Making Salts

Aim: To produce sodium chloride salt by carrying out a neutralisation reaction.



Equipment 
- Copper Oxide Powder
- Dilute Sulfuric acid
- 50mL measuring cylinder
- Two 100 mL beakers
- Bunsen Burner
- Tripod
- Gauze Mat
- Funnel
- Filter Paper
- Thermometer
- Spatula
- Evaporating Basin
- Stirring rod.

Method
- Add 20mL of sulfuric acid to a 100mL beaker. Heat the acid until it reaches 70℃. Turn off your Bunsen burner.

- Once heated use a spatula to add pea-sized portions of copper oxide to the beaker. Stir the mixture for 30 seconds.

- Repeat step 2 until no more will dissolve. Allow the beaker to cool.

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

- Make sure the beaker is cool enough to hold at the top. The contents should still be hot. You may need your teacher to complete this step.

- Gently swirl the contents of the beaker to mix, and then pour into the filter paper in the funnel. Allow to filter through.

- Rinse the beaker you used to heat the mixture previously, and then place it back on top of your tripod filled with 50-60 mL of water.

- Place the evaporating basin on top of the beaker and carefully pour some of the solution from the beaker into the evaporating basin.

- Gently heat the beaker until the solution in the evaporating basin has reduced by half.

- Leave the evaporating basin to cool. Once cool, move the evaporating basin to a warm place where it will not be disturbed. ( I.e a window-sill) and observe over the next few days. Blue copper sulphate crystals should form.



Observations
The copper oxide was black in powder form. Once adding it into the sulfuric acid it had reacted and changed colour to a gloomy blue tone. When burning the solution the solution started to crystalise and crystals began to form.

Results 
At the end of the experiment, the liquid that was still in the basin had completely evaporated and we were left with little crystals.

Discussion
The experiment went well. It was really fun and also time-consuming because we had to be very patient. When we first added the copper oxide the colour of the sulfuric acid had changed to a pool colour but as we added more copper oxide it had started to look like charcoal.

Conclusion
The experiment went pretty well. At first, we thought nothing would happen but then we noticed everything was starting to crystalise. It was cool to see the crystals forming but it did take a long time.

Neutralisation

Aim - To observe a neutralisation reaction

Equipment
- Test Tube
- Test Tube Rack
- Hydrochloric acid
- Sodium Hydroxide
- Dropper
- Universal Indicator

Method -
- Add approximately 1-2 ml of Sodium Hydroxide and place the test tube into the test tube rack. Add 3-5 drops of universal indicator
-  Using a dropper bottle, add Hydrochloric acid drop by drop. Be extra careful because adding even a small amount of extra acid can mean you'll miss the neutralisation point.

Results -
After adding the hydrochloric acid we noticed that the solution had immediately turned green and after we mixed it in it had turned yellow. We then added a few more drops of sodium hydroxide which turned the solution dark blue. Afterwards, we added more hydrochloric acid and finally made green, which meant that the solution had become neutralised.





Discussion -
When we added the universal indicator we realised that we needed to put in more solution as the colour was very translucent. As we added in the hydrochloric acid we noticed the solution had changed drastically, instead of being a dark blue it had turned a warm yellow which was surprising. We then played with it a bit more until we finally found the neutralisation point which was lime green. We weren't that happy with that colour so we played with it a bit more until we were happy with the colour. it was a slightly darker green but we liked it more than the green we had before.

Conclusion -
The experiment was a success as we had figured out how to create a neutralised solution which had equal parts of acids and base. This was a fun experiment as we could play with the solution however we wanted and see the different colours it could become. It was a fun experiment and I would do it again.

Film Study - The Hunger Games

Opening Scene:
Music:
Slow(Timbre)
Minor tone (often means something bad is happening or about to happen.)
Silence: Grabs Attention

Camera Shots: Mid Shots - To show facial and body language
Closeup - Katniss and Prim, To show emotions
Wideview - See setting, get more information at once
Extreme Closeup - Focus on specific information eg, the sign says “Danger!”
Tracking Shot - showed how her surroundings changed, that she was going somewhere.
Shaky camera - More realistic, unsettling, as if it’s running with her, makes sense for the scene; during district 12 opening

Dialogue:Crane and Caeser - Celebration “ Knitting people together”
Cranes “Style” of game making make Prim cry and Scream.
Prim dreams it was her selected
Katniss says “It’s your first time, you won’t get picked” - Foreshadowing

Colour and Lighting:The interview - Saturated colours, very bright. Neon, very artificial. Cold light.
District 12 - Dull, Bland, natural, Dark, Cold light as well.

The Reaping:
Music:
Capitals video - major
saying it is a good
War in the past was worse
Rest the music - minor
Kids are terrified

Camera Shots:
Close up -
Katniss’ reaction to Prim’s name being called
Effie - about to read names
See her makeup
Shows how she is different from everyone else
Shows she is rich

Medium range -
Effie Takes Katniss & Peeta away
When Katniss is in the crowd

Long/wide shot -
Effie looking out
To see the mass of people

Panning -
When people show respect and lift their fingers for her

Point of view -
Katniss looking for Prim
When giving sing of respect
Watching the capital’s film
When Katniss walked upstarts - Extra Shaky to show her fear

Flashback -
A memory of Peeta and the bread
Show she knows him
He helps her


Dialogue:
Reading out the names
Calm at first, then screaming
“I volunteer, I volunteer as tribute” - Sister bond
First Volunteer from District 12
Effie -
surprised - volunteer makes her feel better - would get a promotion
Excited - entertainment
Calm - doesn’t have to sacrifice



Propaganda - Information that gives a bias opinion to sway someone.
Post-truth
Where do we see it?
Video from capital
The game itself if propaganda - all the tributes

Real Message You have fought back once and lost now we can kill your children, there is nothing you can do.

Propaganda Message It is not a bad thing
If you win, you will be a hero to your district.
The boy and girl in the film
Big, strong, healthy, fit
How they remember their past
Don’t give detail ‘why’ there was a revolt
Played every year - Gale Mocks it
Effie Recites
So people from the capital believe in the entertainment

Key Words
Honour
Glory
Eliminated
Peacekeepers

Rich (Capital) The amount of food
Bright Colour
Costuming - Extravagant
Modern Architecture
Everything is controlled by Capital - No nature
Clean
It is healthy
Materials Like stone, marble, metals

Poor (District 12)
People starving
Dull colours
Costumes - Wearing ‘ best’ types
Stereotype
Small and sickly - don’t stand a chance in the Hunger Games
Old farmhouses/Shacks
Old
Need Repair
Dirty
One good building for filming
Control
Materials - Mostly wood

Hope


Scene with Snow
Dialogue
- The only thing stronger than fear.
- Link to propaganda - false sense of hope that at least one will live.
- Just killing everyone would cause resentment - capital doesn’t want to kill everyone, they need them.
- Hope is only effective is contained

Camera Shots- Mid - Between crane and Snow talking to show expression & body language.
- POV - President Snow & Crane - showing their deep conversation
- Close Up- Of rose 

- Pruning - a metaphor for his “perfect Society” for control.

Rues Death

Music - Sad minor
- Medium Timbre
- Progress to being more powerful - more hopeful.

Camera Shots
- Extreme Close up - Flowers
                - Flower ring showed she really cared for Rue
                - Showing that the game will not changer her
- POV/High Angle - Showing that she is aware that she is being watched.

Rebelling - District 11 - Links to “black lives” very well
Music
- Up Tempo
- More aggressive/ emotional 

Camera Shots - Tracking

- Close up
          - Close up of hands
          -Really important
          - Shows they are untied

- Link to symbol to black lives matter move.

- Wide
             - To show all the people 

- Birds Eye View
                 - Drone coming, blowing papers - drone landing effect.
                 - Papers were important
                 - Shows technology - capital is bigger and strong 

- Cutting shots of shaky camera
                - Creates Tension
                - Showed the chaos 

                - The camera became more stable as capital regained control

Lighting
- At the start of the scene, it was day
- At the end it was night
            - Shows fighting for hours

Rebellion

Music
- Sad minor tempo
- Powerful
- Enhanced the drama
- No lyrics - Emphasise her words, adds to the depth of the scene

Dialogue
- Willing to die together
- Katniss rebelling against the propaganda of ‘There has to be a victor’
- Voice owner urgently saying ‘stop’
- Katniss has beaten them at their own game.
- The first-time loophole has been found at Capitals game
- 1st time 2 victors
- She embarrassed the Capital

Camera Shots
Close up
- See both Peeta and Katniss reaction
- Capital citizen and Crane’s reaction - Surprised.

Overhead - When the booming voice came
- Remind the game that makers had been in control until this point

Extreme close up
- Berries
      - They were the thing that changed everything

Rich Vs Poor
Poor
Close up - of a guy eating everything he could.
- Food is precious - people here are starving
- Cat was malnourished
- Really dirty - mud everywhere
- Flies everywhere - cleaning is not a priority 

Extreme Close up - Electric Fence Sign
- Fence not on, don’t have enough resources and money to power it.

Costuming and Setting
- Looked like they are in the past
- Wooden
- Old, run-down
- Minors were going into the mine but were still covered in soot.

Rich
Establishing Shot - Of the Capital
- See the buildings, the grandeur
- Everything was modern
- Saw technology
- White/Clean/Crisp
- Condemning
- Fashion and makeup really extravagant

Closeup
- To see the lady with big gold eyelashes
- The pink poodle
- Gives a huge contrast to lives in the district
- Fashion is a status thing here - They want the next best thing - represents wealth.
- Capital clothing is for looks
- Districts clothing is for practicality.
- Capital Clothing is for looks - artificial material bright
- District clothing is for practicality - more natural

Self Directed Learning Goal

Last week for our learning goals we weren't able to actually work towards completing our goals as we were watching a movie in class instead of doing work. I still can try and do my work by figuring out what I want to do at the start of the period and then make sure I spend time on all my work wisely.

Music - Group Performances

What instrument did you choose to learn and why?
I chose to play the piano because it is the only instrument I know how to play. I also chose it because of our song.

What song did you choose to learn and why?
My group and I first chose to play Adeles - Someone Like You. We then changed it later to Twinkle Twinkle Little star because we didn’t really know that much of the song and we didn’t have enough time to play it all together.

What was challenging about this piece and how did you overcome the challenges?
It was challenging when we had tried to learn Someone Like You, we had argued about the song before picking it and had a hard time figuring out who would play what. We overcame this by making everyone pick what they wanted to do and then helping each other when we needed help.

Were you happy with your final recording/performance? Why?
I thought our final performance was ok because we did play twinkle twinkle little star, it was kind of easy and Miss Beer was a little disappointed. We did do our last verse all together which was a little different than the original song.

What would you change about your performance if you could do it again?
I would change the song we would play. It was really hard to try and learn Someone Like you which is why we had to switch to Twinkle Twinkle Little Star. I wish we also had more time to learn it all together as we rushed before the term ended and couldn’t play the song before messing up.

Were you happy with your overall grade and why?

I am happy with my overall grade because it is pretty hard to work in a group and play a song in a small amount of time. I wouldn’t really change the grade because as I said before, we did play Twinkle Twinkle Little Star. I got an achieved.

What have you enjoyed about Music this semester?

I’ve enjoyed playing the piano because I don’t really have a piano at home to use, I also don’t really know how to play piano either so it was fun learning how to play with my friends.

This is our Performance

Economics

What are the four factors of productions?
The four factors are Land, Labour, Capital and Entrepreneur. Land is all the natural resources that have come from the Earth. An example of land is an apple. Labour is all the work we humans put into creating something. An example of this is a builder. Capital is the equipment used to create the product, normally bought from other capital business. An example of this is a saw. Entrepreneurs are the people who create the ideas that then earn income from what they have created. An example of this is a business.

The production process is the way that something is being made. For example a house. to make a house you need natural resources like wood, stone, cement etc. then you need labour which is people like builders and architects, you also need entrepreneurship. Entrepreneurship in this example is how people build the house. Then you need equipment to make the product which comes under capital. Next, you would build the house which would become the goods or services.

Self Directed Learning Goal

This term I have decided to choose another goal as I believe I have completely goal asking or feedback. My goal last term was "Ask for feedback when I am unsure".  I have done this by asking people to read or review my work as I complete it, post it on my blog and ask for feedback from viewers, and ask classmates to proofread my work and figure out what I have to work on.

My new goal for this term is to "Manage my learning time so I can complete tasks". I could do this by focusing on my work rather than my friends at class time. I could also spend some time doing one thing and then sometimes doing another. These are just some options I could work with.