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Monday, 8 May 2017

Music 2017

Music 2017


Welcome to my Music Blog 

Everything I do in Music will be posted onto this exact post. I like to keep things connected together rather than on a separate blog post, to me it looks a lot tidier.  



Achievement Standard and Number
As 91091 1.2


Group Performance
As 91090 1.1


Solo
Performance
As 91092 1.3


Composition
What do you have to do…

Demonstrate ensemble skills through performing a piece of music convincingly as a member of a group.
Perform two pieces of music convincingly as a featured soloist.
Compose two convincing original pieces of music.
How many credits?
4 credits
6 credits
6 credits
When are the assessments?
Term 1
Term 3
Term 3
Grade:
(A / M / E)
        E            E                  E   



1.2 - Group Performance 


Other Group Members: Lavisha, Anna.

Song Choice: Seasons of Love
Artist: Johnathan Larson - a musical writer for the Broadway show "Rent"

What do I think of the song?

When I first heard this song I honestly didn't really like it, but overtime I grew to like it. It reminded me of times with good friends who were alongside me. I watched the film this was from and it is what made me love this song even more. It give this song so much more meaning about friends and love, so it became a lot easier to understand the lyrics and connect to the song.

Final Grade: Excellence


1.1 - Solo Performance


Top Ideas: 
  • Skin - Raga bone
  • Titanium - Sia 
  • Grand Piano - Nicki Minaj
  • Say You Won't Let Go - James Arthur 
  • Make It To Me - Sam Smith 

1st Song Choice: Titanium
Artist: Sia 
Composer/s: Sia and David Guetta
Grade: Excellence 

What is this song about?
This song is mainly about being strong even when the world is throwing its worse at you. The lyrics in this song contain metaphors, imagery, and symbols to portray the message. The first lyrics in the song talk about ignoring people who will shout at us and yell at us to put us down. It also uses guns and bullets to symbolise the hateful words that people say. In the chorus she sings about being bullet proof, which means that when we are shot down with bullets, all the bullets ricochet, or bounce off because we should not worry about the things people say about us.  In verse two, they talk about how people can continue to shoot us down but its not us who will be hurt more if we stand our ground. As the song states, we must be "Titanium" which means to be strong hearted and strong willed. When bad things happen we must stand strong and not fall.

What do I think about this song? 
I think this song was incredibly written and has so many elements to it that shape it to what it is. The song itself draws you in and makes you more curious about it, because the tempo and dynamics of the song kinda take away the true meaning of the lyrics. However this song has a very empowering message to those who are bullied. Not just teens or kids but adults too, in fact the entire world. Although the song's style of pop and techno music might draw a person away from the meaningful words, it has a very strong moral that more people should learn about.


2nd Song Choice: The One That Got Away 
Artist: Katy Perry
Composer/s: Katy Perry, Max Martin &Dr Luke
Grade: Excellence

What is this song about?
This song was about your first love which is why this song sounds so deep, as you never forget your first love. The first verse is about the relationship and the little things that shaped it - meeting the summer after high school, making out in his mustang, getting matching tattoos, and climbing up to the roof with their parents liquor talking about what their future would be like - but they didnt plan it to end so soon, something in their relationship went wrong  In the chorus it gives us hints as to what happened - "In another life, we'd keep all our promises, I'd make you stay, so I don't have to say you were the one that got away". I think he promised her that he'd always be hers, then tried to leave her, and she let him - but later regrets doing so. Verse two refers to the fact that they used to be inseparable, and where he's at now - he's moved on (someone said you had your tattoo removed) and the realization that he has finally hit her (it's time to face to music; I'm no longer your muse) Verse three says that she's famous now, making slot of money, but no amount of anything could replace how she feels for him, and she can't go back in time to fix what she regrets doing. It also gives another hint as to what happened : "I should've told you what you meant to me; cause now I've paid the price" means that she should've, when he told her that he didn't want to be with her, said that he meant slot to her, and maybe he would've stayed, but she didn't and now shell have to pay the consequences.

What do I think about this song? 
I personally love this song to bits and I have since it was released when I was 8 years old, hence why I know the lyrics already!! I've also started to feel a lot more connected to this song over the last few years as I've experienced having my first heartbreak before and it is an unforgettable pain that you'll always remember. Even though I'm a lot younger and obviously didn't experience the same relationship as Katy's first love but it does hurt. However I also believe this song is a song of reflecting on a relationship that's gone wrong and you can acknowledged that and be at peace with it. This song is beautiful and my faviourite lyrics in this song would be "I was June and you were my Johnny Cash, never one without the other we made a pact"



Final Grade: Excellence

1.3 - Composition 

Diary Entries 

04/05/17 


To start with today in Music Mrs Beer asked us to write down what we thought the purpose of music in a film was. I think it is to manipulate the viewers emotions and it sets a certain mood in that scene.  


We also started talking about the different types of ways to compose music. Then did an exercise on listening to 4 songs from different films. We had to write down which genre we thought they were from, why we thought that and try guess what the film  actually was.  



05/05/17

Matt Barus is a Christchurch based musician from the band "The Dukes" came into school today and ran a musical composition workshop from periods 1-3. 

As someone who aspires to write their own music and share it with the world, I personally thought that this experience was very useful and inspiring to me. I would love to be able to do something like this again, because I feel like it helped me to develop so much more of a better idea on what I want to compose.

I learnt that Matt only really started writing and performing music when he was started at University, so that instantly gave me hope that because I'm young and I'm already so passionate about pursuing this, that maybe I'll have a chance of making it somewhere one day.


During the workshop we came up with our own lyrics to combine with each others and write a class song. I got really stuck into this and my mind exploded with ideas, that I would actually like to use with my composition! Matt gave us the title "As I lay dying" and we then had to somehow incorporate that into a chorus. Matt picked the lyrics he felt fitted best, and they were mine!


"Time is running out, life is slipping thorough my fingers, as I lay here dying." 

I felt so over the moon about Matt choosing mine because someone actually liked and appreciated what I was writing, and because these lyrics actually meant something to me. Recently I've had a lot of family members in and out of hospital, some facing life or death situations and I've started to really think about life. I mean life is pretty much like an hour glass and your time does eventually run out, and life can just slip right through your fingers. I know it's probably a little deep for some people but I think it's something that's worth talking about. So I'm already confident and feel like this is going to be the theme for my first composition.


11/05/17

Today in Music Mrs Beer gave us 20 minutes of class to get into a group and create a chorus for a rap about an object within the classroom. We chose the chain hanging from the ceiling partly because we thought it'd be funny and interesting. We weren't really sure what to write about the actual chain itself but we kinda went along our own story and perception of the chain.....

"Thought you were my bae, but you're just a Christian Grey,
Never gave me the time of day, but you tied my up in chains, 
You stole my heart and chained me down,
Left me alone, I'm so distant now 
I gave you my all, but you broke my trust, 
Now I'm imprisoned by your lust" 

We also have to decide our Theme/Style for composition, chose a title and think about doing it in a group or solo by Monday. 

My song will definitely have lyrics - 2 verses, 3 chorus repeated twice - and it may even include a rap, because it's something you wouldn't expect. Although that is yet to be decided, we'll see how things go. I'm thinking of the title "Praying" or "Time is Running Out" because it seems appropriate. After all you pray that you get to live another day because time is running out and you need to cherish each moment. I think I would like to ride solo for this one but maybe my second composition could be in a group with the girls but Lavisha doesn't really like "depressing vibes" and I think those are the best songs I can write and connect too. 


22/05/17

My composition is inspired by life, my life. But at the same time it feels so scary because I know once I'm open about it, it makes me vulnerable and everyone will know the true me, how I feel and what my biggest fears are...  I think to myself constantly that I want to live a life how I want to without feeling like I'm being judged, yet every corner in life I turn there's always something that knocks me down. So I'm just not 100% sure on how open and honest I want to be because I know I'll be putting myself out there, which scares me too death. I'm also still not sure what part of my life I want to base this around, I mean I could write a whole novel if it was about general life so I want to break it down to one thing in particular but it's hard to choose one thing when there are so many things you could do. Maybe I could even write about "the perfect life" that doesn't exist... Ugh, decisions, decisions, decisions.


27/05/17

Today I was just playing around with chords and humming along to myself. I think I'm gong to be using the chords - A Major, E Major, D Major, F# Major. But I'm not sure which order yet.. I think the first thing I need to do is write some lyrics! Once I have the lyrics that I can start playing more around with chords and melody's!



31/05/17

Today I focused on trying to make the chords a little more interesting and not so boring I guess. The reliever we had was really nice and told me to not give up every time I doubted myself and said it sounded bad, and in the end I came up with the start of a pretty good chord progression!!


05/06/17

For the last few days I've chopped and changed on the lyrics and chords for the chorus... I wanted to get the chorus sorted before I started the verses.. I finally decided on the final chords and chorus lyrics: "Time is running out, Life is slipping through my fingers, As I lay here dying. Life ain't slowing down, Time just keeps on moving with, or without you breathing. ( I'll pray, I'll pray, I'll pray for better days x 2 )".

I'm still trying to learn to play and sing at the same time so that will be something I need to work on and get better at, for the future especially. However personally I think I'm going well so far, and I've done better than I initially thought I would. Considering I really don't know anything about the piano besides the things I've picked up on watching YouTube clips, I'm proud of myself and have hope that there will be a successful outcome to this song!



12/06/18

This week I'm going to focus on writing lyrics for my verses. So first thing I'll need to decided is what am I basing these verses around? The way things used to be or the way I'd want them to be? I don't know aye.. I'll give myself this week to have a rough idea on lyrics for both verse to focus on chords and melody's next week!


13/06/17

Today I wasn't on the right vibes because it was Period 1 and my lyrics weren't really flowing. So instead I drew up a little chord sheet for my chorus, for future reference if need be! I think there has been progress over the last two weeks especially! I think maybe I could be more productive in class, like pick up the paste and work a little harder but so far so good! Our first draft for composition is coming up in week 9 I think so by then I'd like to have at least a rough copy of the lyrics and definite chords!


15/06/17

While trying to come up with lyrics for my first composition I came up with ideas for my second one. I've decided to base it around the world being a dark and evil place. How people constantly judge you because they're jealous. So the lyrics I came up with were "This world is full of darkness, consumed by jealously, and hatred it burns judging everyone they see. Why can't we just be happy and free? Cause life is made of so much more, than what they seek"


18/06/17

Over the weekend I've been thinking about my first composition and thought about basing it around a specific thing in my life.. Like obviously this song is about time running out and life not slowing down and that makes me feel like I'm metaphorically dying.. but I want to make it about something that specifically has hurt me. Something I can draw from and pour my heart into.. So a past relationship that has turned wrong that made me feel like I was dying.. and after awhile I realised I wasted too long on it because time wasn't slowing down... So I came up with some lyrics "We were only kids, we thought the world was ours. Suddenly after awhile, our flame blew out. I loved you then even when it hurt, and I still care even though you want her. I waited for you, but I waited a lifetime too long. And now I know that - (Chorus starts) I've also decided that the title is definitely going to be "Time is running out"


19/06/17

Today I wrote the first verse out on paper of the chords I'm going to play it and I'm pretty happy with it!

I'm also pretty sold on a melody for it too but I'm still exploring possibility's.. in case a genius idea is yet to come.. But I'll work more on that on Thursday, because tomorrow we have our first solo assessments.

I also kinda need to start thinking about 2nd verse lyrics and if I'll play it different from the 1st verse? And I thought maybe I could add a rap?


27/06/17

Today I was practicing the first verse and chorus over and over again so when I play it, it'll eventually just come natural and I wont even need to question what I'm doing because sometimes I can tend to get caught up in the moment and play completely different chords from the ones I'm supposed to be doing haha.

Anyway,  I recorded the first verse and I just wanna note that I've decided to add the pre chorus which is the part where the key and tempo of the whole song kinda changes and builds it up to the chorus.

( Also I realised I haven't actually posted the melody of the chorus either so I'll have to record & upload that tomorrow! Then I'll do a post of both of them together once I've had more practice. )



06/07/17
I haven't done a post in ages but today I sent my draft to Mrs Beer for some feedback (first verse and chorus) It's clearly not my best vocally but It's just my draft so I'm not too worried. Holidays are coming up and I need to write the second verse/decide on progression for the chords and finish the song before the first week back's deadline.

  
10/07/17

Today I've been writing some lyric ideas for the second verse.. This verse is more about the present moment and whats happening now... When the first verse was kinda like the flashback that feeds the rest of the song if that makes sense... I'm liking the lyrics I'm coming up with but I won't finalise them just yet.. I also think my chord progression is going to stay the same, using the same chords from the first verse obviously.

16/07/17

I decided that I did like the lyrics for the second so I'm definitely going to use them! So over the last few days for like 30 minutes I just go over and over what I've got so far to practice it constantly so it soon just comes naturally like I've talked about earlier in my blog posts! I'm just not too sure on how I'm going to end it.. That's what I have to work on but anyway I'll get a recording done of the song so far but it probably won't sound as good on my keyboard, as it does on the piano at school.


24/07/17

Today was the first day back of term so I was still in holiday mode if I'm going to be honest so I just practiced what I've got so far which is pretty much my whole song but I just haven't figured out the end yet.. So I didn't worry about that I just went over and over the song.



25/07/17

Today reality kicked in and I was picking at my brain trying to find a good ending to the song and I'm still not even 100% sure how to end it but I am improving on my playing skills.. I've decided to change the melody for the verses last minute to suit the chorus because it just didn't flow... But I'm also just really mad at my voice for having laryngitis because my vocals aren't on point lately, which could effect my grade..

26/17/17

Today I've just been going over and over the song and decided the ending is just going to be the chorus twice and then the 2nd chorus will only be the single chords and sang softer to end it.. So I wrote it down all on a piece of paper in case I had a blonde moment and forgot..

27/07/17

Today Mrs kinda gave me some feedback on my draft copy, about like the way I play the music.. I can't remember her exact words but I understood what she was saying and I agree. I definitely need a lot more practice at just getting used to it so it flows better! I do feel like since the draft I've had more practice and I have improved since then but I still need to practice over the weekend... Because deadline is Monday to get our recordings done!!!!

31/07/17

Today I recorded my composition but the audio was really crappy so were going do it another day with the mics in the auditorium so it's better sound.

03/08/17

Today I started on my second composition. I was brainstorming some ideas and have decided that for this one I want to write about my fears of losing someone I care about. I have a few people close to me whom I know are sick or old and i fear to lose them before my lives really even begun.. I'm scared they won't get to see me when I'm 18 or 21 and it scares me and I want to express that through music.... And I've also lost people to suicide which is also something that hurts deeply. So I'm going to think on some ideas for lyrics and look at some different chords.

04/08/17

Today I came up with some good lyrics that really hit home for me and I really like the sound of them even when I just say them in a sentence so I'm really feeling those lyrics.. "Why'd you have to leave? Why couldn't you just stay? You've left me feeling empty, now I'm staring at your grave. Why'd you have to leave? Why couldn't you just stay? Heavens seems too far away and this pain won't fade. Cause I'll miss you every minute of each day, and nothing will be the same cause you weren't here to stay. "  It's just literally negative thought and fear of losing those I love put into those few short simple sentences.. So because of the way it flows I'm going to use that for the chorus... Like my last song it's easier for me to focus on the core of the song first so everything else can fit in around that! So I think that this is a solid start now I'm just going to ply around with some different chords!

07/08/17

Today I did my final recording for my first composition and sent it to Mrs!!! So the waiting game will feel like forever but hopefully by the time we come back from camp they're all marked and I can stop stressing about it all and just put all my energy into this second composition! But I'd be happy with a Merit for this because writing your own material can be hard!

14/08/17

So I've only missed one lesson of music last week because of camp but it feels like I'm so behind! Anyway, today I got my grade back for my first composition and to my surprise it was Excellence!!!! So this song needs to be just as good (no pressure) I decided to really put my mind to it and today came up with a really nice flowing progression for the chorus using the chords B Major, A♭ Major, A Major, E Major


22/08/17

I have been super slack lately with blog posts because of assessment week and having to study for my exams. I have however been trying to come up with ideas for chords for the verses or wherever I think they may be useful but nothing is sticking in my head like "WOW THATS IT" if you get what I mean. Tomorrow I don't have any exams so i might sit down and take the time to dedicate it to coming up with lyrics or chords, just something useful for this composition. 

23/08/17

Today I came up with a good chord progression that I think sounds really nice and brings mood to the song.. I think may I could develop more on the mood of it but for now I think it's a good place to have a start!! Next I'll just have to make some definite lyrics for the verses or at least one!!

24/08/17

Today I decided to call this song "Why?" because this song itself is a question to why they had to leave and I still don't know that answer myself..  So at first this was going to be about the fear of losing someone but I wanted to write about something that I can draw more from my heart and that is suicide. I decided on that because it's something that has affected me throughout my life and I wanted to dedicate it to all of those who I've lost to suicide. It also goes with the title more like 'why did this happen?' 'why?' 'why? I just have so many questions' kinda thing, so yeah that changed. So the first verse is going to be about the times when that person was still around before they passed away and how they helped guide me through life, how they were my best friend when I was young and that they pretty were a pretty big influence in my life which has helped shape me into the person I am today. So I think this verse is very important to the song!! At this stage I'll be using majority of the same chords throughout the song except I'll be chucking a F♯ Major into the verses! Right now I haven't got a solid idea of the structure but I'm thinking Chorus, Verse 1, Pre Chorus, Chorus, Verse 2, Pre Chorus, Chorus, Bridge, Chorus. So the lyrics I came up lyrics for the first verse were "When I was little you were my best friend, and everyday I spent it looking up to you. You were always there for me and you never let me down, and I wouldn't be me if it wasn't for you being around. You've been a wise guide throughout my life, imagine it without you it would turn my whole word upside down

30/08/17

I still have laryngitis so I'm trying to take it easy on my voice and so sing so much because I have solo's coming up in two weeks, but I think it sounds alright and will sound better once my throats all cleared up. Next week I'm going to try focus more on getting the second verse lyrics done because the ones I came up with weren't really flowing as good as the first verse. Which actually I'm thinking of making the first verse actually my second verse and talk about having to deal with the process of their death first and the go in with how things used to be.. But yeah so that will be next weeks plan as well as deciding if I really want to include a bridge or not... Otherwise until the deadline I'll just try fine tweak things here and there, ask Mrs for her opinion and try make the chord progression a bit more interesting or change things up see if they work ect; maybe even add harmonies and get the girls to learn it to add to the overall sound to the song, because a little harmony in songs lifts the songs even more then on it's own. So we'll see how things go, hopefully I can get this finished by the end of the term so I can get the credits for this assessment. But I just thought I'd video the first verse so you can see how the process is so far.. `



10/09/17

A lot has changed since my last blog post. I've decided to change the chorus to something a little shorter and I'm thinking of using my old chorus for my bridge because I don't want it to go to waste. So my new and improved chorus is "So why did you have to go? Why'd you have to leave me here alone? Why? Why?" and that will be repeated twice. I'm also using slightly diffrent chords from the verses- E Major, F♯ Major, Ab Major and A Major. I've also added in a Pre Chorus which I haven't decided solid lyrics so far but I'm leaving towards "But now my worlds been torn apart, cause now your miles and miles afar" I might use that and change it for the 2nd pre-chorus? I'm not sure yet. I'm also in the middle of deciding if I want my first verse to be my second verse and wright a new first verse? Hmm decisions, decisions. Those are pretty much the same chords as the chorus just in different order (F♯ Major, Ab Major, A Major, B Major) And the other thing I've also changed is the order of the song. It will now go - Verse, Pre Chorus, Chorus, Verse, Pre Chorus, Chorus, Bridge, Chorus, Chorus. Tomorrow I'm going to work on the lyrics for the second/first verse still haven't decided If I'm going to change it I guess I'll decide that tomorrow too... So I already have the melody and chords so it shouldn't take too long.. Then once that is done I can add the bridge bit or if that doesn't fit right I'll just scrap it and fine tweak things and add little things here and there to make it better.

11/09/17

Today I recorded the chorus and outro for the song and I think it is kind of a nice touch but dramatic ish ending but not too dramatic that it's meaningless if you get what I mean. I really like my new and improved chorus, the old one just wasn't going to work and it was too wordy... And the whole reason for the song is too ask 'Why?' Even though you can't physically as someone why that felt like that enough to not want to be here you can still constantly ask yourself and others why? and thats why I feel like the chorus now is good because its questioning what's happened and why it happened which I think is important to think why someone would want to do something like this... Sometimes I feel like people don't truly understand why I write the songs I write and what they mean so I'm really excited to finish the rest of the song so everything comes together and hopefully people can understand where I'm coming from and what the message is for this song.



12/09/17 

So Today I went home because I wasn't feeling to flash and I've just had a really store stomach so I just did some work at home. I've now finally got all of my lyrics and melodies and the structure of the song!! So it's pretty much finished just between now and next week I'll make so some tweaking here and there, see if I can improve of change anything to make the song better ect; and I'm going to try get someone to learn it so they can harmonise. And I kinda want to make the chord progression more interesting but I don't want to change it too much...


14/09/17 

Today in class and at lunch time I just practiced the song over and over again to help improve my skills and maybe think bout things I could change or improve and trying to think of where I could add harmony and bits.

Then I also timed the song to see to see how long it was and if it wasn't too long because I don't want people to get bored. I do think it's a reasonable time for a song so I'm happy with that and I'm just going to continue practicing till next week and hopefully I'll be ready to record!


19/09/17

Today in music I just practiced my composition a few more times again and I feel like it's becoming more natural when I play it and my voice is slowly coming back to it's prime form thank the lord for that. Then for the rest of the period I went over my solo because this week my main focus is to get my solo done tomorrow over and done with so I can spend Thursday recording my composition to hand into Mrs!!


25/09/17

Today I recorded my second and final composition and sent it into Mrs for it too be marked!! I feel like my second composition was better than my first in a way but I really like both of the songs I've produced and I'd like to add on them and develop them better maybe a few years down the track and generate a better/improved version of these that I could use for the real world one day! Hopefully I'll get my grade back before the end of the term so I can be finished for the year in Music and focus on other subjects!! I'm also waiting for my solo results which I'll get back on Wednesday, so hopefully I get my composition grades back on Thursday or on Wednesday too!!! The video file was too big so I couldn't send it through too myself so I can't put my final recording on my blog.

Final Grade: Excellence

Tuesday, 4 April 2017

Pathways

Pathways


Interior Deisgn 

Shardey - Interior Design - Creative, Committed and Courageous - is who I want to be after finishing school.
Designing has always been a passion of mine but while recently renovating my bedroom, it inspired me more. I managed to plan, design and create the vision I’d hoped for and would like to make a living out of it.


At Ara they offer a Diploma in Interior Design at Level 5. The duration of this course is either full time (1 year) or part time (4 years). Fees per year range from $6,200 - $6,700 and also a fee of $1,000 covers any course related costs. Full entry requirements to study a Diploma in Interior Design are 12 credits in NCEA Level 1 English, 12 credits in NCEA Level 1 Mathematics and 36 credits in NCEA Level 2. Recommended subjects to take at school include: Maths, Arts, Design, ICT, Technology, Graphics, English-rich subjects and Relevant industry experience.

As an Interior Designer the skills and knowledge I will need to have will be an artistic flare, a creative imagination, an understanding of building constructions and aptitude for illustration and technical drawing, good communication and listening skills, excellent problem solving skills and flexibility in approaching tasks. Tasks and duties an Interior Designer has is to consider space and how it’s used, sketch design plans and electrical layouts,  place orders for materials, create a timeline for Interior Design, specify materials and furnishing, lighting, furniture wall finishes, flooring and plumbing fixtures and visit clients after the project to ensure they are happy.

The chances of getting a job as an Interior Designer in New Zealand is average because competition for vacancies is strong. Interior Designers with less than 5 years experience earn between $45k - $65k per year and Senior Designers who have more than 5 years experience earn between $65k -  $95k per year. Although people who have their own businesses earn more money. An Interior Designers working conditions are either at their home or in an office environment that is comfortable and well lighted, or at their client's home.

To achieve my goal of becoming an Interior Designer I will stay at High School to complete my Level 3 qualification. Then I will continue with my studies at either a University, D&A or Polytech.


Resources:
Ara - Creative Arts
Ara - Science Architectural Studies and Engineering
https://www.careers.govt.nz/

Tuesday, 14 February 2017

Science 2017

SCIENCE 2017


Speed Distance Time Experiment


Aim:
I want to investigate the relationship between speed, distance and time.

Equipment:
  • Pole with a 3.18 m string attached to it. 
  • A person to run around the circle. 
  • Stop watch 
  • Paper & Pen to write results. 
Method:
  1. Put the pole into the ground. 
  2. Pull the string out to it's full length. 
  3. Walk around in a circle holding the string as your guide, making the circle as you go.
  4. Use the stop watch to time the person walking around the first lap.
  5. Record the results. 
  6. Without the person stopping, time them jogging around the second lap.
  7. Record the results. 
  8. For the third lap without the person stopping, time them running around the circle. 
  9. Record the results.
  10. Once they have finished running the third lap, the runner stops but you continue to leave the timer on for 5 more seconds. 


Results:


Distance (m)Time (s)
2014
4021
6028
6033






Lap Number Distance (m)Time (s)Lap Time Speed (m/s)
Start 0000
Lap 1 2014141.42
Lap 24024101.66
Lap 3602732.22
Finish603250






Investigating the Effect of Temperature on Reaction Rate  


Aim: I want to investigate the effect of temperature on the rate of reaction between sodium thiosulfate and hydrochloric acid. 


Equipment:  
  • Beaker 
  • Conical flask 
  • Stopwatch 
  • Measuring cylinder
  • Thermometer 
  • Water bath 
  • Black cross on paper 
  • 0.1 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 off the paper.


2. Measure 50mL of sodium thiosuflate solution and put it into the beaker.


3. Record the temperature of the sodium thiosulfate. 


4. Measure 5mL 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 disappear when viewed from above (look look down through 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℃, then 40℃ and finally 50℃. Keep the volume of acid the same each time.





Results:

17°C  took 25 seconds for the X to disappear.
30°C  took 12 seconds for the X to disappear.
40°C  took 10 seconds for the X to disappear.
( Not enough time to do 50°C )



Conclusion: 

For the chemical reaction to occur two or more particles must collide, and will need to have sufficient energy and the correct orientation. Increasing the temperature increases the kinetic energy of the particles. Increasing the likelihood of collisions occurring increases the rate of reaction.  



Investigating the Effect of Concentration on Reaction Rate


Aim: I want to investigate the effect of concentration on the rate of reaction between sodium thiosulfate and hydrochloric acid.  


Equipment:
  • Conical flask 
  • Measuring cylinder 
  • Stopwatch 
  • Black cross paper 
  • 0.2 mol L -1 of sodium thiosulfate 
  • 1.0 mol L -1 of hydrochloric acid

Method:  

1. Put the 'X' paper on the bench mat, and put the conical flask on top off the paper.


2. Measure 10mL of sodium thiosuflate solution and put it into the conical flask.


3. Measure 40mL of water and put it into the conical flask. Swirl the flask to mix the contents.


4. Measure 5 mL of acid. Por the acid into the conical flask, start the stopwatch, and swirl the flask. Time how long it takes for the cross to disappear.


5. Wash out the flask thoroughly. 


6. Repeat the experiment using the other volumes of sodium thiosulfate and water in the table in your sci-pads. Keep the volume of the acid the same each time. 



Results:  

10mL of Thiosulfate/40mL of Water took 540 seconds for the X to disappear.
20mL of Thiosulfate/30mL of Water took 90 seconds for the X to disappear.
30mL of Thiosulfate/20mL of Water took 60 seconds for the X to disappear.
40mL of Thiosulfate/10mL of Water took 42 seconds for the X to disappear.
50mL of Thiosulfate/0mL of Water took 35 seconds for the X to disappear.


Conclusion: 

For the chemical reaction to occur two or more particles must collide, and will need to have sufficient energy and the correct orientation. Increasing the concentration of Sodium Thiosulfate, means that more of the reactant particles were able to react. Increasing the likelihood of collisions occurring increases the rate of reaction.


Observing the Effects of Surface Area on Reaction Rate


Aim: To make simple observations during a reaction between calcium carbonate (CaCo3) chips and powder, with hydrochloric acid (HCl)

Equipment
  • Boiling tube
  • Spatula 
  • Measuring cylinder 
  • Hydrochloric acid 
  • Calcium carbonate chips and Powder 

Method: 

1. Measure 2ml 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. Record your observations below:

Observations of powdered CaCo3The reaction of the Calcium Carbonate powder and Hydorchloric acid was vigorous and the Calcium Carbonate dissolved rapidly as bubbles are being produced.


3. Repeat the experiment, but this time use a chip of calcium carbonate that is roughly the same size as the spatula of the powder you used previously. Record your observations below:

Observations of CaCo3 chip: The Calcium Carbonate chip and Hydrochloric acid had a slower reaction, so it took a lot longer to dissolve than the Calcium Carbonate powder. Bubbles were still being produced but because the reaction was slow, so was the production of bubbles.


Conclusion: 

For the chemical reaction to occur two or more particles must collide, and will need to have sufficient energy and the correct orientation. Using Calcium Carbonate powder will increase the surface area of the reactants. This means that more particles are able to collide, resulting in more collisions occurring and an increase of the rate of reaction.  Using a Calcium Carbonate chip will decrease the surface area . This means that less particles are able to collide resulting in less collisions occurring and a decrease in the rate of reaction. 

Observing the Effect of a Catalyst on a Chemical Reaction 

Aim: To observe the effects of a copper Catalyst on the reaction between zinc and sulfuric acid.  

Equipment: 
  • Three test tubes 
  • Test tube rack 
  • 10mL measuring cylinder 
  • Granulated zinc
  • Copper turnings
  • Dilute 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 tubes 1, 2 and 3 and note the rate of production of gas bubbles. 
                                              

Observations: 

Test Tube 1: This Test Tube contained Zinc and Acid and it was slow reacting. Bubbles were still being produced but because it was slow reacting the production of bubbles was slow too. 

Test Tube 2: This Test Tube contained Copper and Acid and it didn't react at all. The Copper and Sulfuric Acid particles were unable to collide.  

Test Tube 3: This Test Tube contained Zinc, Copper & Sulfuric Acid and was the one that reacted the most out of all 3 of them, continuously reacting and producing bubbles rapidly.  

Define the term 'Catalyst': 
A substance that changes the rate of the reaction, but is not used up in the reaction. 

Outline the purpose of Test Tube 2: 
The purpose of Test Tube 2 is to show that there is no reaction between the Copper and Acid. 

Suggest a method to show copper was not used up in the reaction in Test Tube 3:
A Catalyst is not used up in a reaction, the mass should be the same during the reaction. Therefore you could measure the mass of copper at the start of the reaction and compare it to the mass at the end of the reaction.


How to Make a Salt using Metals, Insoluble Bases or Insoluble Carbonates 

Aim: To produce copper sulfate salts by reacting copper oxide with an acid.


Equipment: 
  • Copper oxide powder 
  • Bunsen burner 
  • Evaporating basin 
  • Tripod 
  • Gauze mat
  • Funnel 
  • Filter paper
  • Thermometer 
  • Spatula 
  • Stirring rod 
  • Dilute (1 mol L-1 sulfuric acid 
  • 50 mL measuring cylinder 
  • Two 100 mL beakers 


Method:

1. Add 20 mL of sulfuric acid to a 100 mL beaker. Heat the acid until it reaches 70℃. 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 a second beaker. 

5. 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. 


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 our some of the solution from the other beaker into the evaporating basin.


9. Gently eat 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 


Observations: 
While the copper oxide powder and hydrochloric acid were reacting it started off like a mucky black colour then turned into a beautiful blue after being filtered. The water evaporated and reduced it.


Bacteria and Disinfectants 

Research:


Purpose of investigation: How concentration can affect the performance rate of disinfectant in killing micro-organisms.

What is bacteria? 
Bacteria are tiny, single cell micro-organisms. Bacteria is known to be one of the first life forms on earth and inhabit soil, water, acidic hot springs, radioactive waste ect;

What is the life process of bacteria? 
MRS GREN - Movement, Reproduction, Sensitivity, Growth, Respiration, Excretion and Nutrition.

How does a disinfectant work?  
Disinfectants inhibit bacteria rapidly when they come into contact. Disinfectant can kill bacteria on non living objects as well as living objects.

What is Savlon?
Savlon is an antiseptic that is used to prevent infections and to clean minor injuries, wounds, cuts, grazes, bites, stings, and minor burns.

What is the active ingredient in Savlon and how does it work? 
The active ingredient in Savlon is Cetrimide. Cetrimide is an antiseptic that is a mixture of different quaternary ammonium salts. When Cetrimide and bacteria come into contact it has been found that it will inhibit the bacteria within 15 seconds, which works by disruption of the cell wall and stopping the function of enzymes in the nucleoid.

URLS: https://en.m.wikipedia.org/wiki/Chloroxylenol
https://en.wikipedia.org/wiki/Bacteria


Trial Experiment:


Aim: I want to investigate how the concentration of dettol can affect the growth and reproduction of bacteria.

Hypothesis: I predict that a higher concentration of Dettol, will create a larger clear zone surrounding the bacteria.

Independent Variable: Concentration of Dettol ( Eg. 100%, 10%, 1%)
Dependent Variable: Inside of the clear zone (measured in mm)
Other Variables: Temperature to make sure that all three agar plates at the same temperature, eg. put them into an incubator, The sterility of conditions to make sure nothing is contaminated and the size of the fliter paper disk containing the dettol to make the test fair.

Equipment:
  • 3 Agar Plates
  • Dettol
  • Yogurt
  • Filter Paper 
  • Hole Punch
  • Water
  • Permanent marker
  • Ruler
  • Ethanol
  • Dropper
  • Paper towel 
  • Spotting Tiles
  • Cotton buds 
  • Tweezers
  • Cello-tape
Method: 

1. Get your equipment.

2. Start by using a permanent marker (on the jelly side) to divide the agar plate into 4 sections. In each section label them with the different concentrations of dettol. (eg. 100%, 10%, 1% and water)

3. Use a cotton bud to smear the yogurt over the jelly side of the agar plate.

4. Using a dropper, put a few drops of dettol into a spotting tile. This is the concentration of 100%, and again using the dropper put 1 drop of the dettol into a separate tile. Then this time add 9 drops of water to equal a concentration of 10%. Repeat this step again by taking a drop of the 10% concentration, to then create a concentration of 1%. (Make sure the dropper is always clean so there is no contamination)

5. Then punch 4 full circles into the filter paper using a hole punch. (If the circles aren't the same the test won't be fair)

6. Dip your tweezers in ethanol and put it through the flame to sterilize it.

7. Use the tweezers to dip the filter paper into the different concentrations. Blot the filter paper onto a paper towel to get rid of any excess. Then put them onto the agar plate. 

8. Once you've done that use the cello-tape to tape around the edges
and wait for the bacteria to grow.

9. Measure the diameter of the clear zone.

*Unfortunately, I was unable to record the results as I was away the day of the experiment*


Experiment 


Aim: I want to investigate how the different concentrations of Savlon can affect the growth and reproduction of bacteria.

Hypothesis: I predict that a higher concentration of Savlon will create a larger clear zone surrounding the bacteria because the purpose of Savlon is to inhibit the growth and reprodution of micro-organisms.

Independent Variable: Concentration of Savlon ( Eg. 100%, 10%, 1% and the control which is water)
Dependent Variable: Inside of the clear zone (measured in mm)
Other Variables: Temperature to make sure that all three agar plates at the same temperature, eg. put them into an incubator, The sterility of conditions to make sure nothing is contaminated and the size of the fliter paper disk containing the dettol to make the test fair.

How will you make sure the data is accurate? To ensure that the results we collect are reliable we will carry out a fair test and repeat the same experiment, on 3 different agar plates to see if there is a consistency with the results.

Equipment:
  • 3 Agar Plates,
  • Savlon
  • Yogurt
  • Conical Flask 
  • Water
  • Filter Paper 
  • Hole Punch
  • Permanent marker
  • Ruler
  • Ethanol
  • Dropper
  • Paper towel 
  • Spotting Tiles
  • Tweezers
  • Cello-tape
Method: 

1. Get your equipment.


2. Start by using a permanent marker (on the jelly side) to divide the agar plate into 4 sections. In each section label them with the different concentrations of savlon. (eg. 100%, 10%, 1% and water)

3. Get a conical flask and add the yogurt. Then put some water to dilute it, which will make the yogurt more of a runnier texture. This will make it easier for you to just pour it onto the agar plate and move it around so the whole surface is covered, and you can get a clear look at the bacteria.


4. Using a dropper, put a few drops of savlon into a spotting tile. This is the concentration of 100%, and again using the dropper put 1 drop of the savlon into a separate tile. Then this time add 9 drops of water to equal a concentration of 10%. Repeat this step again by taking a drop of the 10% concentration, to then create a concentration of 1%. (Make sure the dropper is always clean so there is no contamination)

5. Then punch 4 full circles into the filter paper using a hole punch. (If the circles aren't the same the test won't be fair)

6. Dip your tweezers in ethanol and put it through the flame to sterilize it.

7. Use the tweezers to dip the filter paper into the different concentrations. Blot the filter paper onto a paper towel to get rid of any excess. Then put them onto the agar plate. 

8. Once you've done that use the cello-tape to tape around the edges and wait for the bacteria to grow.

9. Measure the diameter of the clear zone.

10. Repeat this exact same experiment 2 more times so you've carried out a fair test.

* The changes I made to my method were: How I applied the yogurt onto the agar plate. My first method was to smear it on with the cotton bud but that left smeared marks over the agar plate. So I changed it to adding yogurt and water into a conical flask to dilute it, to be able to easily pour it onto the agar plate. We also changed the type of disinfectant we were using. For the trial experiment we used dettol, but found that Savlon would work better so for the actual experiment we used Savlon*

*Some difficulties I faced were: Not draining enough of the excess yogurt from the agar plate, which I believe could've made the data less accurate because there wasn't the same amount of yogurt on each agar plate so there wouldn't be a consistency in the results.*


Results and Analysis: 



Concentration Clear Zone of Agar Plate 1 (mm)Clear Zone of Agar Plate 2 (mm)Clear Zone of Agar Plate 3 (mm)Average
0%0000
1%2132
10%6887.3
100%15141213.

Conclusion:


The aim of this experiment was to investigate how different concentrations of Savlon can affect the growth and reproduction of bacteria. I predicted that that a higher concentration of Savlon would create a larger clear zone surrounding the bacteria, because the purpose of Savlon is to inhibit the growth and reproduction of micro-organisms. After analysing my data/graph I noticed an increasing trend had formed. I conclude that as you increase the concentration of the Savlon, the size of the clear zone surrounding the bacteria will also increase.


Explanation:

Bacteria are tiny, single cell micro-organisms. Bacteria is known to be one of the first life forms on earth and inhabit soil, water, acidic hot springs, radioactive waste ect; Bacteria uses the cycle of MRS GREN (Movement, Reproduction, Sensitivity, Growth, Respiration, Excretion and Nutrition.) For this experiment we only focused on Growth, Reproduction and Nutrition. Bacteria is gel like and is composed of mainly water, enzymes, nutrients, wastes, and gases. Inside the 'soup' of the cell is called the Cytoplasm that contains the nucleoid (holds DNA for essential life), Rimbosomes (where proteins are made in the cell), Plasmids (extra bits of DNA) but mostly water as I've already mentioned. The outer structure of the bacteria has 3 layers. The inside layer is called the Cell Membrane which is used for nutrition and excretion. The middle layer is called the Cell Wall which is a structure to give the bacteria shape, and to protect it as well. The outer layer is called the Capslue and is the protective outer layer of the cell. On the outside of the Capsule are Pili's that are used to build bridges to other bacteria. Then at an bottom of the bacteria is the Flagellum, which is basically the tail and is used for movement. Bacteria reproduces asexually, meaning it only needs a single cell to reproduce. Being asexual means that all offspring are clones of the parent and have the same number of chromosomes. Bacteria are fast at reproducing and can reproduce every 20 minutes. The process of a bacteria's reproduction is called Binary Fission. During Binary Fission, for bacteria to reproduce it will replicate it's DNA. Then as the DNA is pulled to separate sides of the bacteria the cell wall will start to grow. The cell wall of the bacteria will then begin to slowly split because of the rapid growth of the cell wall. The new cell wall of the bacteria becomes fully developed, making a complete split of the bacteria to form two daughter cells. Most bacteria are autotrophs meaning they are organisms that produce complex organic compounds like carbohydrates, fats, and proteins from simple substances present in its surrounding. They are generally using energy from photosynthesis or chemical reactions. Nutrition can be transported to bacteria in 2 different ways - Diffusion and Active Transport. Diffusion Transport is when there is a high concentration outside of the cell and it will have a low concentration on the inside. Active Transport is when there is a low concentration outside the cell and a high concentration inside of the cell and it will require energy to be transported.


Savlon is an antiseptic that is used to prevent infections and to clean minor injuries, wounds, cuts, grazes, bites, stings, and minor burns. The active ingredients in Savlon are - Chlorhexadine  C22H30Cl2N10 and Certrimde (C16H33)N(CH3)3. Cetrimide is an antiseptic that is a mixture of different ammonium salts. Chlorhexidine is a disinfectant as well as an antiseptic that is used for skin disinfection and sterilisation. In the Savlon we used for the experiment there was 0.3% of Chlorhexadine and 3.0% of Cetrimide. When Cetrimide and Chlorhexidine come into contact with bacteria it has been found that it will inhibit the bacteria within 15 seconds. This works by oxidising the molecules present on the bacteria's surface, which will then disrupt the cell wall and the proteins on the surface to damage them, that will then stop the function of enzymes in the nucleoid. This is called cell lysis which breaks apart the Cell Membrane. The function of the Cell Membrane is to let food in and waste out, so by disrupting this part of the bacteria it won't be able to survive. Savlon enters the bacteria by diffusion transport when there is a high concentration outside of the cell and a low concentration on the inside of the cell and it attacks the Cell Membrane. Therefore, the Cell Membrane is no longer able to function correctly and transport the essential nutrients for the bacteria to survive. The Cell Membrane also consists of Hydrophile molecules that are attracted to water and Lipophilicity molecules that are attracted to fats and oils, and because most bacteria are autotrophs they produce carbohydrates, fats, and proteins from simple substances surrounding it. Therefore disinfectants dissolve the Cell Membrane because they interact with both Hydophile and Lipophilicity molecules. After analysing my data/graph I noticed a trend when I increased the concentration of Savlon, the size of the clear zone surrounding the bacteria would also increase. 


Evaluation: 


I think the experiment and it's data was reasonably reliable, and the results weren't too far off one another being in a 1-3mm of the clear zone range from each other. So the experiment was pretty accurate. This data shows us that by increasing the concentration of Savlon, it will also increase the size of the clear zone around the disk. I have proven my hypothesis that a higher concentration of Savlon will create a larger clear zone surrounding the bacteria because the purpose of Savlon is to inhibit the growth and reprodution of micro-organisms. Some difficulties I faced throughout the experiment was not draining enough of the excess yogurt from the agar plate, which though could've made the data less accurate because there wasn't the same amount of yogurt on each agar plate so there could be an inconsistency in the results, but after analysing the data I don't think it affected it too much. I also altered two things in my method after the trial investigation. They were 1. How I applied the yogurt onto the agar plate. In my first method I smeared the yogurt on with a cotton bud, but that left marks over the agar plate. So I changed the method to adding yogurt and water into a conical flask to dilute it, so it would be easily pour it onto the agar plate. 2. We changed the type of disinfectant we were using. For the trial experiment we used dettol, but found that Savlon would work better for what we were investigating so for the experiment we used Savlon. After doing this investigation I have no further questions, but I believe I have a better knowledge on bacteria and disinfectants than what I did before starting the investigation.