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. History of the atom (http://thehistoryoftheatom.weebly.com/lord-

rutherford.html) c. Calculations using V-T graphs

(https://www.bbc.co.uk/education/guides/z3bqtfr/revision/3)

Task 2 - Complete the BBC bitesize quizzes on the 2 topics you have made notes on from BBC bitesize 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. Osmosisb. Transportc. History of the atom

Task 4 - Complete the exam-style questions in your exercise books

a. Osmosisb. Biology data analysisc. History of the atomd. Calculations from V-T graphs

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)…………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………….…………………..………………………………………………………………………………………………………….…………………..………………………………………………………………………………….…………………………………………..………………………………………………………………………………………………………….…………………..………………………………………………………………………………….…………………………………………..………………………………………………………………………………………………………….…………………..………………………………………………………………………………….…………………………………………..………………………………………

Succ

ess

crit

eria

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

WWW:

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)………………………………………………………………………………………………………………………………..………………………………………………………………………………………………………….………………….………………………………………………………………………………………………………….…………………..………………………………………………………………………………….…………………………………………..………………………………………………………………………………………………………….…………………..………………………………………………………………………………….…………………………………………..………………………………………………………………………………………………………….…………………..………………………………………………………………………………….…………

Succ

ess

crit

eria

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

WWW:

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)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………………..………………………………………………………………………………………………………….…………………..………………………………………………………………………………….…………………………………………..………………………………………………………………………………………………………….…………………..………………………………………………………………………………….…………………………………………..………………………………………………………………………………………………………….…………………..………………………………………………………………………………….…………………………………………..………………………………………………………………………………….

Succ

ess

crit

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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:

Q1.          Person A and Person B measured their pulse rates over a period of five minutes. For one minute of this time they exercised by stepping on and off a box. At other times they sat still. The graph shows the results for Person A.

(i)      What does the graph tell you about the changes in the pulse rate of Person A within the five minute period?

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(3)

(ii)      What was the pulse rate of Person A at the end of the five minute period?

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(1)

(iii)     The table shows the results obtained for Person B.

Timein minutes

Pulse rate per minute

0 68

1 68

2 110

3 96

4 80

5 68

          Plot these results on the graph.(2)

(Total 6 marks)

 

Q2.          (a)     The table shows an athlete’s breathing rate after the end of a race.

          Use the information shown in the table to draw a line graph.

   

(3)

(b)     The bar charts show what happens in an athlete’s muscles when running in two races of different distances.

(i)      Compare what happens in the athlete’s muscles when running in the two races.

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(3)

(ii)     Use the information in the box to explain your answer to (i).

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(2)

(c)     Explain why the athlete breathes at a faster rate than normal for two minutes after finishing a 100 metres race.

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(2)(Total 10 marks)

 

 

Q3.A student investigated the effect of different sugar solutions on potato tissue.

This is the method used.

1.        Add 30 cm3 of 0.8 mol dm−3 sugar solution to a boiling tube.

2.        Repeat step 1 with equal volumes of 0.6, 0.4 and 0.2 mol dm−3 sugar solutions.

3.        Use water to give a concentration of 0.0 mol dm−3.

4.        Cut five cylinders of potato of equal size using a cork borer.

5.        Weigh each potato cylinder and place one in each tube.

6.        Remove the potato cylinders from the solutions after 24 hours.

7.        Dry each potato cylinder with a paper towel.

8.        Reweigh the potato cylinders.

The table below shows the results. 

Concentration of sugar

solution in mol dm−3

Startingmass in g

Final massin g

Change of

mass in gPercentage(%) change

0.0 1.30 1.51  0.21 16.2

0.2 1.35 1.50  0.15 X

0.4 1.30 1.35  0.05  3.8

0.6 1.34 1.28 −0.06 −4.5

0.8 1.22 1.11 −0.11 −9.0

(a)     Calculate the value of X in the table above.

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   Percentage change in mass = ........................................ %

(2)

(b)     Why did the student calculate the percentage change in mass as well as the change in grams?

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..........(1)

(c)     Complete the graph using data from the table above.

•        Choose a suitable scale and label for the x-axis.

•        Plot the percentage (%) change in mass.

•        Draw a line of best fit.

 (4)

(d)     Use your graph to estimate the concentration of the solution inside the potato cells.

       Concentration = ............................................... mol dm−3

(1)

(e)     The results in the table above show the percentage change in mass of the potato cylinders.

Explain why the percentage change results are positive and negative.

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..........(3)

(f)     Suggest two possible sources of error in the method given above.

1...........................................................................................................................

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2...........................................................................................................................

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..........(2)

(Total 13 marks)

Q1.          A car travelling along a straight road has to stop and wait at red traffic lights. The graph shows how the velocity of the car changes after the traffic lights turn green.

 

(a)     Between the traffic lights changing to green and the car starting to move there is a time delay. This is called the reaction time. Write down one factor that could affect the driver’s reaction time.

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..........(1)

(b)     Calculate the distance the car travels while accelerating. Show clearly how you work out your answer.

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Distance = ...............................................metres(3)

(c)     Calculate the acceleration of the car. Show clearly how you work out your final answer and give the units.

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Acceleration = ...................................................................(4)

 

 Q2.A train travels from town A to town B.

Figure 1 shows the route taken by the train.Figure 1 has been drawn to scale.

Figure 1

 

(a)     The distance the train travels between A and B is not the same as the displacement of the train.

What is the difference between distance and displacement?

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..........(1)

(b)     Use Figure 1 to determine the displacement of the train in travelling from A to B.

Show how you obtain your answer.

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                          Displacement = ..................................... km

                           Direction

= ..................................................(2)

(c)     There are places on the journey where the train accelerates without changing speed.

Explain how this can happen.

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..........(2)

(d)     Figure 2 shows how the velocity of the train changes with time as the train travels along a straight section of the journey.

Figure 2

 

Estimate the distance travelled by the train along the section of the journey shown in Figure 2.

To gain full marks you must show how you worked out your answer.

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                       Distance = .................................................. m

(3)(Total 8 marks)

Q3.          A car is driven along a straight road. The graph shows how the velocity of the car changes during part of the journey.

(a)     Use the graph to calculate the deceleration of the car between 6 and 9 seconds.

Show clearly how you work out your answer and give the unit.

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Deceleration = .................................................(3)

(b)     At what time did the car change direction?

.................................. seconds(1)

(Total 4 marks)

 Chemistry revision – the tricky stuff

History of the atom

Chemistry is the study of atoms and how they interact. Atoms are too small to see with a microscope and throughout history scientists have had different opinions of what atoms are and what they are made of.

History of the Atom SummaryDalton’s model Atoms are tiny spheres that cannot be broken down.Plum pudding model The atom is a ball of spread out positive charge with

negative electrons studded into it.There were no neutrons.There were no protons.No central nucleusElectrons were not in electron shells.

Nuclear model An atom has a nucleus with a positive charge as the protons are contained in the nucleus.Electrons orbit the nucleus.Between the nucleus and the electrons is ‘empty’ space.

Electron shell model Electrons orbit the nucleus at a fixed energy levelProtons and neutrons The nucleus consists of protons which have a

positive charge and neutrons which have no charge

Questions

1. Use the keywords and phrases to label the diagrams above. Some can be used more than once.

Nuclear model, negative charges studded in, negatively charged electrons, ball of spread out positive charge, hard sphere, positive nucleus, fixed energy level, electron shell model, protons and neutrons, empty space

2. What type of evidence led scientists to change their model of the atom?3. State three differences between Dalton’s model and the Plum Pudding

model. 4. State three differences between the Plum Pudding model and the nuclear

model.

Exam question

In 1864, atoms were thought to be particles that could not be divided up into smaller particles.

By 1898, the electron had been discovered and the plum pudding model of an atom was proposed.

Figure 2 shows the plum pudding model of an atom of carbon and the nuclear model of an atom of carbon.

5. Figure 2

 

Compare the position of the subatomic particles in the plum pudding model with the nuclear model.

(4)

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

Cell A Cell B

Cell C Cell D

Oxygen molecules

1.2 Use words from the box to complete the sentences.

active transport diffusion membranes

mitochondria 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 5Distilledwater

10%sucrosesolution

20%sucrosesolution

30%sucrosesolution

40%sucrosesolution

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 5

Final mass in g 13.0 12.2 9.0 7.9 7.3Initial 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 absorption

Sugar Normal intestine Intestine poisonedby cyanide

Glucose 1.00 0.33Galactose 1.10 0.53

Xylose 0.30 0.31Arabinose 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]