Science

33rd National Science and Technology Forum

Written by Jason Prakash and Stella Derham

An insight into the world of science and technology beyond the horizon of school, on a truly once-in-a-lifetime experience sponsored by the Rotary Club.

The Forum gives a two-week experience of university life like no other, witnessing people from all over New Zealand and how they think, and being intellectually challenged by those in your teams.

Ranging from biomedical sciences to game development, participants witnessed how professionals in their fields think and how people with passion work for an end goal. They got to stay at Waipārūrū Hall and visit the University of Auckland, Auckland University of Technology (AUT) and Massey University while also enjoying beach days, exploring Auckland days, barbeques, a disco night, a formal dinner, volleyball tournament between the 6 group colours, and finally the best: Dragons' Den (my first experience of an effective group).

Stella’s Experience

During my two weeks in Auckland, I got to experience having Covid for a second time. Although it meant I could only spend half the time in labs, lectures and spending time with the friends I made, I still got to partake in some of the events still happening while I and six others were in isolation. I was near the lower end of the smartness scale which meant I kept on needing assistance from others and they were all willing to help out. The lectures and lecturers were amazing. The amount of new stuff I learnt that I'd never been taught at Te Aratai was quite a lot. They helped me better understand what I'm looking for in the future. We'd spend hours in our colour groups which helped us bond together (although some of them were like cults) as we'd go to all our lectures in the busses together, jamming out to some of the best music tastes by the advisors. I thought the forum would help me decide or narrow my decisions down, but no. I now have 3 other things added to my list of what I want to do and where I want to go. I'll still have to keep my options open but nano girl makes me want to break things and not fix them.

Jason’s Experience

During my two weeks in Auckland, I experienced a wide range of people who are roughly my age, as well as manywho are significantly smarter than me, and got to see what their interests are. The wide range of lectures also helped us to better understand what lies ahead for us along those career paths. We would spend up to 18 hours a day together (at most) as a group, developing relationships and friendships that lasted months after the two-week period. The food served by the staff of Flametree Catering was exceptional and a requirement for the amount of walking and touring we got to experience nearly daily, with EMAs and movement to and from lectures. The most I walked was 16.5 km in a day. You need to make sure your phone is 100% charged every day as you take hundreds of photos of every experience. The forum solidified my future career pathway into Biomedical Research and Development by offering an in-depth view of what the day-to-day experience is like.

University of Canterbury Nuclear Physics Trip

On Wednesday the 5th of April, the Year 12 Physics class and the Year 12 General Science class visited the University of Canterbury to learn about Rutherford’s experiments and radiation for our Year 12 Physics topic: “Atomic and Nuclear Physics.” At the University of Canterbury, Rutherford’s Nobel prize medal is displayed and we learnt all about Rutherford’s famous gold foil experiment that split the atom. In the afternoon, we went to the radioactive labs where we held rods of uranium and used Geiger counters to discover that carrots could stop some types of radiation.

One of the most popular activities was playing with liquid nitrogen. It was a great day of learning and experiencing the University of Canterbury. In the photos, you can see Dylan Ferris, Emily Hough, William Anthony and Adrian Singh wearing the lead aprons that protect you when you use radioactive materials.

He Puna Pūtaiao

He Puna Pūtaiao is a programme for Year 10 Māori students from a selection of Christchurch schools.

Puna means to well up or to flow, so symbolically represents youth or rangatahi. Its meaning may also incorporate research because in a sense research is meant to flow out and create meaningfulness so as to fill the kete or baskets of knowledge. Pūtaiao is science, so He Puna Pūtaiao connotes research, youth and science. He Puna Pūtaiao engages students in the culture of science by involving them in scientific research. Using the context of water quality in Te Waihora (Lake Ellesmere) the students are mentored in literature reviews, and collecting and analysing data in the field, before presenting their findings both in e-book format and as a research poster displayed at a Pō Whakanui at the end of the programme.

This year six students (Peyton Hayes, Mikaere Hodgetts, Cassidy Maukau-Stowell, Ayla Platt, Taylah Russ and Cayden Wilder) represented Te Aratai College at the He Puna Pūtaiao programme along with teachers Ms Caley, Ms Bloomfield and Ms Johnson. Past student representation has included Phoenix Evans (Head Boy 2021, Medical School) and Orion Tipuna (Dux 2019, University of Canterbury).

Spooky Circuits

This year on Halloween, Ms Hopwood helped 10NEAS use their knowledge of electricity to create some spooky pumpkin and skull circuits. The students used copper tape to connect LED lights in the eyes, a switch in the nose and a coin battery. The students had a lot of fun putting these together.

Year 12 Science Antarctic Centre Field Trip

As part of the Year 12 Science course, students participated in a field trip to the Antarctic Centre. Students were given a talk on the adaptations animals use to survive in the cold temperatures in order to gather information for their Extreme Environment

Achievement Standard. They were also lucky enough to experience the temperatures in the cold room, visit the little blue penguins, do a virtual tour to the Antarctic on board a ship and pat the huskies.

Years 9 and 10 Science

Orana Park

As part of the Level 3 Biology programme, students spent two days at Orana Park observing animal behaviour. This involved an initial day where students were instructed on how to collect data by observing animals and then spent time looking around the park in order to decide on an animal to study. The following day was then used to observe and record behaviour - this involves making detailed observations on everything the animal does over the course of the day. This data was then brought back to school and the students analysed the data and wrote their reports for Achievement Standard 3.1.

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