Speeding Past the School

Aim: See how many cars are speeding past school

Method:

1. Measure distance  ...  power pole 1 ⟶ power pole 2 = 59m
2. Time how long it takes a car to travel this distance
• "flag" person indicates when car passes the pole
• "timer" person starts when the car passes power pole 1 and stops when the car passes power pole 2
• "writer" person writes down the time
3. Collect 10 times
4. Calculate speed in m/s ⟶ convert to km/hr
5. Are there any speeders?

Results:

Speed	Car 1	Car 2	Car 3	Car 4	Car 5	Car 6	Car 7	Car 8	Car 9	Car 10	Average
Time (s)	2.55	2.89	2.39	3.12	2.15	2.74	2.85	2.89	3.38	3.39	2.83
m s-1	19.6	17.3	20.9	16	23.3	18.2	17.5	17.3	14.8	14.7	17.7
km hr-1	70.6	62.3	75.2	57.6	83.8	65.5	63	62.2	53.2	52.9	63

Conclusion:

As per the speed limit of the road, we can say according to the data that the cars are above the speed limit and are travelling too fast. The scenario that was given to us was:

The principal is worried about the speed of cars travelling past the school. From the principal's office, it appears that the cars are travelling too fast.

Our task was to calculate the average speed of the vehicles passing the front of the school using a stopwatch.

From the principal's hypothesis, we can say that the principal was correct, the limit speed of the road was 50kph and the cars were travelling an average of 63kph, which is a lot. We've also seen from the results that one car was travelling around 84 kilometres per hour in a 50kph road - which is too fast.

Drivers breaking school speed limits
Credit: Stuff

Questions:

1. What was the average speed of the cars that was measured?
• 63kph
2. Should the principal be worried about speeding on the road?
• Yes - because all cars measured were travelling more than the limit
3. Outline how you could improve this investigation and make it more accurate?
• Test it on more cars - the more cars, the more accurate.
• Using:
• Radar gun
• Technology - electronic timing system
• Speed cameras
• Rubber band on road

Matariki Calendar Explanation: Reflection Section | Wānanga

Text title: Matariki Calendar Explanation
Text type: Video  
Text creator: Rangi Matamua | Living by The Stars
Critical Literacy Question: In whose interest is this text?
Date: 2nd July 2021 

Te Iwi O Matariki | The Nine Stars of Matariki
Credit: https://kcc.org.nz/te-iwa-o-matariki-the-nine-stars-of-matariki-promotion/

In whose interest is this text?

I would say that people who want to watch the video are those who want to know and learn about Matariki and the Māori calendar. It is a traditional Māori calendar system. It uses different lunar months of the year as well as the lunar calendar to tell time. This is different to the modern solar calendar - the gregorian calendar, used by most people in the world - that follows the sun and the journey of the earth around the sun to give us 365 and a quarter a year. 
In the 12-month calendar system that works off a three-year cycle that's driven by Matariki, that lasts 354 days, which spreads across 360 lunar phases throughout the year - this means, every three years, a month is inserted into the calendar system to keep time with the position of the sun. This calendar system is called Te Tautoru Nui O Matariki. They are three stars of the Orion Belt. When they are visible on the eastern horizon when Matariki rises during the new year and midwinter, that is when they determine whether or not they will insert an additional month into the calendar and where they are on the three-year cycle.

The Danger of a Single Story | English

Welcome to another post. Today, for English, we were given a task to watch the Ted Talk, "The Danger of a Single Story", and then reflect on the questions in a blog post.

Chimamanda Ngoozi Adichie on the danger of a single story

1. How does Adichie describe herself at the beginning of her talk?
• She firstly described that she grew up on a university campus in eastern Nigeria.
• Her mother told her that she started reading at the age of two - but she deems that it was four.
• Adichie was an early reader, she read British and American children's books.
• She was also an early writer, she began to write at about the age of seven - stories in pencil with crayon illustrations.
2. Later in the story, we learn how other people view her. How do those views differ from how she describes herself? 
• 
  
3. According to Adichie, what dilemmas can arise when others view us differently than we view ourselves? 
• 
  
4. What does Adichie mean by ‘the danger of a single story’?
• 'The Danger of a single story' means the perspective of one person, can be dangerous, this can be dangerous because you only know only one person's perspective and not the rest.
• One person's perspective is not the whole story. 
• Adichie has also given some examples of what she meant by a single story;
• "All I had heard about them was how poor they were, so that it had become impossible for me to see them as anything else but poor. Their poverty was my single story of them."
• "My roommate had a single story of Africa: a single story of catastrophe."
• Her single story about Mexico and "...endless stories of Mexicans as people who were fleecing the healthcare system, sneaking across the border, being arrested at the border, that sort of thing." She said, "I had brought into the single story of Mexicans and I could not have been more ashamed of myself."
• "The single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story."
• "The consequence of the single story is this: It robs people of dignity. It makes our recognition of our equal humanity difficult. It emphasizes how we are different rather than how we are similar."
• Literature of Africa was from 
5. How do you think this video might relate to the film The Power of One, based on the pre-viewing work and discussion we have done so far?
• Not sure?
6. Has someone ever made an assumption about you because of some aspect of your identity? Was it positive or negative? How did you respond?
• I don't think