Rotation 2
This booklet contains your science home learning tasks for the three topics in this rotation.
Each topic has four home learning tasks.
Fill in your personal data section.
YourName / Tutor
Group
Teacher
Name / Science
Group
Use these grids to record your performance and track positive progress.
Task / Healthy Living1 / Learning List
2 / Using Your learning
3 / Assessment Focus
4 / Reviewing Work
Task / Environmental Chemistry
1 / Learning List
2 / Using Your learning
3 / Assessment Focus
4 / Reviewing Work
Task / Electricity
1 / Learning List
2 / Using Your learning
3 / Assessment Focus
4 / Reviewing Work
Year 9 Learning List: Healthy Living
Key word / Sounds like / MeaningJoint / Joy nt / A body part which is usually movable in which bones are connected by ligaments or fibrous (made of fibres) tissue
Tendon / Ten duhn / The tissue which attaches muscle to bone. It is flexible but fibrous and tough
Ligament / Lig a ment / A structure that connects two bones. Ligaments hold bones together but provide flexibility to allow the joint to move
Antagonistic / Ant ag onn iss tik / A muscle that opposes the action of another. (Muscles can only contract and relax). Eg. biceps / triceps
Diaphragm / Die a fram / The dome shaped muscle that separates the thorax from the abdomen. The main muscle involved in breathing
Inhalation / In ha lay shun / Breathing in air (or other gases)
Exhalation / Ex ha lay shun / Breathing out air (usually containing more carbon dioxide and water than inhaled air)
Passive smoking / Pah siv smow king / The involuntary inhalation of dilute tobacco smoke by a non smoker. Normally occurring in a closed environment
Nicotine / Nik oh teen / A toxic liquid which is the main active constituent of tobacco. Addictive in small doses, fatal in large doses
Addictive / Add ik tiv / A substance or behaviour that causes chemical changes in the body creating a dependence on those changes
Stimulant / Stim yew lant / A substance that raises levels of physiological or nervous activity in the body
Depressant / Dee press ant / A substance that lowers levels of physiological or nervous activity in the body
Sedative / Sed a tiv / Promoting calm or inducing sleep
Emphysema / Emm fis eema / A disease in which the alveoli (air sacs) in the lungs become permanently damaged. It causes breathlessness
Deficiency disease / Dee fish en see dis eez / A disease caused by the lack of some essential or important element in the diet, usually a vitamin or mineral
Obesity / Ow bee sit ee / A medical condition in which body fat has accumulated to the extent that it may cause health problems. Body Mass Index (BMI) defines people as overweight at 25 – 30 kg/m3 and obese at 30 kg/m3 or more
AbSc Tch9 NonSp 3WrkShts Ch1
8/10/03
2:24 pm
Page 36
Each box contains the name of a substance found in cigarette smoke.
Draw a label line from the box to the part or parts of the body that is/are
most affected by this substance. Then write a few sentences in the box to
explain what these effects are.
Hot gases
© HarperCollins Publishers Ltd 2003
Absolute Science Year 9
Tar
Nicotine
Carbon particles
Carbon monoxide
A3 How cigarette smoke
affects the body
36
Damage or destroy cilia
in the airways, which
increases the risk of
infections in the lungs.
lining of bronchus
A5 Diet quiz
For each question, draw a circle around the correct answer.
1 What are the units in which the energy content of food is measured?
kilojoules
grams
newtons
degrees Celsius
2 Which of these foods contains the most protein?
apples
beefburger
chips
cola drink
3 Why do we need carbohydrates in our diet?
for body-building
for helping the blood to carry oxygen
4 Which of these statements is true for fats?
We should not eat them.
We should eat them in
large amounts.
5 What kind of nutrient is sugar?
carbohydrate
fat
protein
vitamin
They help to make cell membranes.
They keep the heart healthy.
for energy
for good skin
6 Which of these substances is a carbohydrate?
fat
starch
iron
vitamin C
7 What kind of food does iodine solution test for?
fat
starch
iron
vitamin C
8 What would you use to test a food for sugar?
pH paper
Benedict’s solution biuret solution
lime water
9 Which food is the best source of fibre?
roast chicken
milk
brown bread
hard-boiled eggs
10 Why do we need fibre in the diet?
to give us energy
to keep the blood healthy
for building new cells
to keep food moving through the digestive system
© HarperCollins Publishers Ltd 2003
Absolute Science Year 9
39
Year 9 Learning List: Environmental Chemistry
Soil / Soy ul / The upper layer of earth in which plants grow, a black or dark brown material typically consisting of a mixture of organic remains, clay and rock particles
Humus / Hew muss / The organic component of soil, formed by the decomposition of leaves and other plant material
Minerals / Minn err alz / Naturally occurring, inorganic substances found in soil
Gypsum / Jip summ / A very soft mineral - calcium sulphate dihydrate (CaSO4·2H2O)
Lime / Lie mmm / Calcium oxide (CaO). Used to “sweeten” soil
Acidic gases / Ass id ik gass ez / Oxides of nitrogen, carbon and sulphur. When dissolved in water they result in acid rain
Acid rain / Ass id ray n / Rain, mist or fog that has a pH value less than 6. It causes environmental damage
Carbon dioxide / Kar bonn die ox eyed / A colourless, odourless gas produced by burning organic compounds and by respiration.
Limestone / Lie m stow n / A hard sedimentary rock, composed mainly of calcium carbonate
Pollution / Pol oo shun / Contamination of air, soil, or water with harmful substances
Greenhouse Effect / Green hows Ee fekt / Warming that results when solar radiation is trapped by the atmosphere
Global Warming / Glow ball war ming / A gradual increase in the overall temperature of the earth's atmosphere generally attributed to the greenhouse effect
Ice Age / Aye ss aje / A period of colder climate when ice sheets form on the land
Climate change / Kilme ate chain j / The change in global climate patterns apparent from 1970 onwards
Indicator species / In dik ate orr spee seez / A species whose progress is monitored as an indication of what is happening to the environment
Ozone / Oe zoe n / 3 oxygen atoms combined in one molecule. The ozone layer helps to filter out harmful ultraviolet radiation
Ultraviolet radiation / Ull tra vie oe let raid ee ay shun / Radiant energy with a wavelength just below that of the visible light – causes sunburn and may cause skin cancer
Photochemical smog / Foe toe kem i kal smog / Air pollution caused by photochemical reactions involving pollutants
Lichen / Lie k’n / A simple plant that typically forms a low crusty or leafy growth on rocks, walls, and trees. Useful as an indicator species for pollution.
AbSc Tch9 NonSp 3WrkShts Ch11
8/10/03
2:25 pm
Page 450
K1 Revising rocks
Choose the correct answer to each of these questions about rocks and circle it.
1
Liquid rock under the Earth is called
basalt
2
granite
magma
volcanoes
When liquid rock cools and solidifies, what kind of rocks does it form?
igneous
sedimentary
metamorphic
limestone
3
Acid rain can weaken some kinds of rocks so that they break apart
This process is called:
erosion
deposition
fragmentation
weathering
4
Running water can move rock fragments away from where they were
formed. This process is called:
erosion
deposition
fragmentation
weathering
5
Rivers eventually drop the rock fragments that they carry. Over
thousands of years, these can build up into what kind of rock?
igneous
basalt
sedimentary
marble
6
Which is an example of a sedimentary rock?
basalt
obsidian
slate
sandstone
7
Which is an example of an igneous rock?
basalt
limestone
marble
mudstone
8
Which is an example of a metamorphic rock?
granite
pumice
slate
chalk
9
Which kind of rock fizzes when acid is dripped onto it?
limestone
basalt
rock salt
granite
10
Which kind of rock can contain fossils?
sandstone
granite
pumice
Absolute Science Year 9
obsidian
450 © HarperCollins Publishers Ltd 2003
.
© HarperCollins Publishers Ltd 2003
11
Distance from city centre (km) / 0 / 0.5 / 1.0 / 1.5 / 2.0 / 2.5Lichen zone in 1960 / 0 / 1 / 1 / 3 / 3 / 3
Lichen zone in 1985 / 2 / 5 / 5 / 6 / 6 / 6
1 Suggest why using lichens to monitor sulfur dioxide levels is easier than ...... actually measuring the concentration of sulfur dioxide in the air.
2 Lichens became much rarer around cities after the Industrial Revolution.
Suggest why this happened.
3 In 1960, the lichens growing in different parts of a city were identified. The
lowest number on the Hawksworth and Rose scale was recorded for each
lichen community. This was repeated in 1995. These are the results.
In the 1950s to 1970s, pollution from sulfur dioxide was a major problem in some cities. Sulfur dioxide is produced when coal and other fossil fuels are burned.
Lichens grow on surfaces such as stones or tree bark. They do not have roots, but absorb water and gases through their surfaces. Lichens are very sensitive to sulfur dioxide. Most lichens will not grow if the air contains sulfur dioxide. Some, however, can cope with sulfur dioxide in the air.
In the 1960s, D. L. Hawksworth and F. Rose investigated which kinds of lichen could grow in different levels of pollution by sulfur dioxide. They found that a lichen called Lecanora conizaeoides could grow even when sulfur dioxide levels were as high as 160 micrograms per m3. But they never found the lichen Candelaria concolor where the sulfur dioxide levels were more than 40 micrograms per m3.
Eventually they collected enough data to allocate each kind of lichen to a ‘zone’ having a particular level of sulfur dioxide pollution. For example, Candelaria concolor belongs to zone 7, which means that the highest level of sulfur dioxide it can grow in is 40 micrograms per m3. They drew up this chart.
Lichen zones
Note: the letter µ is a Greek letter, pronounced 'mew'. It means micro- or 1 millionth (10–6).
K6 Using lichens as pollution
indicators
0 1 2 3 4 5 6 7 8 9 10
Average winter sulfur dioxide level (µg per m3)
170 150 125 70 60 50 40 35 30 'pure air'
a Explain the meaning of the word community.
b Approximately what was the level of sulfur dioxide pollution 0.5 km from .....the city centre in 1960?
c Describe the results obtained in 1960, and suggest an explanation for them.
d Suggest reasons for the differences between the results obtained in 1995
and in 1960.
Absolute Science Year 9
455
Year 9 Learning List: Electricity
Key word / Sounds like / MeaningEnergy / en ur G / The capacity of a physical system to perform work. Exists in several forms, eg. kinetic, chemical, potential, light, heat, electrical.
Power / Pow ur / The rate at which work is done (or energy is used) divided by time. Unit = watts (W)
Voltage / Vol taj / Electric potential, expressed in volts (V).Voltage is the push, or pressure, behind current flow.
Current / Ku rent / The flow of electrons through a conductor. The strength of the current depends on the conductivity of the carrier and the potential difference across the conductor. Unit = amps (A)
Potential difference / Poe ten shul
diff er ense / The difference in electrical potential between two points in a circuit. Measured in volts (V)
Electrical component / Ee lek trik al
com poe nent / A part of an electrical system that does a job, eg. cell, resistor, switch.
Electrical circuit / Ee lek trik al
sir kit / A continuous path travelled by an electric current.
Electrical appliance / Ee lek trik al
Ap lie ans / A device, powered by electrical energy, designed to perform a specific task, eg. toaster, iron
Generator / Jen er ay tor / A machine that converts kinetic energy into electrical energy.
Resistance / Ree sis tans / A force that opposes motion. In electricity – the opposition of a circuit to the flow of current. Symbol = R, unit = ohms (Ω)
Switch / Ss wich / An electrical component used to close or open a circuit and start or stop the flow of current
Direct current / Die rekt
ku rent / An electric current flowing only in one direction
Alternating current / All turn ay ting
ku rent / An electric current that reverses direction at regular intervals
Conductor / Kon duk tor / Material that allows electrons to flow through it
A
AbSc Tch9 NonSp 3WrkShts Ch12
8/10/03
2:26 pm
Page 490
L1 Will they or won’t they light?
Sort these circuits into ones where:
• all the bulbs will light up
• only some of the bulbs will light up