Y9 Christmas homework
Task 1 - Use BBC bitesize to take 3 pages of notes on the following topics
a. Cell transport (https://www.bbc.co.uk/education/guides/zc9tyrd/revision/5)
b. Balancing equations (http://www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/periodictable/fundamentalrev3.shtml and https://www.bbc.co.uk/education/guides/zs3297h/revision/2)
c. Velocity-time graphs and calculating acceleration (https://www.bbc.co.uk/education/guides/z3bqtfr/revision/3)
Task 2 - Complete the BBC bitesize quizzes on the topics you have made notes on. Repeat the quizzes until you achieve 100%, you will be tested on these topics in January!
Task 3 - Complete the 6 mark questions in your exercise books
a. Osmosis
b. Transport
c. History of the atom
Task 4 - Complete the exam-style questions in your exercise books
a. Osmosis
b. Balancing equations and calculating Mr
c. Velocity-time graphs and calculating acceleration
Y9 B1 Cell Transport - Osmosis required practical
In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate.
Describe the method that can be used to investigate osmosis in potato cells, including the steps taken to ensure valid results. (6)
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Success criteria / Level 1 (1-2 marks) / Level 2 (3-4 marks) / Level 3 (5-6 marks)A simple method provided / Level 1 and…
A logical, correct method provided, including at least one control variable / Level 1 +2 and…
A detailed, logical method provided, including at least three control variables and an explanation as to how this helps to ensure valid results
Teacher feedback for improvement
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EBI:
Y9 B1 Cell Transport
In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate.
Define the terms ‘diffusion’, ‘osmosis’ and ‘active transport’, giving examples of each in plants and animals, and compare the similarities and differences in these processes. (6)
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Success criteria / Level 1 (1-2 marks) / Level 2 (3-4 marks) / Level 3 (5-6 marks)Define the terms ‘diffusion’, ‘osmosis’ and ‘active transport’ / Level 1 and…
Give at least one example of each in plants or animals / Level 1 +2 and…
Make at least two comparisons between these processes
Teacher feedback for improvement
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EBI:
Year 9 Atomic Structure
In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate.
Explain how the structure of the atom has changed over time as new evidence has been provided (6)
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Success criteria / Level 1 (1-2 marks) / Level 2 (3-4 marks) / Level 3 (5-6 marks)Given an overview of the how the structure of the atom has changed of time including time frames and key scientist. / Level 1 + explained why the theories have changed including details of new scientific discoveries that influenced the theories / Level 1 +2 + Evaluated the plum-pudding model in comparison to the nuclear-model.
Teacher feedback for improvement
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EBI:
Q1The front crumple zone of a car is tested at a road traffic laboratory. This is done by using a remote control device to drive the car into a strong barrier. Electronic sensors are attached to the dummy inside the car.
(iii)The graph shows how the velocity of the car changes during the test.
Use the graph to calculate the acceleration of the car just before the collision with the barrier.
Show clearly how you work out your answer, including how you use the graph, and give the unit.
......
......
......
......
Acceleration = ......
(3)
(Total 3 marks)
Q2. Some students have designed and built an electric-powered go-kart. After testing, the students decided to make changes to the design of their go-kart.
The go-kart always had the same mass and used the same motor.
The change in shape from the first design (X) to the final design (Y) will affect the top speed of the go-kart.
Explain why.
......
......
......
......
......
......
(3)
(b) The final design go-kart, Y, is entered into a race.
The graph shows how the velocity of the go-kart changes during the first 40 seconds of the race.
Time in seconds
(i)Use the graph to calculate the acceleration of the go-kart between points J and K.
Give your answer to two significant figures.
......
......
......
Acceleration = ...... m/s2
(2)
(ii)Use the graph to calculate the distance the go-kart travels between points J and K.
......
......
......
Distance = ...... m
(2)
Chemical equations
Example
Chemical equations must be balanced on both sides according to the Law of Conservation of Mass, which says that matter cannot be created or destroyed. Therefore, atoms that are present on one side of the equation must be present on the other side as well.
Example:
H2 + O2 à H2O
Reactant Product
This equation is unbalanced. Count your atoms on each side!
Reactant side (left):
H = 2
O = 2
Product side (right):
H = 2
O = 1
*To balance an equation, you can ONLY change the coefficient (the big number) at the front of the compound!
We can add a coefficient of 2 in front of the H2O to get 2 O’s. It will look like this 2H2O
*The coefficient gets multiplied with the subscripts* so then we have 4 hydrogens.
Let’s recount our atoms again!
H2 + O2 à 2H2O
Reactant side:
H = 2
O = 2
Product side:
H = 4
O = 2
The equation is still unbalanced. Remember we can ONLY change the coefficient.
How about add a coefficient of 2 in front of the H2.
*The coefficient gets multiplied with the subscripts* so you have 4 hydrogens.
Let’s recount our atoms again!
2H2 + O2 à 2H2O
Reactant side:
H = 4
O = 2
Product side:
H = 4
O = 2
The new balanced equation: 2H2 + O2 à 2H2O
Task 1: Balance the following equations
Task 2: Balance these chemical equations.
(i) H2+ O2→ H2O (1)
(ii) Al + O2→ Al2O3 (1)
Calculating Mr
• The Mr is the total of the relative atomic masses, added up in the ratio shown in the chemical formula, of a substance.
• This can be calculated using a 4-step method:
Write out the elements
Write the number of atoms of each element
Calculate the Ar of the atoms of each element
Add up the total mass of the elements (this is your Mr!)
Exemplar
Ca(OH)2
Step 1: Elements
Ca
O
H
Step 2: number of atoms
Ca x 1
O x 2
H x 2
Step 3:
40 x 1 = 40
16 x 2 = 32
1 x 2 = 2
Step 4:
40 + 32 + 2 = 74
Question 1:
1. Repeat the steps above for MgSO4 (magnesium sulphate)
Step 1: Elements
Step 2: number of atoms
Step 3:
Step 4:
2. Use the table to calculate the Mr of the following compounds:
1.0 Figure 1 shows cells containing and surrounded by oxygen molecules.
Oxygen can move into cells or out of cells.
Figure 1
1.1 Into which cell, A, B, C or D, will oxygen move the fastest?
[1 mark]
Tick one box.
A
B
C
D
1.2 Use words from the box to complete the sentences.
active transport / diffusion / membranesmitochondria / nuclei / osmosis
[2 marks]
Oxygen is taken into cells by the process of ______.
The parts of cells that use the most oxygen are ______.
1.3 Which process produces oxygen in some cells?
[1 mark]
Tick one box.
Diffusion
Photosynthesis
Protein synthesis
Respiration
2.0 Figure 2 shows part of the surface of a plant root.
Figure 2
2.1 There are hundreds of structure X on each root.
What is the name of structure X?
[1 mark]
2.2 The photograph shows the root magnified 100 times. The distance between Y and Z in the photograph is the length of structure X.
Calculate the actual length of Y–Z.
[1 mark]
Actual length Y–Z = ______mm
2.3 Structure X is very small. There are hundreds of structures like X on a plant root.
Explain how this helps the plant.
[2 marks]
3.0 Figure 3 shows muscle cells from the wall of the stomach, as seen through a light microscope.
Figure 3
3.1 Describe the function of muscle cells in the wall of the stomach.
[2 marks]
3.2 Figure 3 is highly magnified.
The scale bar in Figure 3 represents 0.1 mm.
Calculate the magnification of the cells in Figure 3.
[2 marks]
Magnification =______times
3.3 The muscle cells in Figure 3 contain many mitochondria.
What is the function of mitochondria?
[1 mark]
3.4 The muscle cells also contain many ribosomes. The ribosomes cannot be seen in Figure 3.
What is the function of a ribosome?
[1 mark]
3.5 Suggest why the ribosomes cannot be seen through a light microscope.
[1 mark]
4.0 Some students set up an experiment to find the concentration of sucrose solution in potato cells.
The students used discs of potato cut to the same size and weighing approximately 10 grams.
The discs were put into each of five beakers.
Beaker 1 / Beaker 2 / Beaker 3 / Beaker 4 / Beaker 5Distilled
water / 10%
sucrose
solution / 20%
sucrose
solution / 30%
sucrose
solution / 40%
sucrose
solution
4.1 After two hours the students carefully dried the potato disks with paper towel before reweighing the discs.
Why did the students dry the potato before weighing it?
[1 mark]
______
4.2 The students calculated the percentage gain or loss in mass of potato.
The students’ results are shown in the Table 1.
Table 1
Beaker 1 / Beaker 2 / Beaker 3 / Beaker 4 / Beaker 5Final mass in g / 13.0 / 12.2 / 9.0 / 7.9 / 7.3
Initial mass in g / 10.0 / 10.6 / 10.0 / 10.1 / 10.4
Percentage gain or loss in mass / Gain 30% / Gain 15.1% / Loss 10% / Loss 21.8%
Calculate the percentage loss of mass in beaker 5.
[3 marks]
Percentage loss of mass: ______%
4.3 Predict the concentration of sucrose solution in the potato cells.
Use the results in Table 1.
[1 mark]
Concentration of sucrose solution: ______%
5.0 Some scientists investigated the rates of absorption of different sugars by the small intestine.
In one experiment they used a piece of normal intestine.
In a second experiment they used a piece of intestine poisoned by cyanide.
Cyanide is poisonous because it prevents respiration.
Table 2 shows their results.
Table 2
Relative rates of absorptionSugar / Normal intestine / Intestine poisoned
by cyanide
Glucose / 1.00 / 0.33
Galactose / 1.10 / 0.53
Xylose / 0.30 / 0.31
Arabinose / 0.29 / 0.29
5.1 Name two sugars from Table 2 which can be absorbed by active transport.
[2 marks]
5.2 Use evidence from Table 2 to explain why you chose these sugars.
[4 marks]
5.3 All of the sugars named in Table 2 can be absorbed by diffusion.
Explain how information from Table 2 provides evidence for this.
[2 marks]