Extreme Weather Report- Tsunamis (with India and Erica)

Tsunamis, also known as seismic sea waves, are basically a series of sea waves that can cause destruction and corruption on land and out at sea. These large sea waves’ name originated from the busy country of Japan. They can reach up to 40 metres in height and can be hazards to all life on land. This as you could probably tell is very high and terrifying in any circumstance. From this information, tsunamis are obviously one of the most deadly extreme weather conditions.

When Tsunamis are coming, there could be possible signs of the thunderous waves approaching. Although, you can’t really warn people about them.There are signs but they only come a few minutes before the tsunami occurs. This is because when the earth quake strikes it shakes the plate and pulls the waves out 100’s of metres and because the water builds up it is shot back to the land. They mostly come unseen and at one time. So people don’t know what is going to happen. But when those humongous waves do appear on the local beach, they cause a whole lot of trouble.


They often occur along the coastlines of Japan, coincidentally, the place where the name of Tsunamis originated from. When a Tsunami is starting to form along these coastlines, water begins to recede from the beach. The same water is then pulled back hundreds of metres to start to create the Tsunami. Once it reaches shallow water it starts to slow down. But at the same time, increases in height.

Tsunamis most often occur in areas around and in Japan because of the placements of the country. You see, Japan sits between two plates of the Earth’s crust. In this case, one of the plates sits over the other. Then, one of the plates suddenly jumps up several feet which moves a large and excessive amount of water. The water then moves out in all different directions, causing a Tsunami.

Tsunamis can cause a mass amount of destruction, but there are a few things that we can do to try and avoid them. They are caused by other extreme weather conditions such as earthquakes, volcanic eruptions and landslides. These are very few of some of the things that Tsunamis can be caused by.

Tsunamis cause mass amounts of destruction. Houses severely damaged or collapsed, people dead or extremely injured. Swerving in and out of resident/citizen filled areas. Many different people and workers are affected by Tsunamis when they occur. Ranging from children to elderly citizens. But how they can be affected is a completely different thing all together. For example, school children can lose close relatives such as grandparents or their mothers and fathers. This could be because their relatives may not be able to reach a suitable shelter for the Tsunami or other extreme weather conditions. So, in conclusion tsunamis can affect many different people.


To avoid a Tsunami is one thing, but preventing them, is a completely different thing altogether. We can’t prevent Tsunamis but maybe, just maybe we can avoid them. Some things that we can do to try and avoid tsunamis, are 1. Be prepared, especially if you live in Tsunami threatened areas, 2. Try to avoid living in a Tsunami threatened area, 3. Don’t have too many valuable items in a vulnerable area for Tsunamis. These are just some of the things that you can do to try and avoid certain Tsunamis.

Bethany Hamilton, a professional surfer is now a charity supporter and fundraiser for Tsunamis. Bethany lost her left arm during a surfing competition training session with family friends. After that, she became a supporter of Tsunami affected people and areas. Through this she became a better person.

One Earthquake (which causes a Tsunami), in the Indian Ocean near Indonesia, killed over two hundred thousand residents. It occurred during the month of December, 2004. It was a horrific event that no one could ignore. It was also something that none of the living victims of the event could ever forget.

March, 2011.  On this date the Tokoku Tsunami took place. This tsunami reached 40 metres in height wiping out many towns. As well as creating a few nuclear accidents.

Overall, Tsunamis must be one of the most harmful and destructive extreme weather conditions you could face. Maybe you can become as supportive of Tsunami affected people as Bethany. Her support may give you ideas about creating your own charity/fundraising company to run yourself. But mainly, we hope this has given you an insight to how much damage and how to possibly avoid a Tsunami.








Text Type- Realistic Fiction- Glasgow 2014 Commonwealth Games

The crowd went silent as the lights suddenly went out. The swimmers kept swimming until the end. No one knew who won. A murmur of chatter started to emerge from the sides of the stadium. The light went back on, but not the replay computers. “We have a problem in sector 5. The power and all of the computers were shut off so no one knew who won… The computers aren’t working… Yeah I know but we can’t… Ok we’ll redo the race… Alright, bye.” The official put the phone down, then he shouted, “We’re redoing the race!” through the microphone which led to speakers throughout the stadium. A large groan came from the swimmers as their bodies were pushed to the limit again. The power was shut off again! Someone must have been messing with the electrical wires. Authorities headed down to the main-frame electric board at the base of the stadium. When they opened it all they could see was the wall! There was nothing there!

“BLEEEEEEEEEEEP! BLEEEEEEEEEEEP! BLEEEEEEEEEEEP!” Everyone hesitated and then screamed as they ran towards the nearest exit. But when everyone was leaving, one of the authorities saw a suspicious looking person up in the crowd with his hand on his chin, not caring about anything. The authority who saw him was named Billy. “There! Look!” Shouted Billy. All of the other guys looked up and quickly started running towards the suspicious looking man. Then the lights went off. The authorities kept on running but ended up concussing themselves, except for Billy. He had the sense to stop running and just stand still. To see if the man who had been lurking around was still there. “CHHHH!” The lights came back on. Billy looked around but there was no one there. Unless… He slowly turned his head up wards and saw the man about to land on top of him. Billy quickly moved away as the suspect landed straight in front of him.”Gotcha!” He shouted. “BAM!” Billy was knocked out, “sweet dreams…” Billy reached is hand out to try and grab him but he couldn’t reach. “No…” He murmured.

Billy could hear a fan spinning. As he woke up he saw some of the other authorities still unconscious and the suspect pacing up and down the room. He tried to run at him, but it was no use. He was latched onto a chair which was locked into the cement floor. “Ahh, Mr Culamine. I’ve been meaning to meet you.” He said. “How do you know my name?” Billy asked. “Oh, I do my research. You know, going through major sport profiles… ILLEGALLY!” The malicious man grinned as Billy tried to get out of his chair. Some of the other authorities started to wake up. One of those sat right behind Billy. ” So what’s your name?” He asked. “Jackson Dilameaone. Call me Mr D for short.” Mr D replied. ” You know, there is one mistake you made when putting all of us in here.” Whilst Billy was saying this, the authority behind him was cutting the rope that Billy was tied around. “And what might that be?” Asked Mr D. “Your students didn’t agree with the table set up.” Billy quickly freed his hands and pulled out his nun-chucks. Mr D’s eyes widened as Billy swooped his legs from under him, causing him to fall backwards onto his back. Billy quickly wrapped his nun-chucks around Mr D’s legs so that his opponent could not stand back upright. He then fetched the rope that was once wrapped around him and quickly tied it around Mr D’s body. “Curse you Culamine, curse you!” And those were the famous last words of Mr D.

Thistle Man

Gene Technology Access Centre (Lesson 2)

During the last couple of weeks our school has had the privelege of a few scientists  visiting to teach us about the states of matter. We have completed a wide range of activities involving scientific research and experimental events about the states of matter. These include acting out particles in a liquid and making predictions about what will happen to an object. I found these things the most interesting and surprising (not the above listed).

  • During the second lesson I learnt about how particles when they have pressure applied on them. I learnt that in gases, the atoms/particles are much more spread out. I also learnt that the gas particles  bounce off each other and the sides of the object that they are in. I discovered that solids, liquids and gases are all differently packed. Solid’s atoms are tightly packed, liquid’s atoms  are more loosely packed and gas’s atoms are very loosely packed.
  • Particles move differently when part of a different stated of matter. For example, solids have particles that don’t really move, liquids have particles that move around a bit, and gases have particles that move a lot.
  • What particles move like. I found this part of the lesson very interesting because I wasn’t that good at predicting how different particles would move. I learnt that particles in a solid move very slowly and don’t go anywhere, that particles in a liquid move a bit faster, and particles in a gas are very spread out and move really fast.

The next couple of things are the ideas that now understand.

  •  I now understand why people research and note take. I think that they do this so that they can create their own theories and understandings of scientific experiments.
  • I also now understand why scientists make questions . They do it so that they can answer them and get a better idea of a subject. They use the answers that they get to create their own unique understanding of the topic that they then use in reports and diagrams.

Here is my final piece of writing. It includes some different questions that I still have on this topic.

  • Where do scientists get their information from?
  • What happens if a scientist is trying to get a substance that is illegal or very dangerous?
  • Are there time frames for when scientists have to deliver reports by?

Term 1 Reflection

In term 1 we learnt about a lot of stuff involving the three levels of government, local, state and federal. We learnt a lot about when the federation was formed and how it was as well. Now we have been asked to complete a reflection on what we did in term 1 and this is what I came up with.

Three facts that I found interesting and surprising:

  • I learnt that there are three levels of government, local, state and federal. The biggest decisions being made in the federal government. Some of the decisions that they make are controlling immigration and choosing leaders to take care of the countries defence. The state government takes care of that certain state’s problems such as public transport and state libraries, and the local government (one for each community) takes care of the issues around town, like bus shelters and local parks.
  •  I also learnt why bigger states have a bigger number of representatives and why we have a representative or a number of representatives rather than the whole country trying to get their word across physically. I learnt that everyone elects a representative from their state to represent them in parliament and get their word across. I also learnt that some of the states used to not agree with the idea of federation because they did not think that it was the best thing for the country due to the rule that the number of reps was based on the population of the state.
  • I also learnt about the different types of government you can have such as a democracy. A democracy is when the citizens of that country elect a politician to become their leader. I learnt that we are a democratic country and a federation. We all agree on one person to lead our country and be a representative at important international and national meetings. Thats why people protest against people like Tony Abbott and Bill Shorten, to make sure that their opinion gets heard, and also, to encourage others to join them in their campaign.

Two Understandings that I now have are:

  • From Term 1 I now understand why people get so enthusiastic about their opinion. They get enthusiastic because they do not think that they get a fair say compared to some of the other citizens in Australia. They try to get their word across by protesting and shouting through megaphones to support their argument and get others to join them so that they have a stronger political group than many of the others. When I see the teacher strike on the television I think about how many people are there and not why they are there, but now that I know, I can teach others who think the same way about protests as I used to.
  • I also understand why we are so lucky to live in Australia. You see, in some countries their laws aren’t very fair and thats why events like civil wars occur pretty often. I see now that our way of doing things in government is very organised and helps the citizens of our country. I think the democratic government idea was a great thing to introduce in Australia because pretty much everyone agrees with it. It is much fairer than many of the other types of government where people don’t get a say and therefore the country is not being at its full potential.

One wondering that I still have is:

  • Why don’t people in countries like us just go and pick up all of the injured people in war torn countries?

What were the most important things that I learnt?

  • The most important things that I learnt were, why people protest, what the different types of government are, and what the three levels of government are in Australia. I think that why people protest is an important thing to know because in the future you might want to protest so you need to know what you actually want to do before you do it. I think it is important to know what the types of government are because if I decide to live in another country with a different type of government in it, then I am going to need to know what to do and what not to do. Finally, the three levels of government are very important to know because if I end up being a politician I need to know what government I am going to be working for, don’t I?

How did I learn it?

  • I learnt these things by looking at different pieces of information and taking notes and summarising the new information into my own words. But to do this I needed to know what I was reading, so first I had to read through the information and clarify anything that I did not understand. There was a lot of information there but I handled it and got through all of the text without too much hassle.

What am I going to do with what I have learnt?

  • With the information that I have learnt I will use it in my school work and apply it to my future job what ever I do.  I can also use the information to teach others about government when they need some help and show them why the information is so important to know. So overall I learnt a lot about government and the people in it. I think I have gathered enough information to teach others and of course use it in the future.




The Road to Federation Timeline

This term our main thing that we have been studying is the three levels of government (Local, State and Federal) and other things like federation and commonwealth. At first we were asked to  get into pairs and collect information from two different texts. After that we split up into individuals and put the information that we gathered into out own words. Now, we have been asked to create a  timeline with all of the different events on it (We did this in groups) and this is what my group came up with.


This timeline was created by a handy site called ‘Time Toast’. This quote was written by me to alert you of one of the wonderful things that you can do on the internet.


Australian Federal Parliament Representation

Over the past few days our class has been doing activities based on direct and indirect representation in Australian politics. We have also worked in groups and done the reciprocal teaching procedure and talked about the three levels of government in Australia, federal, state and local. During that lesson we were asked to take notes and then summarise the information with the notes that we wrote down into our own words. We learnt what direct and indirect representation was and how people use it in the government and to do this we were divided into groups (Once again) and were asked to decide on a place to eat at. Once we had completed that the whole class was asked to find a place to go to for an excursion. It took just under 15 minutes to decide on 1 thing when it took our smaller group 37 seconds. We were all shocked with the outcome and our teacher said that it was what happened when you had more people and that’s why communities have representatives to represent them at parliament instead of the whole country going to 1 meeting and having a big argument. The 2 houses that people elect are the House of Representatives and the  Senate, a.k.a the lower house and the upper house. We learnt how many members there were in each of the houses and how many electors there were in the country. We were then put into groups (AGAIN) and assigned a state to research (ours was Western Australia), and find the number of members and electors from each of the houses in that specific state. After that we put the information into 2 separate graphs, and ours is right below this piece of writing.                                                                                                                                                                                                  Senate distribution by state/territory:                 Federal Parliament Graph No. 2 Luca, Finn and Rebecca

House of Representatives distribution by state/territory:       Federal Parliament Graph No. 2 Luca, Finn and Ruby


Handwriting Analysist Interview Script


Hello, my name is Declan. Today I will be asking you a few questions on Handwriting Analysis and here is my first question. What is the first thing you would do with a sample of handwriting that might be forged?


Well, first we would have a look at the handwriting characteristics just with our eyes to see the big differences on the writing. Then we would have a closer look under the microscope to see finer details on the handwriting and compare the sample to the original copy of the writing.


What are some of the characteristics you look for when examining handwriting?


Some of the main characteristics of handwriting that we look for include pen pressure, size, height and width, and the way people might write their t’s or the dots on their i’s. For example, some people might write the dots on their i’s like a love heart.


Interesting. Now what would you do if all of these characteristics fitted together and you caught someone? Would you keep the details?


Yes, we would definitely keep the details for evidence at the court and for future crimes that the same being may commit.


How do you use the microscopes?


Well, we use them to examine samples of writing and uncover smaller and finer details that we can’t see with the naked eye. We also use the light on the microscope to see the samples easily.


What other equipment do you use?


We use cameras to take photographs of the samples of handwriting.  We also use scanners to pick up latent differences in the handwriting.


How do forgers make their own handwriting like someone else’s?


Well, we think that they probably hire not a well known professional artist to forge the handwriting. But they might do it by themselves if they are able to do a good copy.


Now onto my last question. What other things can be forged by criminals other than handwriting?


Most of the time criminals forge signatures to gain money or other valuable items. But they can also copy paintings and then sell them for a large amount of money.


Thank you for your time today and I appreciate your cooperation.


Thank you.




Forensic Science – Mini Project – Paul L. Kirk


Born on May the 9th 1920, Paul Kirk was a pharmacist, forensic scientist and participant in the Manhattan Project. The Manhattan Project was a task that produced the first atomic bombs during the World War II. The Manhattan Project was the secret name for the task which the government created. Other famous scientists such as Albert Einstein were involved in the Manhattan project and helped Kirk with the significant task. In fact. Just in the previous days before the start of World War II Einstein had written a letter to President Frank D. Roosevelt. Einstein and some other scientists told the President about Germany’s production to purify uranium-235. They also stated that the material could be used to create atomic bombs which then led to the bombings the American’s made on Japan. Paul also inspected the investigation when Sam Sheppard supposedly killed his wife and found and provided the key blood sample evidence that led to Sam’s discharge in a retrial 12 years after the murder had taken place.

In 1929 Paul became the professor of biochemistry at UC Berkeley. He first had an interest in forensic science when a student at the school asked if it could be settled that a dog had died from the cause of poisoning.  Forensic science stuck as his interest when officials and authorities asked him to inspect a piece of a victim’s clothing. He discovered traces of evidence from the criminal’s clothing and the proof ended up in a sentence.

When Samuel Sheppard of Cleveland suspectedly murdered his pregnant wife, Paul Leland Kirk was there as the man investigating. Most of the United nation knew of the case due to the media getting attracted to the investigation and explaining it on the news. Sam was earlier convicted for a differential crime to the one in which Paul worked on and in the Millenium year of 2000 Samuel Sheppard’s 7 year old son, sued the Ohio Prison for wrongfully imprisoning his father. Sam Sheppard Junior was later proven wrong when after ten weeks he failed to prove his point and his father was imprisoned once again.This investigation was suposedly one of Kirk’s most memorable cases that he  had worked on.

Later on he wrote a textbook called Crime Investigation  which is about going into the depths of criminology and examining the micro specimens that may be hidden in a crime scene. The book also includes information about differing evidence such as fingerprints or blood samples. It also talks about the equipment needed for a scientific examination including magnifying glasses and many other things as well.

Paul L Kirk received his DPhil (Which is also known as a Phd) in Biochemistry at the University of California, Berkely. (UC Berkely). DPhil or PhD stands for ‘Doctor of Philosophy’, in fact the original name was Dr.Philos. Which would obviously be short for ‘Doctor of Philosophy’ which was mentioned just before.

An example of a case where forensic science has probably been used, is when police and officials might have found items or impressions at a crime scene and think there is DNA or trails of evidence that are latent and give them to the forensic scientists. From there the scientists would examine the items very carefully to get an accurate look at evidence that may be hiding on the item. If found, scientists would tell the police who might be the one behind it all and show them what evidence they found to lead them to that specific person.

Now I am left with one question. (That leads to another one)

Did Paul have children?


If he did, did they become scientists as well?


http://en.wikipedia.org/wiki/Paul_L._Kirk – I used this site to gather most of my information.

http://thesaurus.com/ – I used this website to find new words that meant the same as other words so that I could understand some of the information.

http://inventors.about.com/od/astartinventions/a/atomic_bomb.htm – I used this website to gather some of my information as well

http://en.wikipedia.org/wiki/Forensic_science – I used this site to gather some information on Forensic Science


Click on this link if you would like to hear me read it out loud!

Paul Leland Kirk



Procedural Text: How to make a bar/column graph

Bar graphs are a way of representing data in a visual manner and today I’m going to show you how to make one. It’s much easier to read a bar graph than a tally sheet because you can compare things easily due to height. Just follow these simple steps to make your own bar graph.

Items Required:

An A4 sheet of paper, a pencil, coloured pencils, ruler and a greyled.


Step 1:

Draw a right angle with a horizontal line going right like this on the paper.


Step 2:

Now. Depending your data/information for example, how many people in your class have dogs and how many have cats, you would put (in this instance) the words dogs and cats on the X axis (the bottom line) evenly spread out.


Step 3:

Then, depending on how many people are in your class, for instance 24, write down the numbers 0-24 going upwards on the Y axis. Make sure that they are evenly spaced.


Step 4:

Now, again depending on your class, for instance 15 people have dogs and 9 people have cats, you would put your bars on the graph with a ruler up to 15 on top of ‘Dogs’ and 9 on top of ‘Cats’.


(You don’t have colour yet)

Step 5:

Then with your coloured pencils, choose two colours to colour in the bars!


My Graphs:

What do we know about Australia before the British Came?

Before the British arrived there were other people living in Australia. These people were called aboriginals. It is now confirmed, that  Australia’s native people (aboriginals) left Africa 75,000 years ago! That’s more than 74,000 years before Captain James Cook arrived here in Australia.

The new DNA study confirms that aboriginal Australians are one of the most elderly populations in the world.


The discovery that ancestors of aboriginals reached Asia at least twenty four thousand years ago was led to from an  anthropologist who got given a century old lock of hair from an indigenous man.


Some experts from Murdoch university and the University of Western Australia were a part of the international team that analysed the DNA from the old hair but found no traces of European immigrants to the country. This made the DNA a perfect  sample for looking at the history of aboriginals.


Whilst studying the DNA from the hair, researchers found that the ancestors of Aussie aboriginals had split from the first new human populations to go away from Africa, sixty four  thousand to 75 thousand years ago.