Passion Area – Alice in Wonderland Syndrome (AIWS)

Passion Area – Alice in Wonderland Syndrome (AIWS)

Alice in Wonderland syndrome - Wikipedia

Alice in Wonderland Syndrome is a syndrome that affects the way the affected person thinks and sees. It usually presents as a migraine, creating delusions to the person affected and making them think that their hands, feet or head seem larger than they actually are. Affected people by this syndrome can also feel time slowing down or speeding up quickly and can have hallucinations.

1. Is there a way to cure this?

There is no current way to effectively treat the syndrome. The best way you can treat it is to make the person with the syndrome comfortable but it can disappear in a few days or months.

2. How is it caused?

It is the most common cause in adults when they have migraines. The syndrome is also linked to head trauma, epilepsy or central nervous system lesions.

3. When was it discovered?

In 1955, it was discovered by John Todd. He discovered it by his patients describing that they perceive time differently or perceive the sizes of their hands, head or feet larger than they seem.

4. Interesting Fact

Kaethe Kollwitz was a popular German artist back in the 20th century who had Alice in Wonderland Syndrome. She grew her fame for her socio-political impression during World Wars 1 and 2. She self-described the symptoms of the syndrome of AIWS.

 

Drug Laws in NZ

Alcohol – 

Purchasing age: 18+

Drinking age: 18+

Drinking at a party: 18+

 

Fine and/or jail time for the person selling U18 the alcohol?

A 2000$ fine

 

Marijuana –

Possession/to have: illegal or legal?

Distribution/deal: illegal or legal?

Cultivation/grow: illegal or legal?

 

Consequences of breaking these laws for:

Possessing: 3 months in prison and/or 500$ fine

Distributing: 8 years in prison 

Cultivating: 2 years in prison and/or 2000$ fine

 

Cigarettes – 

Purchasing age: 18

Fine and/or jail time for the person selling U18 the cigarettes?

A 1000$ fine

 

Vaping –

Purchasing age: 18

Fine and/or jail time for the person selling U18 vapes?

A 1000$ fine

 

Cocaine –

Provide 3-5 relevant laws:

Possession/to have: illegal or legal?

Distribution/deal: illegal or legal?

Cultivation/grow: illegal or legal?

 

Consequences of breaking these laws:

6 Months in prison and/or 1000$ fine

Wind Racers

Title: Forces and Motions Assessment Task

Aim: Create a land yacht that will travel a large distance quickly

Equipment: Cardboard, bamboo sticks, string, paper, race trolley, tape, wheels and plastic

Method –

  1. Get the base
  2. Add the sail that is made of bamboo sticks and paper
  3. Use a leaf blower to make the wind racers rush forward
  4. Record the distance and time with a stopwatch and a tape measure

Land Yacht –

Build a Wind-Powered Car | STEM Activity

Discussion –

Results:

Distance – 4.5 m

Time – 11.95 s

Speed – 0.37 ms-1

 

What are the forces acting on your wind racer?

4 forces that are acting on the wind racer are air resistance, thrust, normal force and gravitational force

Are they balanced/ unbalanced? 

Forces are unbalanced.

What is net force and how does this relate to the forces acting on your wind racer?

Net force means the sum of all forces on an object and how that relates to the wind racer is the first force that is applied to the wind racer.

What are the strength of forces acting on it at different stages?

Once the wind racers go off, its biggest force is thrust which makes the wind racer push forward then it slows down because the power of air resistance increases after a few seconds.

Why do you think results may vary in the class?

Results may vary because of the different sizes, weights and shapes of the sails and the base itself can change the results as well. Weight can really affect the speed and its balance of the wind racer and the shapes and sizes can affect the speed too. Our sail was made out of paper and cardboard and other students used other material to make a sail and different materials for the base.

 

Conclusion – 

How was your wind racer successful/unsuccessful and why? 

In conclusion, our wind racer was successful and the particular reason why it succeeded was because of the size of the sail and the weight of the base since our sail size was big to the point it can sail far and the base doesn’t have much weight since I used light-weight material that weighs down the wind racer.

How could you improve it?

We could improve the project by adding less weight on to the wind racer so it could have a easier time rushing fowrard and travel larger distances.

Egg Parachute Experiment

Title: Egg Parachute Experiment – Legend

Aim

To create a parachute to keep the egg safe from the fall. We did this to test how air resistance and mass worked

Method: 

  1. Design the parachute
  2. Collected the materials for the parachute – paper, plastic apron, tape, foam, egg and sharpie
  3. Create a protective box of paper using origami and filling the box with foam to protect the egg
  4. Cut the apron/parachute and attach it to the box using tape
  5. Place the egg in the box and drop it off a high place
  6. Time how slow or fast it took to drop using a stop watch

Results:

Did your egg break? How long did it take for your egg to fall?

My group’s egg was successful and the egg didn’t break and It took 0.4 seconds to drop to the ground.

Discussion:

Why did some of the parachutes fall faster than others?

Some egg parachutes fell faster because of the weight and the unbalanced forces when falling.

Conclusion:

How would you improve your design next time? 

Added less weight to the design.

Term 2 Year Wānanga Goal Setting

Name: Rye Reyes Class:  10RB Term: 2
Greatest achievement from last term: 
Getting merit on my Maths test
Subjects taken this term: Art and Japanese
Hurumanu: 
1. Maths
2. English
3. Science
4. Social Studies
5. P.E
6. 
What are my learning strengths What are my learning work ons
Understanding things quickly My handwriting
Academic Goals – Using both the Graduate Profile and the Key Competences write down 2 short term goals you think are relevant to you for this term and then think of ones you could work on for the whole year.
1 This term I would like to work on…..

My writing

2 My second goal this term is to……..

Go to school

Long Term (whole year):
By the end of  the year I would like to have seen…….

10 Credits

Non-academic goal (can be out of school):
Get better at art
What will my next steps be?
Get smarter in my subjects
How will I achieve this?
Study
Wellbeing (spiritual, mental/emotional, social and physical) – students will be asked to rank 1-4 how they judge their wellbeing overall and state why it is there. 
                                      1                                            3                       4

I ranked my wellbeing here because……

I’m tired and I just want to sleep

End of term 1 reflection

 

Term Reflection

How has your term been?

Stressing but still enjoyable

What had made it good/bad?

A lot of tests but my friends made it better

What can you do next term to make things more successful?

Nothing much I can do, apart from hang out with friends more

 

Gratitude Journal

An emotion you feel today?

Tired

A quote that inspires you or motivates you?

I don’t know any that inspires me

Modern technology that makes your life easier?

My phone

Something someone else did for me?

Buy me a hash-brown from the cafeteria

 

Health Pairs

Today we played a drawing activity, we had to pair up with a buddy. We had to go back to back, one person has a blank piece of paper and a pencil and the other has a piece of paper with a picture on it. The person with the picture has to describe it to the drawer and the drawer has to try to draw the picture without seeing the picture and only using the words that describe it.

The area of hauora that were affected by participating in the drawing game were our taha whānau

My taha tinana was impacted negatively because we didn’t move around much since we had to be seated.

The social justice value of inclusiveness was shown when we had to pair up with someone.

I somewhat did not participate in today’s activity. This was because I was barely awake and it was early in the morning

 

Personal, Interpersonal, Societal:  Personal means one person, Interpersonal means a small group of people, societal means a large group of people

Social Justice: Equality

Short term and Long term: Short term is 3 months and long term is more than 3 months

Consequence: A result or effect, typically one that is bad.

 

 

Zombie Punnetts

AIM: To learn how punnett squares work

METHOD:

  1. Choose the genotypes of the parent zombies
  2. Complete the punnett squares for the different zombie traits
  3. Draw out the what you zombie offspring is most likely going to look like

RESULTS:

(insert picture here lol)

DISCUSSION:

Gene – A section of DNA which codes for a particular trait.

Allele – Different versions of the same gene

Genotype – The two inherited alleles

Phenotype – The physical appearance

HOW TO FILL OUT A PUNNETT SQUARE:

What’s the point?

It is to predict what alleles you will inherit from your parents.

CONCLUSION:

Did it work?

Yes.

Would you do anything different?

No.

Freedom Fighters

This term for Social Studies I will be learning about 5 Historic Significant Event/Figures.

We are gonna learn about Fighting for Freedom Around the World and we are also gonna learn about Fighting for Freedom in New Zealand. 

——————–

Must Know Words for the Semester

Must Know word

Definition

Colonisation The action or process of settling among and establishing control over the indigenous people of an area.
Independance Independence is a condition of a nation, country, or state in which residents and population, or some portion thereof, exercise self-government, and usually sovereignty, over its territory. The opposite of independence is the status of a dependent territory.
Empire A former collective term for the territories under the leadership or control of the British crown
Passive Resistance A tactic of non-violent resistance to authority pioneered by Mahatma Gandhi in his campaign against the British government in India in the 1930s and 1940s. Passive resistance has since become an accepted way for minorities to place moral pressure on majorities.
Segregation Racial segregation is the separation of people into racial or other ethnic groups.
Integration Integration includes goals such as leveling barriers to association, creating equal opportunity regardless of race, and the development of a culture that draws on diverse traditions, rather than merely bringing a racial minority into the majority culture.
Racism The belief that different races possess distinct characteristics, abilities, or qualities, especially so as to distinguish them as inferior or superior to one another.
Discrimination The unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, sex, or disability.
Passive and Peaceful Protest Nonviolent resistance, or nonviolent action, sometimes called civil resistance, is the practice of achieving goals such as social change through symbolic protests, civil disobedience, economic or political noncooperation, satyagraha, constructive program, or other methods, while refraining from violence and the threat of violence
Equality They’re guarantees of equal social opportunities and protection under the law, regardless of race, religion, or other characteristics. Examples are the rights to vote, to a fair trial, to government services, and to a public education.
Apartheid The action or process of settling among and establishing control over the indigenous people of an area.
Slums Independence is a condition of a nation, country, or state in which residents and population, or some portion thereof, exercise self-government, and usually sovereignty, over its territory. The opposite of independence is the status of a dependent territory.
Confiscation of land About 1600 troops invaded the western Taranaki settlement of Parihaka, which had come to symbolise peaceful resistance to the confiscation of Māori land. Founded in the mid-1860s, Parihaka was soon attracting dispossessed and disillusioned Māori from around the country.
Invasion An act of invading. especially : incursion of an army for conquest or plunder. : the incoming or spread of something usually hurtful.
Occupation The use, settlement or possession of solid areas of the earth’s surface
Reconciliation The restoration of friendly relations.

Freedom Fighter – Mahamat Gandhi

Name: Mohandas Karamchand Gandhi

Born: 2nd of October 1869

Place of Birth: Porbandar, India

Job: Lawyer

Belief/Faith: Non-Injury to living things, fasting for purification, vegetarianism and meditation

 

What did he want for India?

Independence

How did he go about getting it? 

Protests

Why is he a Freedom Fighter?

He fought for civil rights in a non-violent way


Freedom Fighter – Rosa Parks

13/3/24

Name: Rosa Louise McCauley Parks

Born: 4th of February 1913

Place of Birth: United States, Alabama

Job: Civil Right Activist and a dressmaker

Belief/Faith: Rosa Parks believed that everyone deserved to be treated equally and fairly.

 

What did she want for America?

Racial Equality.

How did she go about getting it?

She refused to give up her bus seat to a white man in Montgomery, Alabama and started a Montgomery Bus boycott.

Why is she a freedom fighter?

She fought for equal rights.


20/03/24

The Birmingham Campaign 

  • Who was Martin Luther King?

He is a leader in a civil rights movement

He Was looking to revive the movement, gain national attention and show the rest of America the way blacks were being treated in the South 

  • Who was Eugene “Bull” Connor?

Commissioner of Public Safety in Birmingham 

He used his power to enforce segregation, defend the “way of life” in Alabama

He closed down public parks rather than have them integrated.

  • Why did the Civil Rights campaigners choose Birmingham?

In the 1960s, Birmingham was one of the most racially segregated divided cities in the USA

  • What were the local aims of the Birmingham Campaign?

The local aims were the desegregation of Birmingham’s downtown stores, fair hiring practices in shops and city employment and the creation of a bi-racial committee to oversee the desegregation of Birmingham’s public schools.

  • What were the national aims of the Birmingham Campaign?

The national aim was an American movement organized in early 1963 by the Southern Christian Leadership Conference to bring attention to the integration efforts of African Americans in Birmingham, Alabama

  • What happened in Phase 1?

In April 3rd Martin Luther King states his demands for desegregation

On April 10th some small groups begin marching in front of the city hall and picketing stores. The police were directed to arrest the protesters

SCLC planning and fundraising meant that the protesters were bailed out as soon as they were locked up, and they would be back out protesting 

The 12th of April, Martin Luther King was arrested with other leaders

The 20th of April, Martin Luther King released to find that the movement was losing steam, they needed to get more people marching

  • What did the SCLC do to get the movement going again?

SCLC leaders suggest using students in the marches.

  • What happened to the protesters during Phase 2?

On May 2nd, over 1000 young people were sent to march to the city centre and 959 of them were arrested. The day after, May 3rd, more than 2500 were sent out to march, both children and adults. Connor ordered firemen to turn their high pressure hoses on the protesters

  • What happened in Birmingham as a result of the campaign? (list three)
  • No more segregation
  • Banned racial discrimination
  • Paved the way for civil rights act of 1964
  • What did this teach the campaigners?

Showed the black community that nonviolent methods worked, even in the face of violence 

Paved the way for the Civil Rights Act of 1964


Freedom Fighter – Nelson Mandela

09/04/24

Name: Nelson Rolihlahla Mandela

Born: July 18th, 1918

Place of Birth: Mvezo, South Africa

Job: Writer and activist

Belief/Faith: Peace, forgiveness, compassion and human dignity.

 

What did he want for South Africa?

Equality and freedom

How did he go about getting it? – Actions

He negotiated with State President F. W. de Klerk the end of apartheid in South Africa and did protests

Why is he a Freedom Fighter?

He fought for equality


21/5/24

Name: Te Whiti o Rongomai

Born: 1830

Place of Birth: New Zealand, Taranaki

Job: A Māori spiritual leader

Belief/Faith: Temperance and peace

 

What did he want for Parihaka?

He wanted Parihaka to be a place of sanctuary and peace.

How did he go about getting it? – Actions

He helped passengers and crew escape from Lord Worsley

Why is he a Freedom Fighter?

He established Parihaka to be a place of sanctuary and peace.

 

Name: Tohu Kākahi

Born: 22nd of January, 1828

Place of Birth: New Zealand, Puketapu

Job: A prophet 

Belief/Faith: Making Parihaka to be the symbol of pacifist

 

What did he want for Parihaka?

For making the village of Parihaka in Taranaki a symbol of pacifist protest against government land acquisitions.

How did he go about getting it? – Actions

Organized a passive resistance against the occupation of Taranaki

Why is he a Freedom Fighter?

Fought against the resistance.


4/6/24

Connection to Christchurch

What is the connection of Parihaka to Christchurch?

Te Whiti o Rongomai and Tohu Kakahi was imprisoned in Christchurch at Addington Gaol but they were allowed outside sometimes to go the Kaiapoi Woollen Mills, Addington Railway workshops, Canterbury Museum, the Cathedral and even the theatre. These were used to promote the benefits of Pākehā civilisation as illustrated by Christchurch’s industries and institutions.

Link to the article

Q: Is this resource a Primary or Secondary source?

A: Secondary source with primary sources

 

Parihaka Song

Song Lyrics

Analyse what do you think the song writer is trying to communicate about Parihaka? Use quotes from the song to support your answer. 

The song writer is trying to give the people of Parihaka hope and determination

“Rise up, defend yourself, never give in
Look to the sky, the spirit of Te Whiti
The endless tide is murmuring his name.”

“I know Te Whiti will never be defeated
And even at the darkest hour
His presence will remain
I’ll sing to you the song of Parihaka.”

Q: Is this song a Primary or Secondary source?

A: Secondary