diff --git a/content/09scie/energy-for-life/_index.md b/content/09scie/energy-for-life/_index.md index 0b074498..d0b2906a 100644 --- 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 index 54c46a1e..70e69763 100644 --- 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 index b85e7657..59a66ba1 100644 --- a/content/09scie/introduction-to-science/markdown/laboratory-expectations.md +++ b/content/09scie/introduction-to-science/markdown/laboratory-expectations.md @@ -43,7 +43,7 @@ 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__. --- @@ -51,15 +51,15 @@ You are responsible for the cleanliness and equipment at your station! - 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 index 1d838fb3..22dad8ec 100644 --- 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 index b742e63d..6157f742 100644 --- 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 index 65d8152f..1fc3076c 100644 --- a/content/09scie/radiation/_index.md +++ b/content/09scie/radiation/_index.md @@ -43,7 +43,7 @@ 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 @@ -51,7 +51,7 @@ menu: 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 deleted file mode 100644 index 3ffd40bf..00000000 --- a/content/09scie/radiation/markdown/em-radiation.md +++ /dev/null @@ -1,52 +0,0 @@ ---- -title: Electromagnetic Radiation -subtitle: 9SCIE - Radiation -author: Finn LeSueur -date: 2020 -theme: finn -weight: 1 -colortheme: dolphin -font-size: 35px -text-align: center -header-includes: -- \usepackage{graphicx} -- \usepackage[T1]{fontenc} -- \usepackage{lmodern} -- \usepackage{amsmath} -- \usepackage{textcomp} ---- - -## Demo: Concave Mirror & Solar Panel {.c2} - -We can capture radiation from the sun and use it for energy! - -![Source: [Futurity](https://www.futurity.org/polymer-plastic-solar-cells-polystyrene-1801162/)](https://www.futurity.org/wp/wp-content/uploads/2018/07/solar-panels-over-valley_1600.jpg) - ---- - -## L1 Learning Outcomes - -1. I can name the main source of radiation and describe how it transfers energy - ---- - -## What is Electromagnetic (EM) Radiation? - -- A type of __radiant energy__ which can move through a vacuum. -- Comes in many forms like visible light and heat energy - ---- - -## Practical: Magnifying Glasses {.c2} - -1. Collect your face mask from the front -2. Cut out the face and spend 5-10 minutes decorating it -3. Open the experiment document on Google Classroom and __read through the background and method__ - ---- - -![Source: [Pintrest](https://www.pinterest.com/pin/345158758919974716/)](https://i.pinimg.com/originals/9a/19/9e/9a199eb6c2b084694f3f0a36b71b9269.jpg) - ---- - -[Kahoot!](https://create.kahoot.it/v2/details/04a154ec-fcd2-4733-8525-4d1784b31d5d) diff --git a/content/10scie/5-fire-and-fuels/_index.md b/content/10scie/5-fire-and-fuels/_index.md index 8f73ec6d..c4016290 100644 --- 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 index 310241eb..2340a99c 100644 --- 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 index df3cb076..01a28433 100644 --- 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 index 4f847ed9..b2600572 100644 --- 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 index 33b05000..8699772c 100644 --- 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 index b68b4579..a1e0042d 100644 --- 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 index 9e3cfd12..e4c91809 100644 --- 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__ | diff --git a/content/11sci/as90930/markdown/assessment-tips.md b/content/11sci/as90930/markdown/assessment-tips.md index 2fa847f5..a9f3f43d 100644 --- a/content/11sci/as90930/markdown/assessment-tips.md +++ b/content/11sci/as90930/markdown/assessment-tips.md @@ -37,14 +37,14 @@ Internal, 4 Credits For the assessment, you must: -1. Conduct a Chemistry experiment (2 periods) -2. Write a report on the experiment and the data you have gathered (1 period) +1. Conduct a Chemistry whakamātau (2 periods) +2. Write a report on the whakamātau and the data you have gathered (1 period) --- To get an Achieved, you must: -1. Write the method of your experiment +1. Write the method of your whakamātau 2. Identify variables (Independent, Dependent and Control) 3. Make repeat measurements and calculate the average 4. Describe the trend in the results/data @@ -54,7 +54,7 @@ To get an Achieved, you must: To get an Merit, you must: -1. Write the method of your experiment to a higher quality +1. Write the method of your whakamātau to a higher quality 2. Identify variables and describe how the control variables have been controlled 3. Make accurate, repeat measurements and calculate the average 4. Describe the trend in the results/data @@ -82,7 +82,7 @@ To get an Excellence, you must: In your group: -1. Title your experiment +1. Title your whakamātau 2. Come up with an __aim__ (What are you investigating? Be specific.) - Get this from your instruction card 3. Come up with a __hypothesis__ (What do you predict? Be specific.) @@ -99,8 +99,8 @@ In your group: ### Step 3: Control Variables & Reliability -- __Control Variable__: Things that you are keeping __constant__. What will you not change throughout your experiment? -- __Reliability__: An experiment is reliable if the results are within x seconds of each other when the method is repeated. The same method must give the same results each time. +- __Control Variable__: Things that you are keeping __constant__. What will you not change throughout your whakamātau? +- __Reliability__: An whakamātau is reliable if the results are within x seconds of each other when the method is repeated. The same method must give the same results each time. --- @@ -115,22 +115,22 @@ In your group: ### Step 4: Continued - State your range of measurement for your independent variable, its units and how you will measure it, -- States some control variables and how to control them during the experiment. +- States some control variables and how to control them during the whakamātau. --- ### Step 5: Data/Results -- Design a table to record your results __before__ you start the experiment, +- Design a table to record your results __before__ you start the whakamātau, - You will need to think about how many trials you are going to do, how many measurements you will make and calculating an average. --- -| | Trial 1 | Trial 2 | Trial 3 | Average | -|:-------------|:---------|:---------|:---------|:---------| -| Powder | | | | | -| Small Chips | | | | | -| Large Chips | | | | | +| | Trial 1 | Trial 2 | Trial 3 | Average | +|:------------|:--------|:--------|:--------|:--------| +| Powder | | | | | +| Small Chips | | | | | +| Large Chips | | | | | __Average__: Add up all your trial times (in seconds) and divide by the number of trials. @@ -140,7 +140,7 @@ __Average__: Add up all your trial times (in seconds) and divide by the number o ### Step 6: Data/Conclusion - Needs to link to your aim and reflect the data you gathered. -- In our experiment we investigated __[your-aim-here]__ and we found that when the __[temperature/surface area/concentration]__ was __[increased/decreased]__ that the reaction went __[slower/faster]__. This tells us that the rate of reaction __[increased/decreased]__. This is reflected in our results, for example __[two-pieces-of-data-compared-here]__. +- In our whakamātau we investigated __[your-aim-here]__ and we found that when the __[temperature/surface area/concentration]__ was __[increased/decreased]__ that the reaction went __[slower/faster]__. This tells us that the rate of reaction __[increased/decreased]__. This is reflected in our results, for example __[two-pieces-of-data-compared-here]__. --- @@ -154,4 +154,4 @@ This next step is for excellence! - Describe collision theory and how the particles changed between each test of your __independent variable__. _E.g. When the temperature is high... and when the temperature is low.._ - Is your data reliable? Talk about the how similar all the data is for each test of your __independent variable__, were any mistakes made? It's okay to be honest here. -- Why is the method valid? Why would it produce the same results if tried again today? Talk about control variables and what they are doing to make the experiment valid. \ No newline at end of file +- Why is the method valid? Why would it produce the same results if tried again today? Talk about control variables and what they are doing to make the whakamātau valid. \ No newline at end of file diff --git a/content/11sci/as90930/markdown/changing-surface-area.md b/content/11sci/as90930/markdown/changing-surface-area.md index 6dd94021..a3b3293d 100644 --- a/content/11sci/as90930/markdown/changing-surface-area.md +++ b/content/11sci/as90930/markdown/changing-surface-area.md @@ -45,6 +45,6 @@ To increase the surface area of calcium carbonate we can use smaller chips and e --- -## Experiment Groups +## Whakamātau Groups ![Groups](../assets/3-groups.png) diff --git a/content/11sci/as90930/markdown/changing-temperature.md b/content/11sci/as90930/markdown/changing-temperature.md index 878ea505..a9f6dc3d 100644 --- a/content/11sci/as90930/markdown/changing-temperature.md +++ b/content/11sci/as90930/markdown/changing-temperature.md @@ -37,7 +37,7 @@ header-includes: --- -## Experiment Groups +## Whakamātau Groups ![Groups](../assets/3-groups.png) @@ -47,7 +47,7 @@ header-includes: In your group: -1. Title your experiment +1. Title your whakamātau 2. Come up with an __aim__ (what are you investigating; be specific) 3. Come up with a __hypothesis__ (what do you predict; be specific) @@ -62,8 +62,8 @@ In your group: ### Step 3: Control Variables & Reliability -- __Control Variable__: Things that you are keeping __constant__. What will you not change throughout your experiment? -- __Reliability__: An experiment is reliable if the results are within x seconds of each other when the method is repeated. The same method must give the same results each time. +- __Control Variable__: Things that you are keeping __constant__. What will you not change throughout your whakamātau? +- __Reliability__: An whakamātau is reliable if the results are within x seconds of each other when the method is repeated. The same method must give the same results each time. --- @@ -78,22 +78,22 @@ In your group: ### Step 4: Continued - State your range of measurement for your independent variable, its units and how you will measure it, -- States some control variables and how to control them during the experiment. +- States some control variables and how to control them during the whakamātau. --- ### Step 5: Data/Results -- Design a table to record your results __before__ you start the experiment, +- Design a table to record your results __before__ you start the whakamātau, - You will need to think about how many trials you are going to do, how many measurements you will make and calculating an average. --- -| | Trial 1 | Trial 2 | Trial 3 | Average | -|:------------------------|:---------|:---------|:---------|:---------| -| Temp 1 ($10^{\circ}C$) | | | | | -| Temp 2 ($20^{\circ}C$) | | | | | -| Temp 3 ($30^{\circ}C$) | | | | | -| Temp 4 ($40^{\circ}C$) | | | | | +| | Trial 1 | Trial 2 | Trial 3 | Average | +|:-----------------------|:--------|:--------|:--------|:--------| +| Temp 1 ($10^{\circ}C$) | | | | | +| Temp 2 ($20^{\circ}C$) | | | | | +| Temp 3 ($30^{\circ}C$) | | | | | +| Temp 4 ($40^{\circ}C$) | | | | | diff --git a/content/11sci/as90930/markdown/practice-assessment.md b/content/11sci/as90930/markdown/practice-assessment.md index 69aeac1e..a5c4f899 100644 --- a/content/11sci/as90930/markdown/practice-assessment.md +++ b/content/11sci/as90930/markdown/practice-assessment.md @@ -35,7 +35,7 @@ Group Work: - Aim (from the instruction sheet) - Hypothesis, independent, dependent and control variables - Method & results table -- Conduct the experiment (day 2) +- Conduct the whakamātau (day 2) --- diff --git a/content/11sci/as90930/markdown/rate-of-reaction.md b/content/11sci/as90930/markdown/rate-of-reaction.md index 579ba87e..b098bb59 100644 --- a/content/11sci/as90930/markdown/rate-of-reaction.md +++ b/content/11sci/as90930/markdown/rate-of-reaction.md @@ -18,7 +18,7 @@ header-includes: - AS90930 - 4 Credits - Internal -- Practical & written assessment in Week 11 of Term 1 +- Whakamātau & written assessment in Week 11 of Term 1 --- @@ -49,7 +49,7 @@ Can you think of any others? --- -## Experiment: Measuring the Rate of Reaction +## Whakamātau: Measuring the Rate of Reaction Method is on Google Classroom @@ -78,7 +78,7 @@ When measuring the amount of mass lost, the mass goes down so the graph should l --- -## Loss of Mass Experiment +## Loss of Mass Whakamātau Method is on Google Classroom - please open it up, read it and come to the demo bench! diff --git a/content/11sci/as90940/_index.md b/content/11sci/as90940/_index.md index 16c5b3af..1d78e9b2 100644 --- a/content/11sci/as90940/_index.md +++ b/content/11sci/as90940/_index.md @@ -31,9 +31,9 @@ Wednesday lunchtime in Science breakout space upstairs, every week until you go 2. Define the term speed. 3. Use simple instruments such as rulers and stopwatches to measure distance and time. 4. Calculate the __average speed__ of objects. Use $v=d/t$. - 5. Draw __distance/time graphs__ from data obtained in experiments. + 5. Draw __distance/time graphs__ from data obtained in whakamātaus. 6. Use the slope of a distance/time graph to describe and/or calculate the speed of an object. - 7. Draw __speed/time__ graphs from given data or data obtained in motion experiments. + 7. Draw __speed/time__ graphs from given data or data obtained in motion whakamātaus. 8. Use the slop of a speed/time graph to describe and/or calculate the speed of an object. 9. Define __acceleration__ including its unit and symbol. 10. Calculate acceleration from speed and time data and speed/time graphs. Use $a = v/t$. @@ -68,16 +68,16 @@ Wednesday lunchtime in Science breakout space upstairs, every week until you go ## Unit Plan -| | L1 (Mon) | L2 (Wed) | L3 (Thurs) | L4 (Fri) | -|:-----------|:----------------------------------------------------|:-------------------------------------------|:-----------------------------------------|:--------------------------------------| -| __T3 W5__ | __Senior Exams__ | __Senior Exams__ | [1. Velocity](#velocity) | [2. Acceleration](#acceleration) | -| __T3 W6__ | [3. Distance-Time Graphs](#distance-time-graphs) | [4. Speed-Time Graphs](#speed-time-graphs) | [5.]() | [.6]() | -| __T3 W7__ | [7.]() | 8. | 9. [Mid-Topic Test 1](#mid-topic-test-1) | 10. [Self Marking 1](#self-marking-1) | -| __T3 W8__ | 11. [Mass vs Weight 1](#mass-vs-weight-1) | 12. [Mass vs Weight 2](#mass-vs-weight-2) | 13. [Types of Forces](#types-of-forces) | | -| __T3 W9__ | 15. [Running Man Practical](#running-man-practical) | 16. [Newton Practical](#newton-practical) | 17. [Forces Recap](#forces-recap) | 18. Gravitational Energy | -| __T3 W10__ | 19. Gravitation and Kinetic Energy | 20. Kinetic Energy | 21. Energy Transformations | 22. Power and Work | -| __T4 W1__ | 23. Power and Work | 24. Pressure | 25. Pressure | 26. Pressure | -| __T4 W2__ | 27. Revision P1 | 28. Revision P2 | 29. Revision P3 | __End of Topic Test__ | +| | L1 (Mon) | L2 (Wed) | L3 (Thurs) | L4 (Fri) | +|:-----------|:------------------------------------------------------|:--------------------------------------------|:-----------------------------------------|:--------------------------------------| +| __T3 W5__ | __Senior Exams__ | __Senior Exams__ | [1. Velocity](#velocity) | [2. Acceleration](#acceleration) | +| __T3 W6__ | [3. Distance-Time Graphs](#distance-time-graphs) | [4. Speed-Time Graphs](#speed-time-graphs) | [5.]() | [.6]() | +| __T3 W7__ | [7.]() | 8. | 9. [Mid-Topic Test 1](#mid-topic-test-1) | 10. [Self Marking 1](#self-marking-1) | +| __T3 W8__ | 11. [Mass vs Weight 1](#mass-vs-weight-1) | 12. [Mass vs Weight 2](#mass-vs-weight-2) | 13. [Types of Forces](#types-of-forces) | | +| __T3 W9__ | 15. [Running Man Whakamātau](#running-man-whakamātau) | 16. [Newton Whakamātau](#newton-whakamātau) | 17. [Forces Recap](#forces-recap) | 18. Gravitational Energy | +| __T3 W10__ | 19. Gravitation and Kinetic Energy | 20. Kinetic Energy | 21. Energy Transformations | 22. Power and Work | +| __T4 W1__ | 23. Power and Work | 24. Pressure | 25. Pressure | 26. Pressure | +| __T4 W2__ | 27. Revision P1 | 28. Revision P2 | 29. Revision P3 | __End of Topic Test__ | ### Lesson Plans @@ -125,11 +125,11 @@ Wednesday lunchtime in Science breakout space upstairs, every week until you go - Video: Felix Baumgartner jump from space - Notes on terminal velocity - Homework booklet Q18, Q17 -15. #### Running Man Practical +15. #### Running Man Whakamātau - https://www.riskassess.co.nz/risk_assessment/8683515 - https://docs.google.com/document/d/1FS_v-xPwk28aUzmyJckI0g2LJWDvJwMUTSkgDplqX9U/edit -16. #### Newton Practical - - What can you do with a Newton, practical. +16. #### Newton Whakamātau + - What can you do with a Newton, whakamātau. - https://www.riskassess.co.nz/risk_assessment/8683487 - https://docs.google.com/document/d/1MAugSiWvqV5CDR6J25Ei_9C276uywrKt-cJBRz_AJpo/edit - Homework Booklet Questions: 19 & 20 diff --git a/content/11sci/as90947/_index.md b/content/11sci/as90947/_index.md index 74397caa..32e3c6f9 100644 --- a/content/11sci/as90947/_index.md +++ b/content/11sci/as90947/_index.md @@ -27,14 +27,14 @@ NZQA Link: [https://www.nzqa.govt.nz/ncea/assessment/view-detailed.do?standardNu ## Unit Plan -| | Monday | Tuesday | Thursday | Friday | -|:--------|:----------------------------------|:-----------------------------|:----------------------------|:-----------------------------| -| T2 W10 | 1. Review of the Atom | 2. P-Table & Electrons | 3. Compounds | __TOD__ | -| T2 W11 | 4. Compounds & Electron Transfer | 5. Writing Equations | 6. Precipitation Reactions | 7. Ionic Compounds | -| T2 W12 | 8. Precipitation Reactions | 9. Displacement Reactions | 10. Combination Reactions | 11. Displacement Practical | -| T3 W1 | 12. Decomposition Reactions | 13. Decomposition Practical | 14. Gas Tests | 15. __Practice Assessment__ | -| T3 W2 | 16. __Practice Assessment__ | 17. _Revision & Feedback_ | __Assessment__ | __TOD__ | -| T3 W3 | 18. __Assessment__ | 19. __Assessment__ | _Genetics Revision_ | _Genetics Revision_ | +| | Monday | Tuesday | Thursday | Friday | +|:-------|:---------------------------------|:-----------------------------|:---------------------------|:----------------------------| +| T2 W10 | 1. Review of the Atom | 2. P-Table & Electrons | 3. Compounds | __TOD__ | +| T2 W11 | 4. Compounds & Electron Transfer | 5. Writing Equations | 6. Precipitation Reactions | 7. Ionic Compounds | +| T2 W12 | 8. Precipitation Reactions | 9. Displacement Reactions | 10. Combination Reactions | 11. Displacement Whakamātau | +| T3 W1 | 12. Decomposition Reactions | 13. Decomposition Whakamātau | 14. Gas Tests | 15. __Practice Assessment__ | +| T3 W2 | 16. __Practice Assessment__ | 17. _Revision & Feedback_ | __Assessment__ | __TOD__ | +| T3 W3 | 18. __Assessment__ | 19. __Assessment__ | _Genetics Revision_ | _Genetics Revision_ | ### Lesson Plans @@ -68,7 +68,7 @@ NZQA Link: [https://www.nzqa.govt.nz/ncea/assessment/view-detailed.do?standardNu - Do ionic compound Battleships 8. Precipitation Reactions - Starter: Describe a precipitation reaction (equation, observations, and a word equation) - - Practical: Precipitation Challenge + - Whakamātau: Precipitation Challenge 9. Displacement Reactions - Starter: Recap precipitation reactions - Notes and examples on displacement reactions @@ -76,26 +76,26 @@ NZQA Link: [https://www.nzqa.govt.nz/ncea/assessment/view-detailed.do?standardNu - Starter: Displacement reactions question - Notes and examples on combination reactions - Education Perfect task on reactions? -11. Displacement Practical +11. Displacement Whakamātau 12. Decomposition Reactions - Starter reviewing previous reaction types - Notes & video on decomposition reactions - Issue research assignment, explain it and give them the period to work on it -13. Decomposition Reactions Practical +13. Decomposition Reactions Whakamātau - Do the starter from the notes which wasn't done in 13. - https://www.riskassess.co.nz/risk_assessment/8323191 - - Practical: https://docs.google.com/document/d/1unjjfmfy7Xv74AHvVPbJpdXAqNialWporSM26jtDcXA/edit + - Whakamātau: https://docs.google.com/document/d/1unjjfmfy7Xv74AHvVPbJpdXAqNialWporSM26jtDcXA/edit 14. Gas Tests - - Instruct students to make notes in their books as they go through each experiment - - Notes should include success criteria and a diagram for how to set up the experiment - - Gas tests experiments + - Instruct students to make notes in their books as they go through each whakamātau + - Notes should include success criteria and a diagram for how to set up the whakamātau + - Gas tests whakamātaus - https://www.riskassess.co.nz/risk_assessment/8323197 - Fill in notes on gas tests in the research document if time. 15. Practice Test - Issue booklet for practice assessment - https://science.lesueur.nz/11sci/as90947/slides/assessment-tips.html - Go through how the assessment will work - - Make predictions & complete word/symbol equations before starting practical work + - Make predictions & complete word/symbol equations before starting whakamātau work - https://www.riskassess.co.nz/risk_assessment/8368055 16. Continue Practice Test 17. Feedback/Compare & Contrast diff --git a/content/11sci/as90947/markdown/assessment-tips.md b/content/11sci/as90947/markdown/assessment-tips.md index 3db5ea3e..ebaa8807 100644 --- a/content/11sci/as90947/markdown/assessment-tips.md +++ b/content/11sci/as90947/markdown/assessment-tips.md @@ -27,11 +27,11 @@ header-includes: ### How the Assessment Works -| Day 1 | Day 2 | Day 3 | -|:----------------------|:----------------------|:---------------------------| -| Write predictions | Continue experiments | Finish experiments | -| Write word equations | | Complete write-up | -| Start experiments | | Do excellence comparisons | +| Day 1 | Day 2 | Day 3 | +|:---------------------|:---------------------|:--------------------------| +| Write predictions | Continue whakamātaus | Finish whakamātaus | +| Write word equations | | Complete write-up | +| Start whakamātaus | | Do excellence comparisons | --- @@ -183,10 +183,10 @@ For 2 out of the 6 reactions: ## What Do I Need To Know? -| Types of Reactions | Gas Tests | Equations | Observations | -|:--------------------|:----------------------------|:---------------------|:------------------------------------| -| Combination | Oxygen (glowing splint) | Word equations | Colours | -| Displacement | Carbon dioxide (limewater) | Ionic formula | Gasses | -| Precipitation | Hydrogen (pop) | Symbol equations | Solids formed | -| Decomposition | | Balancing equations | Count #/type of reactants/products | +| Types of Reactions | Gas Tests | Equations | Observations | +|:-------------------|:---------------------------|:--------------------|:-----------------------------------| +| Combination | Oxygen (glowing splint) | Word equations | Colours | +| Displacement | Carbon dioxide (limewater) | Ionic formula | Gasses | +| Precipitation | Hydrogen (pop) | Symbol equations | Solids formed | +| Decomposition | | Balancing equations | Count #/type of reactants/products | diff --git a/content/11sci/as90948/markdown/variation.md b/content/11sci/as90948/markdown/variation.md index 960aa8d3..c60634c5 100644 --- a/content/11sci/as90948/markdown/variation.md +++ b/content/11sci/as90948/markdown/variation.md @@ -52,7 +52,7 @@ __Come write them on the board!__ --- -### Experiment: sciPAD Page 50 +### Whakamātau: sciPAD Page 50 --- diff --git a/content/11sci/as90950/_index.md b/content/11sci/as90950/_index.md index 275105d7..bdd16fa1 100644 --- a/content/11sci/as90950/_index.md +++ b/content/11sci/as90950/_index.md @@ -42,7 +42,7 @@ __Google Meets:__ Thursday 8:45am ### Lesson 2 -- If possible, do the Yeast Fermentation Experiment, you can substitute balloons for plastic bags or something else capable of containing the air. +- If possible, do the Yeast Fermentation Whakamātau, you can substitute balloons for plastic bags or something else capable of containing the air. ### Lesson 3 diff --git a/content/12ess/91187/_index.md b/content/12ess/91187/_index.md index 8bf43c39..655e3dca 100644 --- a/content/12ess/91187/_index.md +++ b/content/12ess/91187/_index.md @@ -13,10 +13,10 @@ NZQA Link: [https://www.nzqa.govt.nz/ncea/assessment/view-detailed.do?standardNu ## Unit Plan -| | Monday | Wednesday | Thursday | Friday | -|:--------|:-----------------------------------|:------------------------------------------------------|:-----------------|:-----------------------------------------------| -| Week 1 | _Teacher Only Day_ | Meteors, Meteoroids & Meteorites | Asteroids | Cocoa & Flour Practical | -| Week 2 | Impact Craters on Earth | Moon, Mars & Earth Impacts | _Waitangi Day_ | Dinosaurs Extinction & Implications _(Leave)_ | -| Week 3 | Dinosaurs _(Leave)_ | Independent, Dependent & Control Variables _(Leave)_ | _Catch-Up_ | __ASSESSMENT__ _(Leave)_ | -| Week 4 | Scientific Method & Egg Practical | __ASSESSMENT__ | __ASSESSMENT__ | __ASSESSMENT__ | -| Week 5 | __ASSESSMENT__ | __ASSESSMENT__ | _Athletics Day_ | __ASSESSMENT DUE__ | \ No newline at end of file +| | Monday | Wednesday | Thursday | Friday | +|:-------|:-----------------------------------|:-----------------------------------------------------|:----------------|:----------------------------------------------| +| Week 1 | _Teacher Only Day_ | Meteors, Meteoroids & Meteorites | Asteroids | Cocoa & Flour Whakamātau | +| Week 2 | Impact Craters on Earth | Moon, Mars & Earth Impacts | _Waitangi Day_ | Dinosaurs Extinction & Implications _(Leave)_ | +| Week 3 | Dinosaurs _(Leave)_ | Independent, Dependent & Control Variables _(Leave)_ | _Catch-Up_ | __ASSESSMENT__ _(Leave)_ | +| Week 4 | Scientific Method & Egg Whakamātau | __ASSESSMENT__ | __ASSESSMENT__ | __ASSESSMENT__ | +| Week 5 | __ASSESSMENT__ | __ASSESSMENT__ | _Athletics Day_ | __ASSESSMENT DUE__ | \ No newline at end of file diff --git a/content/12ess/91190/_index.md b/content/12ess/91190/_index.md index 9344573f..6573eea7 100644 --- a/content/12ess/91190/_index.md +++ b/content/12ess/91190/_index.md @@ -15,7 +15,7 @@ __NZQA Link:__ [https://www.nzqa.govt.nz/ncea/assessment/view-detailed.do?standa | | Lesson 1 | Lesson 2 | Lesson 3 | Lesson 4 | -|--------|-----------------------|--------------------------|---------------------------|-------------------| +|:-------|:----------------------|:-------------------------|:--------------------------|:------------------| | Week 1 | | Introduction | MRS C GREN | Education Perfect | | Week 2 | Intro to Adaptations | Structural & Behavioural | Physiological | Law of Tolerance | | Week 3 | Humans in Antartctica | | | | @@ -43,7 +43,7 @@ __NZQA Link:__ [https://www.nzqa.govt.nz/ncea/assessment/view-detailed.do?standa - Watch video and make notes on adaptations 6. Physiological Adaptations 7. Law of Tolerance - - Egg denaturing practical https://www.riskassess.co.nz/risk_assessment/8044485 + - Egg denaturing whakamātau https://www.riskassess.co.nz/risk_assessment/8044485 8. Antarctica - Diving in Antarctica video (slide 24) - Notes on 25-34 diff --git a/content/12phy/as91171/markdown/projectile-motion.md b/content/12phy/as91171/markdown/projectile-motion.md index 15796b83..5bef7bc6 100644 --- a/content/12phy/as91171/markdown/projectile-motion.md +++ b/content/12phy/as91171/markdown/projectile-motion.md @@ -155,7 +155,7 @@ No acceleration, therefore constant speed. $v_{i} = v_{f}$ --- -# Thought Experiment +# Thought Whakamātau If the cannon ball is fired with a __greated horizontal velocity__ will it take longer to hit the ground? --- diff --git a/content/12phy/as91172/markdown/atomic-structure.md b/content/12phy/as91172/markdown/atomic-structure.md index 56babb39..eb70457e 100644 --- a/content/12phy/as91172/markdown/atomic-structure.md +++ b/content/12phy/as91172/markdown/atomic-structure.md @@ -60,7 +60,7 @@ header-includes: ## Joseph Thomson (1856–1940) -- A British physicist who discovered and experimented with cathode rays. It was found that these rays consisted of what are later called electrons by Thomson. +- A British physicist who discovered and whakamātaued with cathode rays. It was found that these rays consisted of what are later called electrons by Thomson. - “An atom is a ball of positive charge with electrons dotted evenly through it like currants in a plum pudding. Overall, the atom is neutral”. --- @@ -71,13 +71,13 @@ header-includes: ## Ernest Rutherford (1871-1937) -- This New Zealand physicist attempted to prove Thomson’s model of the atom was correct and designed an experiment. +- This New Zealand physicist attempted to prove Thomson’s model of the atom was correct and designed an whakamātau. --- -### Gold Foil Experiment +### Gold Foil Whakamātau -![](../assets/2-gold-foil-experiment.png){width=90%} +![](../assets/2-gold-foil-whakamātau.png){width=90%} --- @@ -134,18 +134,18 @@ For each of these conclusions, explain how the results show this. ## James Chadwick (1891-1974) -- In 1932, he performed an experiment to discover the third type of sub-atomic particle that is not deflected by an electric or magnetic field – the “neutron”. +- In 1932, he performed an whakamātau to discover the third type of sub-atomic particle that is not deflected by an electric or magnetic field – the “neutron”. --- -### Designing the Gold Foil experiment +### Designing the Gold Foil whakamātau -1. Explain why the experiment had to be carried out in a vacuum. +1. Explain why the whakamātau had to be carried out in a vacuum. 2. Explain why it was necessary for the gold foil to be a few atoms thick. --- -1. Explain why the experiment had to be carried out in a vacuum. +1. Explain why the whakamātau had to be carried out in a vacuum. - If the alpha particles had not been travelling through vacuum, they would have been affected by the molecules in the air. Then the results (the deviation in the particles’ paths) would not be dependent only on the atoms of the gold foil. diff --git a/content/12phy/as91173/markdown/motors-and-inductors.md b/content/12phy/as91173/markdown/motors-and-inductors.md index 21b7889b..10608e60 100644 --- a/content/12phy/as91173/markdown/motors-and-inductors.md +++ b/content/12phy/as91173/markdown/motors-and-inductors.md @@ -150,7 +150,7 @@ A metal rod is moved in a magnetic field. The rod is $24cm$ long and moves at $8 \end{align*} --- -### Thought Experiment +### Thought Whakamātau - Dragging a piece of wire through a magnetic field creates an __induced voltage__ - If the circuit is complete it creates an __induced current__ diff --git a/content/12phy/as91523/_index.md b/content/12phy/as91523/_index.md index 23c4c07f..91f714a8 100644 --- a/content/12phy/as91523/_index.md +++ b/content/12phy/as91523/_index.md @@ -38,18 +38,18 @@ __NZQA:__ [https://www.nzqa.govt.nz/ncea/assessment/view-detailed.do?standardNum ## Unit Plan -| | Lesson 1 (Mon) | Lesson 2 (Tues) | Lesson 3 (Wed) | Lesson 4 (Thurs) | -|:-----------|:-------------------------------------------------------|:---------------------------------------------|:------------------------------------------|:--------------------------------------------| -| __T2 W12__ | 1. [Intro to Waves](#intro-to-waves) | 2. [Hand back Test](#hand-back-test) | 3. [Intro Continued](#intro-continued-1) | 4. [Intro Continued](#intro-continued-2) | -| __T3 W1__ | 5. [Doppler Effect](#intro-to-the-doppler-effect) | 6. [Doppler Effect](#intro-doppler-equation) | 7. [Doppler Effect](#doppler-continued-1) | 8. [Doppler Effect](#doppler-continued-2) | -| __T3 W2__ | 9. [Beats](#beats) | 10. [Beats Practical](#beats-practical) | 11. [Beats](#beats-hbq) | 12. [Standing Waves](#standing-waves-intro) | -| __T3 W3__ | _Exam Revision_ | _Exam Revision_ | _Exam Revision_ | _Exam Revision_ | -| __T3 W4__ | __School Exams__ | __School Exams__ | __School Exams__ | __School Exams__ | -| __T3 W5__ | __School Exams__ | __School Exams__ | _Return Exam_ | 13. Standing Waves & Music | -| __T3 W6__ | 14. Standing Waves & Music | 15. Attitude Presentations | 16. Standing Waves & Music | 17. Standing Waves & Music | -| __T3 W7__ | 18. Interference Pattern (2 Point) | 19. Interference Pattern (2 Point) | 20. Interference Pattern (2 Point) | 21. Multi-Point Interference | -| __T3 W8__ | 22. [Multi-Point Interference](#diffraction-practical) | 23. Multi-Point Interference | 24. Diffraction Gratings | _Revision/Catch-Up_ | -| __T3 W9__ | _Revision/Catch-Up_ | _Revision_ | _Revision_ | __TEST__ | +| | Lesson 1 (Mon) | Lesson 2 (Tues) | Lesson 3 (Wed) | Lesson 4 (Thurs) | +|:-----------|:--------------------------------------------------------|:---------------------------------------------|:------------------------------------------|:--------------------------------------------| +| __T2 W12__ | 1. [Intro to Waves](#intro-to-waves) | 2. [Hand back Test](#hand-back-test) | 3. [Intro Continued](#intro-continued-1) | 4. [Intro Continued](#intro-continued-2) | +| __T3 W1__ | 5. [Doppler Effect](#intro-to-the-doppler-effect) | 6. [Doppler Effect](#intro-doppler-equation) | 7. [Doppler Effect](#doppler-continued-1) | 8. [Doppler Effect](#doppler-continued-2) | +| __T3 W2__ | 9. [Beats](#beats) | 10. [Beats Whakamātau](#beats-whakamātau) | 11. [Beats](#beats-hbq) | 12. [Standing Waves](#standing-waves-intro) | +| __T3 W3__ | _Exam Revision_ | _Exam Revision_ | _Exam Revision_ | _Exam Revision_ | +| __T3 W4__ | __School Exams__ | __School Exams__ | __School Exams__ | __School Exams__ | +| __T3 W5__ | __School Exams__ | __School Exams__ | _Return Exam_ | 13. Standing Waves & Music | +| __T3 W6__ | 14. Standing Waves & Music | 15. Attitude Presentations | 16. Standing Waves & Music | 17. Standing Waves & Music | +| __T3 W7__ | 18. Interference Pattern (2 Point) | 19. Interference Pattern (2 Point) | 20. Interference Pattern (2 Point) | 21. Multi-Point Interference | +| __T3 W8__ | 22. [Multi-Point Interference](#diffraction-whakamātau) | 23. Multi-Point Interference | 24. Diffraction Gratings | _Revision/Catch-Up_ | +| __T3 W9__ | _Revision/Catch-Up_ | _Revision_ | _Revision_ | __TEST__ | ### Lesson Plans @@ -89,17 +89,17 @@ __NZQA:__ [https://www.nzqa.govt.nz/ncea/assessment/view-detailed.do?standardNum - Notes & example questions - Assign homework - Textbook if time -10. #### Beats Practical +10. #### Beats Whakamātau - Starter in the slides - Hand out textbook chapter while they're working - Write list of missing homework up while they're working - - [Practical: confirming $f_{b} = | f' - f |$](https://docs.google.com/document/d/1vD8-3cC0KFPNR-J4pMgjBO_x_TgE07JR07LddT2QzfE/edit#) - - Worksheet "practical", Q1 and Q3 + - [Whakamātau: confirming $f_{b} = | f' - f |$](https://docs.google.com/document/d/1vD8-3cC0KFPNR-J4pMgjBO_x_TgE07JR07LddT2QzfE/edit#) + - Worksheet "whakamātau", Q1 and Q3 - Fast finishers: homework booklet Q10 11. #### Beats HBQ - Question 10 12. #### Standing Waves Intro -22. #### Diffraction Practical +22. #### Diffraction Whakamātau - "Diffraction of Laser Light" Lab document - Recap of diffraction gratings notes 24. #### Diffraction Gratings diff --git a/content/12phy/as91523/markdown/beats.md b/content/12phy/as91523/markdown/beats.md index b2fd980e..6a420c40 100644 --- a/content/12phy/as91523/markdown/beats.md +++ b/content/12phy/as91523/markdown/beats.md @@ -178,7 +178,7 @@ Because Zak is running __away__, the frequency should be decreased: $f' = 119.5H ## Tasks 1. Worksheet (glue it in) - - Practical + - Whakamātau - Exercise Q1 - Exercise Q3 2. Homework booklet Question 10