Making Salts II

Aim: To produce copper sulfate salt by reacting copper dioxide with an acid.

Hypothesis: By mixing sulfuric acid and copper oxide, a neutralization reaction would occur. Copper sulfate and hydrogen would form.

Equipment:

• Copper oxide powder
• Dilute (0.5 mol L-1)
• Sulfuric acid
• 50mL measuring cylinder
• 2 100mL beakers
• Hot plate
• Gauze mat
• Funnel
• Filter
• Paper 
• Thermometer
• Spatula
• Evaporating basin
• Stirring rod

Method: 

1. Add 20 mL of sulfuric acid to a 100 mL beaker. Heat the acid until it reaches 70°C. Turn off your bunsen burner (in our case the hot plate). 
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 the second beaker. 
5. Make sure the beaker is cold 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 50-60mL of water.
8. Place the evaporating basin on top of the beaker and carefully pour some of the solution from the beaker into the evaporating basin. 
9. Gently heat 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 (i.e. a window-sill) and observe over the next few days. Blue copper sulfate crystals should form. 

Observations: As the mixture heated the colour changed. The mixture of sulfuric acid and copper oxide turned the mixture into a murky substance. The clear liquid-sulfuric acid- add copper oxide turned dark blue--filtered--lighter blue. Gasses were released, as told dangerous gases, which can blind the eyes. And so proper caution was taken 

Name of the reaction occurring in step 2: The reaction is called neutralisation. 

Art: Michael Mew

 In art, we have been working on works inspired by Michael Mew.  For the past several weeks we tried to understand the concept of Michael Mew's work. We created thumbnail sketches of his work in order to grasp his deliberate choices of how his art is structured. Photos were made structure for collage, there was painting that was done with, through and over the art. There are aspects of the artwork that I feel could be improved, such as the clarity of the work, though I do think that too much clarity could affect how vague I want the artwork to be. The interpretation of the art may be affected and so I chose not to do so. I have completed the artwork and is indeed quite pleased with how it turned out. If I were to inquire, what approach would you have done? What is your interpretation of my art?

Process Photos: Concept and Collage Base

"The Queen of Hearts"

E.G of  Michael Mew's works:

Process Slide:

Woodstock: Anti-War

 Moving from the topic of beatlemania, we then move to a period of time where the Vietnam War took place. Simultaneously the concert at Woodstock took place. Its purpose is to promote peace and love; questioning the purpose of the war, in which why fight a country from the other side of the world? What is the purpose of doing so, what is the result? We then come to the task of analysing a song that came from the time in which promotes an anti-war movement. The usage of songs and rhythms to influence the public of peace and love. We are to choose from a variety of songs, however, by choice, I chose 'Give Peace a Chance' by John Lennon - seemingly continuing from the topic of Beatlemania.

Give Peace a Chance-- the lyrics:

Ev'rybody's talking about
Bagism, Shagism, Dragism, Madism, Ragism, Tagism
This-ism, that-ism, is-m, is-m, is-m

All we are saying is give peace a chance
All we are saying is give peace a chance

C'mon
Ev'rybody's talking about Ministers
Sinisters, Banisters and canisters
Bishops and Fishops and Rabbis and Pop eyes
And bye bye, bye byes

All we are saying is give peace a chance
All we are saying is give peace a chance

Let me tell you now
Ev'rybody's talking about
Revolution, evolution, masturbation
Flagellation, regulation, integrations
Meditations, United Nations
Congratulations

All we are saying is give peace a chance
All we are saying is give peace a chance

Ev'rybody's talking about
John and Yoko, Timmy Leary, Rosemary
Tommy Smothers, Bobby Dylan, Tommy Cooper
Derek Taylor, Norman Mailer
Alan Ginsberg, Hare Krishna
Hare, Hare Krishna

All we are saying is give peace a chance
All we are saying is give peace a chance

All we are saying is give peace a chance
All we are saying is give peace a chance

The song's meaning and purpose is to ask the questionable choices of the nations into colliding into war.  How technicality and politics have exploited the choice of war. Violence by means of revolutions and division has cause the separation of the nations and their people. In addition to that, the usage of religion,  culture and beliefs are in a negative nature which promotes violence and exclusion of the people. This song states our need to give peace a chance. Drastic changes may not be needed, change of law may not be needed but what is needed however is giving peace a chance. How we would learn more in giving a change for love and peaceulness.

Making Salts

Aim: The aim of the experiment is to produce sodium chloride salt by carrying out a neutralisation reaction.

Hypothesis: By balancing the mixture of acid and base [NaOH + HCl] we are able to reach neutralisation. Using the method of evaporation we should be able to create sodium chloride.

Equipment: The equipment is as follows:

• 50 & 200ml beakers.
• HCl
• NaOH
• 25ml measuring cylinder
• Glass stirring rod
• Spotting tile
• Universal indicator solution
• Hot plate
• Gauze mat
• Dropper

Method: 

1. Using the measuring cylinder measure 10ml of HCl and pour it into your 50ml beaker. 
2. Add dilute NaOH a few drops at a time while stirring with a glass rod. 
3. Every 10-15 drops stop adding the NaOH and use glass stirring rod to transfer a drop of the solution spotting tile. Test its pH using Universal indicator.
4. Keep adding NaOH and testing the solution by repeating step 3. As you get closer to neutral you may need to test the solution after every drop.
5. Pour the neutral solution into an evaporation basin (in our case a different beaker) and evaporate the water from the solution using the equipment shown above.

Observation:  

The colours change from the warm colours[reds] to the colder colours--specifically violet. Though through addition and getting closer to neutralisation the colours such as yellow, orange, lime as starting with an acid. However, if started with the base it would then [as it gets closer to neutralisation] turns indigo, blue, sky blue to green. 

Word Equation:

Acid + Base --------> Salt + H2O   

or

NaOH + HCl -------> NaCl + H2O 

English Reflection

After having finished the set of tasks that were made for us to complete. We are now to reflect upon the learning that we've done. I have learnt many things throughout the course of these lessons, but one that stuck to me the most is my understanding of detail. How each word helps to paint a picture. This is a learning that I will be keeping in future narrative writing to improve how substantial my work is. For me, this was most shown in the setting up activity, specifically "The Fountain of Youth". I enjoyed creating a scene in which remains vague, detailed and seems as if the work was a piece of a bigger puzzle. Aspects of creativity are the most that I have enjoyed in the set of works.

Though I have learnt many from completing the tasks there is a method of learning that I've liked the most. Having examples is one of the greatest methods of learning for me. Although deep explanation could probably be better I understand it much better when an example is given. I like analysing pieces of work; giving a text to analyse--by means of examples-- feeds that interest. However, learning does come with obstacles the biggest one for me is ideas. Though through this I had many ideas, but, what came of it was I did not find them good enough.  Trying to find a decent idea was the hardest part of learning these. Nonetheless, it can be overcome. Though there may be pieces of work [that I have created for this subject] that I found wasn't the best; I do find that the idea of the text is creative and so I created them. 

English Activity Link

Poem Week

I have been a long fan of poetry, several years, I love to rhyme and plan out how each poem could connect rhythm-wise.  With that as well I have a long love for horror with such mixture I've come to the conclusion of loving Edgar Allan Poe's work. One of my most favourite as done by him is "The Raven", signifying memories. On how the raven repeated and repeated reminiscence of a never-ending remembrance of the perfect maiden Lenore. How his lonesomeness and solitude proceeds him to talk to the raven. How seemingly the raven responds, with such the conversation deepens. Playing upon our memories of our past in which we cannot choose but to remember. I admire how the poem was written and its symbolism for remembrance and unmotivation. How nothing can burn his fire once more. 

Why is the text written in the way it is?

The text is written in a way that suggests its repetitive nature. The way in which feels a long for someone; with such on how none can spark a light within us. As such we are then to feel the emotions of Poe whilst writing this poem. Inspired by horror as well a dwindling feeling of melancholy can be felt.

The Raven

Perspective: The Beatles

With great influence comes many impacts as well. Impacts that affect the world views, how perspective is a difference within not only different cultures, ages but as well as individual values as well. Through the decades of the 1960s, there were many outcries of negativity through the fame of The Beatles. Continuing on with the 'Fab Tour', 1964, rejection from the older generation were a given. Many have thought of their music and influence as leading the newer generation-then- into ruins and sins. Shaped by the Great Depression as well as the war, this has caused many of those from such generation to describe such as one from an 'old tom-tom cult'. With some even thinking of the new music as anti-religious which it wasn't.

However, there are also many positive changes in which came from The Beatles. Optimistic perspectives, how they have revolutionized the modern music that we have today. It has paved the way for the newer generation to express their values. Being the first international renowned band, as they then were in the time where television gain popularity also. They have not only set trends in music but also in fashion. They revolutionized the industry in being unique from the then quite formal attire and music that people listened to. 

The Beatles 1964 "Fab Tour": Map

 

Ob-la-di, Ob-la-da -- The Beatles

Following "Music through History" we begin to analyse one of the most influential times in music. The Beatles [Beatlemania]- how different was it from the previous generation and how it has changed many of the traditions that we had at the time. The social changes that happened during that era and how society began to change their views. 

Title of the song: Ob-la-di, Ob-la-da

Lyrics:

Desmond has a barrow in the marketplace
Molly is the singer in a band
Desmond says to Molly, "Girl, I like your face"
And Molly says this as she takes him by the hand

Ob-la-di, ob-la-da
Life goes on, bra
La-la, how the life goes on
Ob-la-di, ob-la-da
Life goes on, bra
La-la, how the life goes on

Desmond takes a trolley to the jeweler's store
Buys a twenty carat golden ring (rin-ring)
Takes it back to Molly waiting at the door
And as he gives it to her she begins to sing (sing)

Ob-la-di, ob-la-da (la-la-la-la la-la-)
Life goes on, bra (la-la la-la-la-laaa)
La-la, how the life goes on
Ob-la-di, ob-la-da (la-la-la-la la-la-)
Life goes on, bra (la-la la-la-la-laaa)
La-la, how the life goes on
Yeah

In a couple of years
They have built a home sweet home
With a couple of kids running in the yard
Of Desmond and Molly Jones (ha ha ha ha)

Happy ever after in the market place
Desmond lets the children lend a hand (arm!) (leg!)
Molly stays at home and does her pretty face
And in the evening she still sings it with the band

Yes!
Ob-la-di, ob-la-da
Life goes on, bra
La-la, how the life goes on
Hey!
Ob-la-di, ob-la-da
Life goes on, bra
La-la, how the life goes on

In a couple of years
They have built a home sweet home (home: H-O-M-E)
With a couple of kids running in the yard
Of Desmond and Molly Jones (ha ha ha ha ha ha ha)

Hey!
Happy ever after in the market place
Molly lets the children lend a hand (foot!)
Desmond stays at home and does his pretty face
And in the evening she's a singer with the band

Yeah!
Ob-la-di, ob-la-da
Life goes on, bra
La-la, how the life goes on
Hey!
Ob-la-di, ob-la-da
Life goes on, bra
La-la, how the life goes on (ha ha ha ha)
And if you want some fun (ha ha ha ha ha ha ha)
Take Ob-la-di-bla-da (ha ha ha ha ha ha ha ha)
(Ha ha ha ha)

Ahh...
Thank you (ha ha)

What was the song about?

The song Ob-la-di, Ob-la-da means "Life goes on". It is about the relationship between Molly who is a part of a band and Desmond. They fall in love as they meet in the market place. After doing so they have children with that Molly continues her musical career.

What is the difference between the said songs from the 1940s?

 The songs differences from those in the 1960s-1970s and the 1940s are very dominant and are prominent. Whilst the latter was much more of a jazz genre, in the previous one however rock is what the genre was. More energetic and much harsher than jazz which would usually be sung mildy. Orchestral instruments would be used like brass whilst in later on during the 'Revolution' --1960--instruments like electric guitars, drums were used much more commonly.

English Tasks

A new set of tasks have been set for us--in English-- and thus we are now to complete them. The first task challenges us to translate the set s of sentences in a much more convincing and engaging piece of text. By doing so we achieve showing not telling. Using the structure and detailed words to describe and complete showing of the sentences. I have completed the said task, the following is the final product that I have completed.

Task:

" How can we re-write these sentences to “show” and not “tell”?

The buildings were tall.

Sarah was really upset.

She was so happy to see him.

The lake was beautiful."

Show not tell--

It soared--the edifice-- making it seem as if we were mere mites.

Her face distorted, an arch formed with Sarah's lips as her eyes began to water.

The fire of her raged, though the reason not is anger, but joy, as she saw him once more.

From the anguish of the goddess flowed tears; the starfell, from her pain, came an alluring lake reminiscence of the beauty of the goddess.

Following the "show not tell" activity, we then move forward into the topic that is about the opening of a narrative. How within a mere few phrases an introduction to a narrative can be formed. We are tasked with creating an opening to a narrative that comes from our imaginations or in cases such as mine I used the provided images for ideas. I have completed doing so with a sense of vagueness, with them having a seemingly tragic start, a conflict. Though it is not necessarily completed--the narrative--but merely giving a sense of conflict may engage the audience to want for more. 

Completing the final three task meant understanding settings and characters. For the third task, it included writing and being able to describe the setting in which the scene plays in. This would include how the scenery can be imagined and is a landscape that can be viewed. As such it comes back to the previously completed 'Show not Tell' Being able to address a scene as an actual event. In the task presented we were to complete 3 setting up activities, which is writing the settings of a place as we have imagined it.

Following on, still on the topic of settings we were to create a scene that had an action. In such a scene, we were to introduce a character whilst still being able to portray the scene in a realistic view. For this, we were task with only completing one followed by the creation of a character. Firstly we had known the difference between a protagonist as well as an antagonist. In doing so we then have the knowledge to manufacture a character of our choice. The way that I have created a character is by using a short narrative for the said character. Written as if the narrative was a part of a bigger story. Hence I have presented the following tasks on a slideshow.

Significance of WW1 - The Last Post

 The Last Post:

Unconsciously known as a song to respect, a war, a commemorative. It is played definitively on events such as Remembrance day, ANZAC; though there are such places where this can be heard as well. Places include sites of memorials, song of the funerals as well as memorials of those who've lost their lives by service. It has long existed, for centuries in fact; though at first, the tune was not intended to serve the purpose to give sorrow. Through its history, however, it has changed not only its meaning but how the piece is played. Its evolution through war, military movement and death.

The sound of 'The Last Post' is one that is outmost distinct, many worldwide are able to recognize the familiar tune of the wistful sound, played by only a bugler. The bitter and poignant feelings that hold us together, carrying the ones who've lost their lives fighting for their country. The faces, the families, the nations. 

Within the several years of the composure of 'The Last Post' was to only suggest a simple song used by the British army as a bugle call. A call in which to manage the time of the soldiers when living in the encampments. Different songs were used in during the different times of the day. The time of day was regulated by a bugler, night, noon and morning.

Only on the mid-1800s was the importance of 'The Last Post'  changed greatly. It was--before--only was used as a song to signify the end of the day. The bugle call was taken as greater importance. Wars were fought on lands, the sea itself became a battlefield. As the military bands were considered as civilians many were not to accompany the armies that went off in battle. With then commonly the bands would play in memory to those who've died in battle; the tradition was not continued as the battles began to increase. This resulted in a change of tradition in which soldiers would play the notes of the 'Last Post' to those who died in battle. 

Tim Finn and The Herbs

Through the topic of peaceful resistance we are introduced to a song titled "Parihaka" by Tim Finn and The Herbs. In this blog, we are to analyze the song, by meaning, effect and legacy.

Lyrics: https://genius.com/Tim-finn-parihaka-lyrics

The song Parihaka tells the story of the peaceful resistance of the Maori towards the Europeans; happened in Taranaki Parihaka. How their persistence but non-violence protest has resulted in affecting many people not only from Parihaka but around the whole world. It was a passive resistance that included the children singing and inviting the Europeans to a meal. There were multiple lines in the song that states the method into which they have protested so. "They gather still, the clouds of Taranaki, His children's children wearing the white plume" as well "The spirit of nonviolence,". Along with such lines, there is a phrase that is used, particularly ‘you can’t pull out the roots’. It is a line with a deeper meaning than one realise. In my opinion, it is a line into which states the essence of peaceful resistance and history. In my personal interpretation, it means that how much time passes the essence of what happened that day will not diminish. The start of peaceful resistance will continue. The story of Parihaka will continue to be told.

Before, during and after the resistance they showed their determination to change the unfair laws that were put under them without authorisation. They ploughed lands, resisted, not only that but in the time where they were met with armed men they greeted them with kindness. Showing their extreme determination to protest without unlawful violence.  This song has shown the significance of Parihaka in many different ways. Notably how it mentioned many times in the duration that the presence will remain. This takes into fact what happened in the upcoming decades, inspiring figures such as MLK and Gandhi into peaceful resistance. It is a significant event that not only has affected the people of Parihaka, New Zeland but also other countries that took with them the essence of peace. By doing so still affects many nations up to date, after many decades, a century. It has made many impactful changes that have helped to morph our understanding of society and peace.

Creative Writing Reflection

Finally having completed the English tasks we then come to the conclusion, the reflection. So far in English I have learned a few language features, such as anaphora as well as learning about what a slam poetry is. I have enjoyed creating poems, Haiku poems, I find them quite enjoyable. I have come across Haiku poetry several years a go but do still enjoy it as much as I did. I find that planning and putting a deeper meaning into words gives me much delight. How meaning can be given in a few words is astonishing. Another task--activity-- that I have enjoyed much also is creating the similes and metaphors. Although they themselves are quite basic how each can be subtly used amused me. One of the phrases that I made was "Christopher Columbus found the Earth was round? Such fraud! He believed the Earth was shaped like a pear and had a supple nipple!". I found it quite hilarious--but still very true. 

Having learnt of such it has made me appreciate good story writing. A way of writing where you are consumed and enamored. Being creative with how phrases are written, how words relate with each other. Knowing how using such words, a collection of words can affect the audience. Excited is how I feel about progressing more into literature and being able to learn and read more of great writing.