Science; Exsistance of Black holes

In science, our task after the text was to chose from a variety of ideas from a slide show shown to us.  I've finally decided to do it on Blackholes about their main branching of facts and theories.

A black hole forms from the center of a great fallen star collapsing up upon itself. When it collapses it creates a huge supernova or a and exploding star which blasts part of the star into space.
The names, ''no point of no return', is the area and region around the black hole called the event horizon. This is the area where the gravity around the black hole pulls all material into the Blackhole, as it spins around it like a whirlpool until reaching the center.

A black hole is an area or so to say the region of space from which nothing can escape from its wraith when you enter its gravity pull there's no chance of escaping. Apparently to the general theory of relativity, it is the result of manipulating of curving spacetime caused by a huge mass. Around a black hole, there is an entry with no return called the event horizon. The opposite of a Wormhole, that allow you to travel somewhere random and with a chance of return.

Black holes do not create radiation on their own, there are detected by radiation given off by material that is heated in the accretion disk and also by the black holes gravitational pull. Or by even light passing by.

(These facts and theories that are combined throughout these paragraphs maybe not be 100 percent true...)

English; 30-35 Second film (Day 1)

In English, we've started a new topic about a 30-35 long film, we've been divided into the group between 3-4. with Tia, Subnesh. I think we've had a great start into planning this, trying to explain it is kinda simple we've nearly finished the planning. We are doing Studying one, so one person is studying and the other person is not studying in this film there will be many different shots that I cannot remember, I cannot wait to film this to get this done.

Home Economics; Paper Rolls

In cooking, we worked on a similar thing to spring rolls, instead of using pastry we used paper rice roles. They included carrots, cucumber, mayo, lettuce, capsicum, sprouts. and others that I've forgotten. I think our teamwork was well presented with some muck up on cutting some ingredients. With using the paper rice rolls I think they didn't have the best of taste with the paper rice rolls.

(it didn't actually look like this I just took a pictures from google bc we forgot to take photos of it oh well.)

English; Box Question tasks (Turquoise- Copper- Saffron)

Turquoise

1. = (A)
2. = (A)
3. = (C)
4. = (A)
5. = (B)
6. = (?)
7. = (A)
8. = (B)
9. = (B)
10. = (B)
11. =  -
12. = -
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The Bermuda triangle
1. = (B)
2. = (A)
3. = (A)
4. = (B)
5. = (C)
6. = (B)
7. = (B)
8. = (A)
9. = (C)
10. = (B)
11. = (C)
12. = (B)

Stop shark fining
1. (B) 
2. (C)
3. (A)
4. (A)
5. (A)
6. (A)
7. (C)
8. (C)
9. (A)
10. (A)
11. (B)
12. (A)
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Copper
The new 7 wonders of the world
1. (B)
2. (C)
3. (C)
4. (A)
5. (B)
6. (C)
7. (C)
8. (C)
9. (B)
10. (A)
11. (A)
12. (A)
(couldn't find the answer sheet)
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The lady of shallot
1. (B)
2. (A)
3. (C)
4. (B)
5. (C)
6. (A)
7. (A)
8. (A)
9. (A)
10. (C)
11. (A)
12. (B)
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Sigurd the dragon-slayer
1. (A)
2. (C)
3. (B)
4. (B)
5. (B)
6. (A)
7. (C)
8. (B)
9. (B)
10. (B)
11. (A)
12. (A)

Howling wolves
1. (A)
2. (B)
3. (C)
4. (A) 
5. (B)
6. (C)
7. (A)
8. (B)
9. (C)
10. (A)
11. (A)
12 (C)

Mummification
1. (A)
2. (B)
3. (C)
4. (A)
5. (B)
6. (C)
7. (A)
8. ()
9.
10.
11.
12.
(forgotten about it)
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(Tue Nov 12)
Saffron
The urban rodent and the rural rodent
1. (B)
2. (A)            (I forgot to write the answers)
4. (A)
5. (B)
6. (C)
7. (A)
8. (B)
9. (C)
10. (B)
11. (C)
12. (A)
10/12

Saffron
The day the sky fell
1. (A) storminess
2. (C) up to five
3. (B) paragraph 3
4. (B) stratosphere
5. (A) thermosphere
6. (C) the troposphere
7. (B)  weather balloons
8. (C)  top of the troposphere
9. (C) a rapid drop in air pressure
10. (A) People climbing Mt Everest (it's too long to write)
11. (B)  in 1996 freak weather
12. (C)  relate and interesting and usual scientific event
10/12

SOST; Rotorua Lakes Pollution Problem

Rotorua lakes Pollution Problem
The current situation regarding the lake's conditions. The lakes are a significant resource to the town's water supply for all their needs. What pollution is polluting the lakes? Over the years the lakes have been polluted by mainly us by wastewater seeping into the lake, and cows droppings and urine, and fertilizers.

They have started to improve the lakes slowly by stopping in how much pollution seeps into the lakes as five of them can be seen as having some improvement. The future for the lakes? Hopefully, the lake's pollution wouldn't get any worse at the times being. If did there would be a big problem in the future of the lake's water usage so the water could be drinkable again.

(This is not well proofread this point so they may be some mistakes and reptation or words)

Critical Literacy

Adverts
Focus- representations
vocab; serotypes, construction, bias, gender, masculinity, feminity
drinking, looking at girls, calling each other mate, young boy drink too much alcohol

=Was it fair?
It wasn't really fair if one of them had missed out on the drinking that wouldn't really be fair but the guy who wasn't meant to drink as he didn't at the start but he felt left out so he started to drink with them even knowing that he was meant to drive, as he ended up crashing, and losing his friends trust, they no longer call them 'mate,' they just call him by his first name.


How are children, teenagers or young adults contracted in this text?
the are shown to be irresponsible, and carless on what the do with their actions by drinking.

How does the text present age gender or cultural groups?
It shows them by stereotyping them all by all of their ages that they all drinking, and playing pool and hanging out.

Why is the text written this way?
To try to show the different stereotypes of young adults,
 drinking, playing pool, so it makes all young adults seem that all they did hanging out.



Is this text fair?
Young teenagers and young adults were portrayed like this drinking. It is fair to stop them from drink driving.

How are children, teenagers or young adults constructed in this text?
they are shown partying at his house, and one that was outside everything on what it could happen. to let no one leave the house to drive home drunk.

How does the text present age, gender or cultural groups?
the kids yelling at the guy talking to himself walking down the street.
as the guys drinking inside are parting are mostly males.

Why is the text written this way?
to show the stereotyping that Maori and PI drinking at someone's house???
stereotyping the way and talk.

Home economics; Smoothies

In-home economics, we made fruity ilk shakes os each of our four groups was given restrictions and must have in their smoothies we were a strawberry blast at first then changed to berry blast in the second round. The others we compete with were Rainbow blend, cracking coconut, and banana breezy.

My opinion on them; Sensory evaluation
Rainbow Blend
My thoughts about all of the fruits were a great mixture like sours and sweetness,  I liked the texture but I think a little less on the fruit it kind of overpowering on the flavors.

Cracky coconut
The first time was really heavy on the coconut milk I noticed the other peoples around me reactions. The second time it was mostly fruits, it needs a bit of work

Banana Breezy
the first time around it tasted perfect it was not too heavy on the banans or the milk and the other ingredients. The second time around when they added chocolate chips the taste was kind of lost, but overall it tasted pretty good.

Berry Blast
Lastly, our group the first time it was really good with the strawberries and the icecream, milk, and yogurt, but there is one thing about the first time around we put a bit too much yogurt. The second time around we added raspberries, it was really really chunky because the ice cream didn't melt, it was a bit cold but it still tasted ok.