Year Reflection

I have had a lot of fun times in 2017 at MPPS including camps, excursions, lessons and even more. The most memorable thing about school was the camps because they helped us get to know each other while being away from home and doing some fun activities.

My most recent camp cape bridgewater was my favourite because we had a range of activities such as archery, abseiling, caving and sandboarding-they were my favourite. Also my cabin was giant. I was convinced we nearly had the whole year 6 boy cohort in it. Apart from not getting much sleep I enjoyed the jokes exchanged all day. LITERALLY ALL DAY! Other camps I went on were fun but this one in particular stood out for me.

I also enjoyed the buddies excursion. Despite the obvious responsibility of keeping my buddy out of the lake it was good to spend some time with my buddy to celebrate our year together. I hope He had as much fun with me this year as I did with him. I wish him well in the rest of his schooling.

Another memorable excursion was the Public Transport Challenge. This year my team was all boys with only 2 year 5’s. Last year we were only year 5’s so we had no experience with this kind of challenge at all. Despite being rushed at the end and other small issues we came tied 2nd! This year we had lots of time and a plan-to go to the furthest place first and then come back passing the closer places and end up back at school. This plan worked and we got back to school half an hour early. The suspense haunted us all week but eventually we were told the results. Fortunately our team came FIRST!

In Integrated Studies we learnt about animal adaptations. For our project we made a powerpoint, diagram, diorama and an experiment all about how a certain animal (mine was the barking spider) adapts to its environment in order to survive. This project was interesting but it felt quite long and was hard to keep engaged in all the time. We presented these to our class and just showed them to the rest of the 5/6’s.

This year has been a great year to end off my primary school years. I feel I’m ready for high school with all the preparation primary school has given me. I wish my fellow graduates well at high school and hope we all do well in the future.

Farewell primary school!

Rainforest Life

It is amazing that the slow breeze stays so quiet,

The only clear sounds are the birds tweeting and gossiping,

Although quiet there is plenty of life on the forest floor where the sun shines through the canopy,

These plants and animals bask in the sun’s warmth all day long,

How many different creatures inhabit this exotic home,

All the vibrant colours are dazzling,

So dazzling,

Dazzling,

Dazzling

Poem About Me

I am the pet owner who cares for my pets.

I am the son who helps around the house.

I am the cricketer who takes wickets.

I am the youngest brother who is the least mature.

I am the musician who is inspired by my older brothers.

I am the soccer player who is a team player.

I am the friend who is inclusive.

I am the student who works hard.

I am Charlie.

15 Minute Fiction-Down came the rain and…

Down came the rain and the second it touched my flesh I felt a sickening shiver. I saw the worrying forecast on TV this morning and I knew I would somehow get stuck in this storm coming at exactly 8pm. I looked up ready for the worst and saw the dark clouds moving around to form something. Something big. Something unstoppable. Something dangerous.

I gulped and immediately sprinted for the forest. I know what you’re thinking. The forest. Probably the worst place to take shelter in the middle of a giant storm. I just panicked. The rain started to become heavier and the boom of thunder echoed in my ears. I didn’t stop running. Running. Running. Running into the deep, dark forest.

My heart was racing, legs aching and my fear was starting to overwhelm me. As I was running I noticed a dark figure. I stopped in my tracks. “Oh no! Please no!” I cried. I was doomed. No way out. I sat down and scrunched up into a ball hoping for the best but I knew there was no hope…

Camp-Caving

When I think of caving, I’m speechless… Thursday 23rd of Feb 2017 was the best day of my life! Actually it was the best day of camp. On that day we all went caving! So far this camp at Cape Bridgewater had been awesome! But caving was just about to top it all off like the cherry on top. We drove there on a bus and had to walk a fair way. It was like walking up Mount Everest without the steepness! Once we got to the gloomy cave we let our eyes get used to the dark until we turned our trusty helmet lights on.

As we delved deeper into the cave we soon realised it was full of crickets that resembled spiders. There were also frogs that were small but could still jump high. We moved forward more and stopped a few times to talk about stalactites, stalagmites, bat poo and the history of the cave. Then finally our first real challenge. We were given the option to have a go at crawling and rolling through an extremely tight space. Nearly everyone in my group had a go! This was my favourite because we could get dirty without having to worry.

Our next difficult part was when we had to walk 6-7 metres in pitch black! It was an interesting experience as we had to communicate to each other and use our sense of touch over sight. Everyone did this and we all succeeded.

Once we finished we turned our torches on again and we found ourselves back were all the frogs were. We named one Piggy. I cautiously picked it up and transported it out of the cave excited to set it free but as I stepped up the slippery slope to get out, Piggy fell off my hand and harshly crashed to the ground!

He lay there motionless until he, well, moved. I knew I had done all I needed to and left with a spring in my step. When I think of caving, I’m speechless…

Hour of Code Session

Synopsis of Coding Session:

This session was part of the Hour of Code and it was just getting started on the subject of coding to familiarise ourselves with it and have a go. Coding is and efficient way of programming a computer to direct it and tell it what to do. I wasn’t there for the whole session but I still learnt about it and experienced trial and error when having a go at the activities. I had a go at bomberbot using directions to move the robot. This gave us a little taste of it and it was just one step to learning fully how to code. We also gave directions to our partners to experience the problems and we learnt you have to be specific when telling the computer what to do. Another thing we learnt about was debugging and coming across errors when coding.

What do I want to learn more about?

I want to learn more about how to cope with bugs and problems when coding because it’s easy to get stuck. Debugging was something we covered in the session but I want to expand and understand it better.

What confuses or excites me?

I’m confused about the purpose of coding and how it will be helpful in the future. Another thing that’s confusing is that I have to think of it from the computers perspective. Something that excites me is that coding is a very broad subject and you can be creative but it’s still efficient.

How can we improve learning about coding at MPPS?

I think we could incorporate our coding into our learning of our integrated topic once or twice a week and if students want an extension they can attend a lunchtime club that teaches students more about coding and gives them practise and scenarios where they have to use coding.

Tropical Cyclones Information Report

Hundreds of kilometres in diameter, giant spinning whirls of wind that cause mass destruction. So powerful and their spinning is influenced by the Earth’s rotation. A tropical cyclone is a strong but low pressure wind system that forms over warm waters and moves over land with force and can cause damage and destruction. What are cyclones, hurricane and typhoons? They’re are all the same natural disaster. They can all go under the category of tropical cyclones. Why are they called different things then? The only difference is that they are called different things depending on where they occur. For example, in Australia they’re called cyclones, in the Atlantic they’re called hurricanes and in Japan they’re called typhoons. The reason they’re called different things is because different people call things different according to their culture. This text is about the cause + effect of tropical cyclones.

Cyclones are extremely dangerous but require a certain trigger and several specific necessary conditions to be able to form. The ocean waters have to be at least 26°C. A cyclone can only form if it’s at least 5° latitude from the equator. A low vertical wind shear is also required. There needs to be moisture in the middle of the troposphere. Unstable conditions is another necessary condition for the formation of a cyclone to commence. Lastly, a disturbance existing prior to the formation of the cyclone is vital. All six of these conditions are essential and a cyclone can’t form without them. However, it is not certain that a cyclone will occur even if all of these conditions are met. A cyclone is triggered by a combination of forceful winds driving water onshore and the lower atmospheric pressure. These necessary conditions and this trigger work together to form a cyclone. Things can also encourage the persistence of a tropical cyclone like the Earth’s rotation which influences the spinning and propelling of a tropical cyclone.

Tropical cyclones have some required necessary conditions and this paragraph will be explaining the climate needed. Tropical cyclones can only form near the equator over warm ocean waters. Generally, the sea-surface temperature needs to be at least 26oC. The air above the waters heats and rises while cool air moves in to replace the warm air. This process builds up large clouds. It often happens that pre-existing cyclones keep persisting even as they move over cooler waters. All these requirements are met when a tropical cyclone forms but people might not notice this fascinating process.

Tropical cyclones form over warm ocean waters and then move on to land to cause horrific damage and destruction. This paragraph will be talking about the seasons that they occur in and the different specific places they occur in. Approximately 75% of all cyclones form in the Northern Hemisphere. In Australia, the cyclone season goes for a period of 6 months from 1st November to 30th April. This is most of spring, all of summer and just the start of autumn. The Atlantic hurricane season starts June and ends November. The Eastern Pacific hurricane season runs from mid-May to November. The South Pacific cyclone season is from October to May. Natural disasters can be scary and unexpected but the tropical cyclone seasons comfort people more because they become less unexpected and therefore less scary.

Global warming is an issue and scientists are starting to think it could have an effect on tropical cyclones. It hasn’t yet been clearly proven that global warming is currently having a measurable effect on tropical cyclones. However, climate models have shown that tropical cyclones might intensify in the future if global warming continues. Climate models have also shown that the frequency of tropical cyclones will stay the same or even decrease as global warming continues. This means global warming could intensify tropical cyclones’ effect and do the opposite to the frequency.

Tropical cyclones can be brief issues or build up to being giant long-lasting catastrophes. The length of time a tropical cyclone lasts for depends on the favourability of the atmospheric environment, the movement of the tropical cyclone and sea surface temperatures. Most tropical cyclones persist for at least 3 days to even lasting for 7 days. Some weak tropical cyclones only just reach powerful wind force briefly. Some tropical cyclones can have a longer duration and persist for weeks if they stay in a favourable environment. Hurricane John is the longest tropical cyclone and lasted for 31 days. Hurricane Nancy stayed at category 5 status the longest, 5.5 days! This shows that there is a wide range of possible lengths for tropical cyclones to last for.

Tropical cyclones are strong but some things can stop them from persisting or even developing in the first place. A factor that can interfere with the formation and persistence of a tropical cyclone is if the vertical wind shear is high. Another way to stop a cyclone and its development is subsidence. This is when air sinks. Subsidence is also why any tropical storm that tries to form near a pre-existing tropical cyclone has a very hard time succeeding. These 2 possible occurrences can both very easily happen and prevent the formation and persistence of a tropical cyclone. This means affecting not just how they start but also their duration.

The idea that tropical cyclones and other weather can cause earthquakes is arguable. However, a new study shows the 2010 earthquakes in Haiti and Taiwan could’ve been triggered by tropical cyclones. The Haiti temblor happened 18 months after the same place was hit by 4 tropical storms. This can also happen in other mountainous areas that have been affected by tropical cyclones like Japan, the Philippines and possibly Central America. It would be very helpful to people in earthquake prone areas if this theory was clearly proven or not.

Other theories are presented about earthquakes’ timing and not everyone agrees. Geologists have ignored the idea that low atmospheric pressure linked with tropical cyclones can exert the timing of earthquakes. However, Dr Wdowinski says an investigation of the timing of earthquakes and tropical cyclones in Taiwan over the past 6 decades has shown a statistical correlation. A unique number of earthquakes with a higher magnitude than 6 occurred within 4 years of major tropical cyclones in the Far East. Even though some geologists ignore tropical cyclones could be connected with earthquakes other people like Dr Wdowinski has tried to prove there is some relation.

Another natural disaster that could possibly be caused by a tropical cyclone is a flood. Tropical cyclones are even dangerous because they can cause heavy rainfall and flooding. Tropical cyclones can cause different types of floods such as flash floods, urban/area floods, coastal flooding and river flooding. Floods can also be caused by a storm surge connected with a tropical cyclone.

Conclusion: Tropical cyclones are fascinating and can leave an awesome impact. This text is informative and will help people understand tropical cyclones better and therefore how to prepare for them. It’s very important to be informed of this to make sure people living in tropical cyclone-prone areas are aware. If this information is used in this manner people might design buildings better and sturdier to be ready for an incoming tropical cyclone. Never underestimate a cyclone because natural disasters might seem like a small occurrence but they can be unbelievably strong.

Glossary:

Latitude-the angular distance of a north or south place from the equator

Vertical wind shear-change of winds with height (strong jet of air)

Troposphere-the lowest layer of Earth’s atmosphere

Atmospheric pressure-pressure influenced by the weight of the atmosphere

Northern Hemisphere-part of Earth that is north of the equator

Atmospheric environment-envelope of air outside the earth

Subsidence-the sinking of air

Temblor-shaking of the earth’s surface caused by underground movement from the tectonic plates (an earthquake)

Diagrams:

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Systems Analysis:

Necessary Conditions:

Ocean waters at least 26°C
Moisture in the mid-troposphere
Unstable conditions
5° latitude from equator
Low vertical wind shear
Pre-existing disturbance

System Steps:

  • A cluster of thunderstorms over warm ocean waters
  • Water evaporates and condenses to form clouds (this releases heat)
  • The heat energy combines with the rotation of the earth and exerts the cyclone’s spinning and moves it forward
  • The cyclone moves over land or cooler waters and rapidly weakens
  • The cyclone will cause damage and destruction on land.
  • Most cyclones persist for 3-7 days. Weak ones can only briefly reach gale force but strong tropical cyclones can stay sustained for weeks.

If tropical cyclones didn’t weaken over land or cooler waters they would be more dangerous or move faster. This will mean that tropical cyclone-prone areas are in more danger. They could also become faster because they haven’t lost any strength. This means all tropical cyclones will change in terms of danger and strength.

Humans could invent more high-tech equipment to sense incoming tropical cyclones and be more prepared. We would have early alerts to signify people there is a dangerous tropical cyclone coming. They will be told to evacuate to avoid anyone getting hurt. We might also build more sturdy and safe buildings and structures.
Bibliography:

www.hurricanezone.net

www.ausstormscience.com

www.prh.noaa.gov

www.independent.co.uk

earthsky.org

www.bom.gov.au

www.srh.weather.gov

www.ga.gov.au

www.metoffice.gov.uk

www.skwirk.com

spaceplace.nasa.gov

www.wxresearch.org

www.livescience.com

climate.ncsu.edu

www.sage.unsw.edu.au

www.abc.net.au

Self assessment:

Open this in a new tab to access my self assessment:

Self Assessment Matrix

Reflection:

I’m proud of the research I did and all the new information I learnt not only about cyclones but some other natural disasters as well. I think I worked very hard and packed a lot of info into a small amount of time. The main thing I’m proud of is my organisation and how I used my time well to achieve a finished product within the time limit. I could’ve improved on my diagrams to plan them better and have clearer features. Having more time to think about it so it turned out clear and had a reasonable scale was necessary. I wanted to fit in a bit more research to have a better system analysis because most of it was from what I already knew. However, it turned out better than expected and explained the key stages. Lastly, my actual text I could’ve edited more and checked in with the assessment matrix more often to make sure I had covered all of the required.

You can also view this post on a word document if you prefer it (open it in a new tab to access it):

Tropical Cyclones

School Captain Speech

This was the speech I delivered to all the 5/6 teachers and students on why I should become a school captain.

Good afternoon classmates and teachers. I’m Charlie Rolfe and have been a part of this brilliant school since prep. My brothers have also attended Moonee Ponds Primary since prep and are now in high school or have finished school altogether. I’ll be talking to you about why I would represent the school very well as a school captain.

Firstly, the role of school captain would outline and improve my well established organizational skills. These will help when things like fundraisers, excursions and incursions and sporting events are planned and executed. Also my ability to multitask is extraordinary! I have to manage 2 music lessons per week and practise both instruments, swimming lessons once per week, 2 soccer trainings per week plus a game every Sunday and finish my school homework. And if the soccer season finishes I have cricket to replace it! This takes up most of my time but I get it done because I’m organised. This role would also improve my organisation so I would become even more efficient and organised. So, that’s why I believe that my organizational skills would fit perfectly into the role of school captain.

Furthermore, I can communicate very well and work with all ages in a mature manner. My communication skills have also improved through the buddy program and I have learnt the different ways to communicate with younger ages than to work with adults and more sophisticated communities. This means I have had experience with all types of ages because I have young relatives, older relatives, young friends at school, and even some older year 6’s who, by getting to know them and learning from them have taught me a lot about leadership, that sometimes you have to work independently but sometimes you have to adapt to new environments and work with new people. I think these skills would majorly assist me when working as a school captain.

Finally, I’m open to new learning experiences and always take the opportunity to learn something new or teach it to someone else. Open is my middle name! I love learning and always keep my ears peeled to listen. I don’t mind constructive criticism in fact I love it and always use it as an opportunity to improve myself. I also look out for challenges to test my brain. I’m switched on and I don’t back out no matter how hard the situation. This means I’m open and ready to tackle whatever challenges life throws at me.

So, classmates and teachers, I have delivered the three main reasons why I enthusiastically believe and hope you believe I would represent this wonderful school as a perfectly organised, communicative and open school captain. Thank You

The Robot Revolution

“AAAHHHH!” I screamed. Not long after, I fortunately realised that it wasn’t real. I had seen an overly detailed toy spider within the Questacon shop. “Why do they have this rubbish in stock?” I asked myself. “Pointless bionic arms, boring 3D mazes and scary spi-

“-they’re just trying to get your money” Tirth pointed out.

“I wasn’t talking to you!” I irritably said with gritted teeth. I didn’t know why I was so grumpy. I was just tired and felt a bit homesick. I randomly walked out of the shop not knowing what I was going to do next just wanting to get out of the big group of kids. Once I’d got out of the brutal shop I noticed a small crowd. I jogged up to it and soon after realised that it was a cool robot! I love robots! They’re so high tech!

Now I was just standing in the crowd and I noticed that the robot functions had stopped even though the kids were still pressing the activating buttons. This started as just a little curiosity and then became a big wonder. Why had it stopped? Was there something wrong with it? Was this supposed to happen? Then a wave of relief swept over assumingly everyone when the robot started working again. This wave soon disappeared when we all worked out that no one was pressing the buttons anymore. This mysterious event had somehow darkened the area. This discomforted us knowing that something was wrong.

Know the robot was making its way towards us repeating the same sentence again and again. “Hello and welcome to Questacon. Hello and welcome to Questacon. Hello and welcome to Questacon.” We felt creeped out and ran back to the shop. Straight away we told everyone what’d happened while making our way through the crowd to the teachers. Finally James had got to Jude and told her exactly what’d happened. Well, not exactly. We all knew James would dramatize the exciting parts because he does it all the time without even thinking. Once Jude had received the whole story she explained to James that she wasn’t that gullible. So he traversed the shop to go and speak to Lee and Ant who were chatting and occasionally laughing. Once they had heard it with the same exaggerated parts James added they ended up with puzzled faces that were hard not to describe as typically laughable.

Lee and Ant made their way to Jude who was watching the whole talk James had with Lee and Ant. Of course she couldn’t hear their exact words but something makes me think she got the gist of the conversation. When they finally reached Jude they had a little discussion but being cautious to keep their voices to a whisper. After what seemed like a half hour, they rounded off their discussion and came to face me, James and surprisingly Tirth who must’ve intercepted sometime along the way. Then Ant started “Are you alright? Do you have a fever?” Then he turned to Lee and Jude again and whispered “They must be hallucinating”

“No, do you really think? We’ve never seen a sign of this bef-

“-we’re not hallucinating! Come and look! We’ll show you!” All the teachers looked at each other and thought it wouldn’t hurt to take a look. It would let us observe them closer to see what they’re thinking and experiencing. So they followed James, Tirth and I out of the shop to the robot station.

When we all finally got to the robot we stood there in awe. There was broken wire hanging from everywhere. Bits and pieces of machines scattered on the floor and there it was. The robot was hovering above all the mess staring at us. The teachers grabbed our arms and ran straight to the nearest Questacon staff. He hadn’t noticed what’d happened but once we told him his rosy smile turned into a nervous frown. He whispered something into his intercom and soon after a group of more Questacon staff came running to us and once we told them the issue they bolted to the robot. Then I suddenly had an idea. I knew that up the stairs there was a 7 feet slide. If we could lure the robot to the slide and get it to ride it the robot would break apart. This was probably the best thing to do since the Questacon staff weren’t having much luck.

I explained my plan to the Questacon staff and they agreed. Tirth, James and I volunteered to be the bait thinking it would be fun. “Hey you! You pile of junk!” I shouted at the now irritated robot. This immediately got its attention so I signalled to James and Tirth to start running. We sprinted up the stairs like there was no tomorrow. Once we finally got to the gallery, we scanned the room for the slide and there it was. Without telling the others I ran up to it and climbed the stairs to the top. I searched for the robot and soon found it was nearly right behind me. I knew what I had to do. I’m a bit scared of heights so I took a deep breath and went for it. I just jumped and felt a sudden adrenaline rush.

I looked over my shoulder and saw the robot had followed me down the slide just as planned. I felt a sense of relief when I reached the bottom. With excitement I turned around and saw the remnants of the robot. I looked around at James and Tirth who were unsurprisingly dabbing. This robot didn’t turn out to be so highly intelligent after all. Or maybe it just let its revengeful side take over I thought.