(Fix): Use whakamātau instead of practical/experiment

finnito · Sep 15, 2020 · 1c3804f · 1c3804f
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diff --git a/content/09scie/energy-for-life/_index.md b/content/09scie/energy-for-life/_index.md
@@ -25,7 +25,7 @@ menu:
 ## Unit Plan
 
 |        | Lesson 1                    | Lesson 2                 | Lesson 3             |
-|--------|-----------------------------|--------------------------|----------------------|
+|:-------|:----------------------------|:-------------------------|:---------------------|
 | Week 1 | Forms of Energy             | Conservation of Energy   |                      |
 | Week 2 | Energy in Food              | Use of Nutrients         | __Prac:__ Toy Circus |
 | Week 3 | Active and Potential Energy | Diets                    | Digestion & Disease  |
@@ -56,7 +56,7 @@ menu:
     - Slides on the nutrients in food and their uses
     - Task trying to find the most nutritious snack in the class
 
-5. __Practical:__ Toy Circus
+5. __Whakamātau:__ Toy Circus
     - https://www.riskassess.co.nz/risk_assessment/8040185
 
 6. Describe and create a healthy diet
@@ -65,10 +65,10 @@ menu:
     - Homework: make a healthy meal for your family & document it with photos and some nutritional information
 
 7. Distinguish between active and potential forms of energy
-    - __Practical:__ Mega Bow Experiment
+    - __Whakamātau:__ Mega Bow Whakamātau
 
 8. Describe the chemical tests to identify starch, glucose, protein and lipid in food
-    - __Practical:__ Food tests
+    - __Whakamātau:__ Food tests
     - Demonstrate the tests in at the front of the class & make notes
 
 9. Describe what digestion involves and why it is necessary
@@ -86,7 +86,7 @@ menu:
 12. Describe how the energy in glucose in released through respiration
 
 13. Revision / Catch-Up
-    - __Practical:__ Energy in peanuts & cheezels experiment
+    - __Whakamātau:__ Energy in peanuts & cheezels whakamātau
 
 14. Revision
 

diff --git a/content/09scie/energy-for-life/markdown/energy-in-food.md b/content/09scie/energy-for-life/markdown/energy-in-food.md
@@ -74,7 +74,7 @@ It takes you approximately $147J$ to jump $0.3m$ off the ground. How many jumps
 
  ---
 
- In fact, we can find the amount of energy in a food in the lab! We will do this experiment later in this unit.
+ In fact, we can find the amount of energy in a food in the lab! We will do this whakamātau later in this unit.
 
  Before we start, recall that it takes $1J$ to warm $1ml$ of water by 1 degree C.
 

diff --git a/content/09scie/introduction-to-science/markdown/laboratory-expectations.md b/content/09scie/introduction-to-science/markdown/laboratory-expectations.md
@@ -43,23 +43,23 @@ You are responsible for the cleanliness and equipment at your station!
 ## The Red Boards
 
 - Always place your equipment on the red boards, they are there to protect the benches from spills.
-- __Complete all experiments on the red boards__.
+- __Complete all whakamātaus on the red boards__.
 
 ---
 
 ## Rubbish
 
 - Large rubbish items go in the black bin
 - Clean and flat paper/cardboard go in the green bins
-- Small rubbish items and materials left over from experiments go into the yoghurt containers around the room
+- Small rubbish items and materials left over from whakamātaus go into the yoghurt containers around the room
 - __No solid materials are to go down the sink__
 - __Stations nearest each sink are responsible for keeping it clean__
 
 ---
 
-## Finishing an Experiment
+## Finishing an Whakamātau
 
-After finishing an experiment it is important to make sure the equipment is __clean__ and placed __neatly__ into the tray for the next class.
+After finishing an whakamātau it is important to make sure the equipment is __clean__ and placed __neatly__ into the tray for the next class.
 
 You __must__ clean the gear you have used before placing it in the tray.
 

diff --git a/content/09scie/plants-as-producers/_index.md b/content/09scie/plants-as-producers/_index.md
@@ -24,13 +24,13 @@ menu:
 
 ## Unit Plan
 
-|             | L1 (Mon/Tues)                | L2 (Wed)                     | L3 (Fri)                      |
-|:------------|:-----------------------------|:-----------------------------|:------------------------------|
-| __T2 W11__  | 1. Video/Finish E4L          | 2. Plant & Animal Cells      | 3. Experiments & Microscopes  |
-| __T2 W12__  | 4. __P:__ Microscopes        | 5. Graph Reading             | 6. Plant Reproduction         |
-| __T3 W1__   | 7. Plant Reproduction        | 8. Adaptations of Seeds      | 9. __P__: Flower Dissection   |
-| __T3 W2__   | 10. Photosynthesis           | 11. Evergreen vs Deciduous   | 12. __TOD__                   |
-| __T3 W3__   | 13. [Revision](#revision-1)  | 14. [Revision](#revision-2)  | 15. __TEST__                  |
+|            | L1 (Mon/Tues)               | L2 (Wed)                    | L3 (Fri)                     |
+|:-----------|:----------------------------|:----------------------------|:-----------------------------|
+| __T2 W11__ | 1. Video/Finish E4L         | 2. Plant & Animal Cells     | 3. Whakamātaus & Microscopes |
+| __T2 W12__ | 4. __P:__ Microscopes       | 5. Graph Reading            | 6. Plant Reproduction        |
+| __T3 W1__  | 7. Plant Reproduction       | 8. Adaptations of Seeds     | 9. __P__: Flower Dissection  |
+| __T3 W2__  | 10. Photosynthesis          | 11. Evergreen vs Deciduous  | 12. __TOD__                  |
+| __T3 W3__  | 13. [Revision](#revision-1) | 14. [Revision](#revision-2) | 15. __TEST__                 |
 
 ### Lesson Plans
 
@@ -47,9 +47,9 @@ menu:
     - Quizziz: https://quizizz.com/admin/quiz/5a5f4eb1326b42000ff15aa4/cells
     - Video on microscopes
     - Use EP task to help label microscope diagram in exercise books
-    - Make notes on preparing a slide using experiment document
+    - Make notes on preparing a slide using whakamātau document
     - Read about and answer questions on the formation of cell theory
-4. #### __Practical__: Microscopes
+4. #### __Whakamātau__: Microscopes
     - FCG do this on Monday P4, KNS to do this Friday P5.
 5. #### Graph Reading
 6. #### Plant Reproduction
@@ -64,7 +64,7 @@ menu:
     - Emphasise that plants need to disperse to be able to spread out, and not compete for sunlight/nutrients
     - Spelling practice & flashcards: https://www.aaaspell.com/spelling_lists/4118311
 9. #### __P__: Flower Dissection
-    - Flower dissection practical: https://www.riskassess.co.nz/risk_assessment/8324197
+    - Flower dissection whakamātau: https://www.riskassess.co.nz/risk_assessment/8324197
     - Spelling practice: https://www.aaaspell.com/spelling_lists/4118311
 10. #### Photosynthesis
     - Equation

diff --git a/content/09scie/plants-as-producers/markdown/cells.md b/content/09scie/plants-as-producers/markdown/cells.md
@@ -172,7 +172,7 @@ __Task__: Use the Education Perfect task to help you identify the different part
 
 ### Preparing a Slide
 
-Open the microscope experiment document on Google Classroom and scroll down to __Steps to make a good slide:__.
+Open the microscope whakamātau document on Google Classroom and scroll down to __Steps to make a good slide:__.
 
 __Task__: Copy these four steps into your exercise book and then read the section __Using a microscope__.
 

diff --git a/content/09scie/radiation/_index.md b/content/09scie/radiation/_index.md
@@ -43,15 +43,15 @@ menu:
 ### Lesson Plans
 
 1. #### What is Radiation
-    - __Practical__: Magnifying glasses
+    - __Whakamātau__: Magnifying glasses
     - https://www.riskassess.co.nz/risk_assessment/8683757
     - https://docs.google.com/document/d/1eHEYVkrcIuxCJRzjo8bzL7omQNZTgbFdLttHfDRmIdc/edit
     - __Demo__: Concave mirror, solar panel
     - https://www.riskassess.co.nz/risk_assessment/8683841
 2. #### EM Radiation
 3. #### Visible Light
     - Colour patches
-    - __Practical__: Newton's Disc
+    - __Whakamātau__: Newton's Disc
     - https://drive.google.com/drive/u/0/folders/1GZMb1ILwVISiCNxoKqoyUYMOAplP1z-o
     - __Demo__: Prisms and Rainbows
     - https://www.riskassess.co.nz/risk_assessment/8683835
@@ -63,17 +63,17 @@ menu:
     - __Homework Assignment Given__
 6. #### Absorption, Reflection, Refraction
     - __Demo__: Heat lamp, concave mirrors, convex lenses
-    - __Practical__: Water in coloured cans
+    - __Whakamātau__: Water in coloured cans
 7. #### Recap and Catch-Up
 8. #### Reflection
     - Curved mirrors
     - __Demo__: Pig illusion
     - Ray diagrams
     - Lateral invesion
-    - __Practical__: Drawing a star
+    - __Whakamātau__: Drawing a star
 9. #### Refraction
     - __Demo__: Coin in water, prism lenses, 100ml beaker
-    - __Practical__ Light trolley & ray diagrams
+    - __Whakamātau__ Light trolley & ray diagrams
 10. #### Total Internal Reflection
     - __Demo__: Disappearing test tubes
     - __Demo__: Water stream, optic fibre, plastic rod, 1000ml beaker, diamond, prisms

diff --git a/content/09scie/radiation/markdown/em-radiation.md b/content/09scie/radiation/markdown/em-radiation.md
diff --git a/content/10scie/5-fire-and-fuels/_index.md b/content/10scie/5-fire-and-fuels/_index.md
@@ -30,7 +30,7 @@ menu:
 
 ### 1. Unit Introduction
 
-__Kaupapa:__ _Perform some basic combustion experiments and get introduced to Fire & Fuels._
+__Kaupapa:__ _Perform some basic combustion whakamātaus and get introduced to Fire & Fuels._
 
 __Starter:__
 
@@ -46,7 +46,7 @@ What temperature does these fuels start burning? Put them in order from coolest
 
 __Notes:__ [Introduction](slides/1-introduction/) [(PDF)](pdfs/1-introduction.pdf)
 
-__Practical:__ Workbook: Burning Things (pg. 2)
+__Whakamātau:__ Workbook: Burning Things (pg. 2)
 
 ---
 
@@ -58,4 +58,4 @@ __Starter:__ Walking water demonstration
 
 __Notes:__ [Why Have a Wick](slides/2-why-have-a-wick/) [(PDF)](pdfs/2-why-have-a-wick.pdf)
 
-__Practical:__ Workbook: Why Have a Wick (pg. 4)
+__Whakamātau:__ Workbook: Why Have a Wick (pg. 4)
diff --git a/content/10scie/5-fire-and-fuels/markdown/2-why-have-a-wick.md b/content/10scie/5-fire-and-fuels/markdown/2-why-have-a-wick.md
@@ -45,12 +45,12 @@ header-includes:
 
 ---
 
-## Wick Practical
+## Wick Whakamātau
 
 1. Safety
-2. Practical read through
+2. Whakamātau read through
 3. Check understanding each step
-4. Explain must do Qs 1,2,3 during practical
+4. Explain must do Qs 1,2,3 during whakamātau
 5. Timeframe (20mins)
 6. Clean up check
 
@@ -61,7 +61,7 @@ header-includes:
 1. Why didn’t the solid paraffin wax ignite?
 2. Did the liquid wax ignite? Why/ why not?
 3. How does the wick allow the wax to burn?
-      (think about last lesson’s practical)
+      (think about last lesson’s whakamātau)
 4. Why doesn’t the wick burn?
     (clue:  evaporation and sweating)
 
diff --git a/content/10scie/5-fire-and-fuels/markdown/3-burning.md b/content/10scie/5-fire-and-fuels/markdown/3-burning.md
@@ -58,11 +58,11 @@ If all three sides of the triangle are present, a fire could start. By removing
 
 ---
 
-# Fire-Proof Paper Practical
+# Fire-Proof Paper Whakamātau
 
 How can you set paper on fire without destroying it?
 
-__Aim:__ Design a simple experiment to show how fuels burn.
+__Aim:__ Design a simple whakamātau to show how fuels burn.
 
 ---
 
@@ -81,7 +81,7 @@ __Materials__
 - Students write down
 - 5mins to review methods
 - Select best method
-- Students run experiment   METHS INVISIBLE
+- Students run whakamātau   METHS INVISIBLE
 - Dip paper in 1:1 meths:water mix
 - Use beakers and sink
 - Light paper, let burn out

diff --git a/content/10scie/5-fire-and-fuels/markdown/4-products-of-combustion.md b/content/10scie/5-fire-and-fuels/markdown/4-products-of-combustion.md
@@ -56,11 +56,11 @@ Write down your answer with a diagram in your exercise book.
 
 ---
 
-# Practical
+# Whakamātau
 
 - Open to page 7 of your workbook: __What is produced when a candle burns?__
-- Read through the experiment carefully
+- Read through the whakamātau carefully
 - Come up to the demo bench
 - Form into groups of 3-5 and collect the required equipment
-- Conduct the experiment (20min)
+- Conduct the whakamātau (20min)
 - Clean up your station
diff --git a/content/10scie/5-fire-and-fuels/markdown/6-complete-incomplete-combustion.md b/content/10scie/5-fire-and-fuels/markdown/6-complete-incomplete-combustion.md
@@ -113,6 +113,6 @@ Carbon Monoxide binds to your red blood cells more strongly than oxygen, causing
 1. What is the reason the flame has less heat in incomplete combustion?
 2. What type of energy does the energy convert into after heat (in the water)?
 3. Did all of the energy go into the water? Explain your answer.
-4. What changes would you make to this experiment to make it more reliable or valid? (think control variables)
+4. What changes would you make to this whakamātau to make it more reliable or valid? (think control variables)
 
 
diff --git a/content/10scie/6-geology/markdown/1-introduction.md b/content/10scie/6-geology/markdown/1-introduction.md
@@ -58,7 +58,7 @@ Guess the dates of the following on your line:
 
 ---
 
-## Practical: Toilet Paper Timeline
+## Whakamātau: Toilet Paper Timeline
 
 ---
 

diff --git a/content/11sci/as90930/_index.md b/content/11sci/as90930/_index.md
@@ -14,9 +14,9 @@ NZQA Link: [https://www.nzqa.govt.nz/ncea/assessment/view-detailed.do?standardNu
 ## Unit Plan
 
 |           | Lesson 1 (Mon)                    | Lesson 2 (Tues)       | Lesson 3 (Thurs)          | Lesson 4 (Fri)            |
-|-----------|-----------------------------------|-----------------------|---------------------------|---------------------------|
+|:----------|:----------------------------------|:----------------------|:--------------------------|:--------------------------|
 | __T1 W7__ | __Genetics Test__                 | Rates of Reaction     | Rates of Reaction         | Collision Theory          |
 | __T1 W8__ | Effect of Temperature             | Effect of Temperature | Effect of Concentration   | Effect of Concentration   |
 | __T2 W7__ |                                   |                       | Planning an Investigation | Passing the Investigation |
 | __T2 W8__ | __Queen's B-Day__                 | Practice Test         | Practice Test             | Feedback                  |
-| __T2 W9__ | Changing Concentration & Revision | __Group Practical__   | __Individual Write-Up__   | __Individual Write-Up__   |
+| __T2 W9__ | Changing Concentration & Revision | __Group Whakamātau__  | __Individual Write-Up__   | __Individual Write-Up__   |