store?
If you don't like going out in public you can still be social by helping the customers find what they are looking for around the store. Owning a store isn’t all fun...this is a tough job because it involves creating a website, adding safety features like Wormald Fire Alarm System, and a electronic EXIT sign for the safety of your staff and customers.
Saving money for me is hard but you just have to do it or your business may not be as successful as all the other stores .
I will try to buy road cones and mark the road with marking paint so the cars know where to go. Google came up with the name Benpatersonify to call my shop.
The store can earn me money to live and look after myself when I get older and to move on. People will go and shop at your store only if you make it high quality and safe for what is around the corner.
So what kind of store would you like?
Wednesday, 18 May 2016
The Fast Fleaing Flying Fox
I felt extremely excited, standing at the bottom of a big wooden tower. The flying fox runs on an old metal power cable, non powered ov corse! I knew that I wouldn't be scared, so there we went off to the fast flying fox and about two minutes later we were there. As I started to climb up I wondered “How tall is this thing? I hope it is not too tall.” But finally I had reached the top of the great tower of glory.
As I waited letting the other kids go first I was feeling nervous and excited at the same time until …it was my turn to go. As I stepped up to have my turn I noticed that the flying fox was pretty high, and it didn't have a seat. This didn't seem that good to me and I was about to go down but I wasn't happy!
As I grabbed the rope to hold on with, I had butterflies in my stomach.
“3.2.1,” I said to myself to count down to get ready to go. Suddenly the thought came to me: without a seat, I might fall. That was when the horribleness kicked in. It felt like I was going to faint with fear. My fearful emotions stopped when I asked if I could go back down. I slowly walked down the great shimmering metal stairs feeling very stink. I touched the ground then, to see the the next kid go. He wasn't frightened.
In this writing I was learning to to add strong words and personification and it all came down to me thinking that I couldn't write this and add the strong words but as you can see now I have done it and I feel very well about my great piece of writing.
My emotion of creating my writing was happy and nervous at the same time because it I wanted it to be one hundred percent great and I achieved that. For example fearful is a strong word when I wrote ”My fearful emotions stopped when I asked if I could go back down.”
My next steps are to not rush and stay calm when work is stressing.
Monday, 2 May 2016
Term 1 04.16 April
This term I have been learning about making music and soundscapes with our
iPads minis and using GarageBand to make it.
To make it I just used a great mix of instruments and bashed them together and used some other instruments programmed in garageband. I wanted it to sound like my poem. My poem and my song was about the building of Christchurch.
We also have been learning about arts and crafts.
Overall I am very happy with my work and it feels good to finish.