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SUMMER WORK Before you return to classes in September you need to complete these two tasks

Task 2. Complete the labelling and filling in the blanks in the following tables on pages 7 to 8. You need to carry out research and find at least one function of the organelles found in the main types of cells - Eukaryotic and prokaryotic - as shown in the accompanying diagrams You need to prepare suitable notes for the organelles of the plant and animal cells so you can complete the diagrams of the two eukaryotic cells yourself. Note that some of the organelles are common to both types of cell. DO NOT USE CUT-AND PASTE FOR ANY PART OF THE ASSIGNMENT

EUKARYOTIC CELLS (PLANTS AND ANIMALS)

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Task 3 Cell Organelles

Use your research to complete the following table by writing the name of the cell part or organelle

in the right hand column that matches the structure/function in the left hand column. A cell part may be used more than once.

Structure/Function Cell Part

Stores material within the cell

Closely stacked, flattened sacs (plants only)

The sites of protein synthesis

Transports materials within the cell

The region inside the cell except for the nucleus

Organelle that manages or controls all the cell functions in a eukaryotic cell

Contains chlorophyll, a green pigment that traps energy from sunlight and gives plants their green colour

Digests excess or worn-out cell parts, food particles and invading viruses or bacteria

Small bumps located on portions of the endoplasmic reticulum

Provides temporary storage of food, enzymes and waste products

Firm, protective structure that gives the cell its shape in plants, fungi, most bacteria and some protests

Produces a usable form of energy for the cell

Packages proteins for transport out of the cell

Everything inside the cell including the nucleus

Site where ribosomes are made

The membrane surrounding the cell

Name for the collection of DNA in the nucleus of eukaryotic cells

Consist of hollow tubes which provide support for the cell

Small hair-like structures used for movement or sensing things

Composed of a phospholipid bilayer

Longer whip-like structures used for movement

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Put a tick in the appropriate column(s) to indicate whether the following organelles are found in plant cells, animal cells or both.

Organelle Plant Cells

Animal Cells

Cell Wall

Vesicle

Chloroplast

Chromatin

Cytoplasm

Cytoskeleton

Endoplasmic reticulum

Golgi apparatus

Lysosome

Mitochondria

Nucleolus

Nucleus

Plasma membrane

Central vacuole

Ribosome

Vacuole

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Extension Activities If you want an extra challenge then complete the following Go to the Open Learning Initiative https://oli.cmu.edu/jcourse/lms/students/syllabus.do?section=df3e23850a000

1dc518491159056b43c Where you can complete the free introduction to Introduction to Biology course. You should aim to complete as much of units 1,3&4 as you can.

Here some sample exam questions Below is a list of cell types and their functions

Cell Type Function

Cardiac muscle cells Contraction of the heart

Alveolar macrophage cells To ingest and digest pathogens invading the lungs

Beta cells in islets of Langerhans To produce insulin (a protein)

Proximal tubule epithelial cells To reabsorb useful molecules filtered out of the blood by the kidneys.

Name one organelle you would expect to find a lot of in the cardiac muscle cells. Give a reason for your answer.

Suggest how alveolar macrophage cells are adapted to their function in terms of the organelles that they contain.

Name three organelles you would expect to find a lot of in beta cells in the islets of Langerhans

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ALL this work will support your lessons and homework set in September.

Introduction to A-level Chemistry Summer Homework

In preparation for the course we would like you to complete the following tasks:

Understanding the structure of atoms

The chemical properties of elements depend on their atomic structure and in particular on the arrangement of electrons around the nucleus. The arrangement of electrons in orbitals is also linked to the way in which elements are organised in the Periodic Table. Evidence for the way electrons are arranged in atoms (electron configuration) is gained from measuring ionisation energy. Chemists can measure the mass of atoms and molecules to a high degree of accuracy in a mass spectrometer. There are various different types of mass spectrometer. During the course, you will study the principles of operation of a modern Time of Flight (TOF) Mass Spectrometer. Tasks:

1. Define the terms relative atomic mass (Ar ) and relative molecular mass (Mr ). 2. Draw and write out the electron configuration of the first 20 elements in the Periodic

Table.

3. Outline the following points about the mass spectrometer:

a. The five main operation stages of the TOF mass spectrometer b. The main differences between a magnetic sector mass spectrometer and a

TOF mass spectrometer c. How to interpret simple mass spectra of elements d. How to use the data from a mass spectrometer to calculate relative atomic

mass from isotopic abundance.

3. Explain how first and successive ionisation energies in Period 3 (Na–Ar) and in

Group 2 (Be–Ba) give evidence for electron configuration and the arrangement of

electrons in energy levels (shells), sub-shells and orbitals.

There is a lot of information on the internet that will help you to answer these

questions.

A particularly useful website is Chemguide (http://www.chemguide.co.uk/).

Use diagrams when answering the questions.

This work is compulsory and must be submitted during the first lesson in September 2017.

Completing this work to high standards will enable you to get ahead in your studies.

Extension Activities

If you want an extra challenge then complete the following tasks:

1. Explain what isotopes are.

2. Make a table showing the number of fundamental particles in the atoms and

common ions of the first 20 elements in the Periodic Table.

3. Go to the following link and watch at least four Faces of Chemistry videos that you

think you might find interesting. http://www.rsc.org/learn-chemistry/resource/listing?searchtext=&reference=students&filter=all&fAudience=AUD00000002&fAudience=AUD00000001&MediaType=MED00000002&gclid=CJ3Om-Sf7dQCFaWw7QoduGoBGw Which videos did you decide to watch? What were the key themes of the video? What did you learn?

ALL this work will support yourlessons and homework set in September!

Unit 1 – Working as a Physicist

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AS PHYSICS

Introductory Class Working as a Physicist &

Summer Tasks 16/17

STUDENT NAME: ………………………………………………….. TUTOR NAME: …………………………………………………..

Unit 1 – Working as a Physicist

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S.I. units (systeme international d’unites) This is the system of “metric” units used in most scientific work. When a quantity such as length is measured the value is given a unit, in this case the unit being the metre. Remember that the value is meaningless unless the unit is shown. The name of each unit also has a standard symbol of no more than three letters, so for example the abbreviation for metre is m. Base units and derived units The S.I. system of units is based on seven base units, which are:

Quantity Unit

Name Symbol Name Symbol

mass m kilogram kg

length l metre m

time t second s

temperature T kelvin K

luminous intensity I candela cd

electric current I ampere A

Quantity of matter n mole mol

Luminous Intensity Iv candela cd

All other units are derived units and can be expressed as a combination of base units, even when the unit is given its own name. Examples of derived units are: metre2 (m2), the unit of area newton (N), the unit of force, where 1 newton = 1 kilogram metre / second2 Points to remember: 1. Symbols for units are always written in the singular. This is because s is the symbol for second e.g. 5 ms means 5 millisecond, not 5 metres. 2. You must be careful to distinguish between upper and lower case letters (i.e. capital and small letters) because the same letter can mean different things depending on whether it is upper or lower case. For example the prefix M, standing for mega, multiplies a unit by 1 000 000 whereas the prefix m, standing for milli, multiplies a unit by 0.001. 3. When the name of a unit is written in full it nearly always starts with a lower case letter, even if the unit is named after a person e.g. the newton which is named after Sir Isaac Newton. 4. Quantities also have symbols. To distinguish between the symbols for quantities and the units that they are measured in, it is normal in printed text to write the symbols for quantities in italic (sloping) print and the symbols for units

Unit 1 – Working as a Physicist

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in normal upright print e.g. the symbol for the quantity time is t and the unit of time is the second with the symbol s,

so that time = 5 seconds is written as t = 5 s.

Obviously it is not possible to do this in hand written text, but it is usually obvious from its context. An equation relating several symbols together will usually involve quantities:

e.g. s = d meaning speed = distance t time

whereas a symbol following a number will be the unit of the number e.g. in 8 kg, kg is the symbol for the unit kilogram. The use of standard prefixes with S.I. units Larger and smaller units are (with a few exceptions) obtained by placing one of the standard prefixes given below before the unit (a fuller set of prefixes is given on a separate sheet). For example, the prefix kilo with the symbol k gives a unit 1000 times larger than the basic unit, no matter what the unit is e.g. 1 kilogram = 1,000 gram 1 kilometre = 1,000 metre.

Symbol Prefix Multiplies unit by or or

M (upper case) Mega 1 000 000 106

k kilo 1 000 103

d deci 1/10 0.1 10-1

c centi 1/100 0.01 10-2

m (lower case) milli 1/1 000 0.001 10-3

(Greek “mu”) micro 1/1 000 000 0.000001 10-6

n nano 1/1 000 000 000 0.000000001 10-9

The problems that follow use these common units:

Quantity Unit Symbol

mass kilogram kg

length metre m

time second s

volume litre l

energy joule J

power watt W

voltage volt V

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Exercise 1 - Express: 1. 8 kilometre in metre Worked Example: 8 kilo metres, where kilo (k) multiplies by 1,000 8 × 1,000 metres = 8,000 m or 8 × 103

2. 2 millisecond in second 3. 3 megajoule in joule 4. 6 centimetre in metre 5. 5 decilitre in litre 6. 55 microvolt in volt 7. 800 nanosecond in second 8. 25 kilogram in gram 9. 0.75 MW in W 10. 482 cs in s

11. 40 g in g 12. 125 dm in m 13. 5.92 mJ in J 14. 9 640 nm in m Exercise 2 - Express: 1. 15 000 m in km

Worked Example: 15,000 metres, where kilo (k) multiplies by 1,000 15 × 1,000 metres = 15,000 m or 15 × 103 m 15 km k is substituted for × 1,000 or ,000 or × 103

2. 0.57 m in cm 3. 320 000 W in MW 4. 0.048 g in mg

5. 1.82 l in dl 6. 0.000 004 s in s 7. 0.000 000 004 m in nm 8. 64 000 000 J in MJ

9. 0.7 l in cl 10.. 0.000 08 m in m 11. 0.000 5 V in mV 12. 0.42 m in dm 13. 132 000 V in kV 14. 0.000 000 62 s in ns

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Utilising online teaching tools: During the course, two online resources will prove to be particularly useful:

1. https://www.khanacademy.org

2. https://isaacphysics.org/

Watch the video on Khan Academy covering standard form:

https://www.khanacademy.org/math/pre-algebra/pre-algebra-exponents-

radicals/pre-algebra-scientific-notation/v/scientific-notation-old

Notice how it is referred to as scientific notation and not standard form as in the UK, if using Khan Academy and you can’t find additional courses please ask for advice. Create an account with Isaac Physics using the above link. When you return I will link your account to the College so I can view your responses.

On the homepage, you can click on the apple from any page to return to the home screen. Follow the link, for Isaac books as below.

Choose the, Physics Skills Mastery link. Select exercise A3, in the General Questions section. This should be completed for your return, please ensure you are logged in in order to save your responses and access them.

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The Topic List for the AS Physics course is as follows: TOPIC 2: Mechanics

TOPIC 3: Electric Circuits

TOPIC 4: Materials

TOPIC 5: Waves and the Particle Nature of Light

For each of these topics, create a powerpoint slide (4 slides in total) on what

sub topics will be covered in each of these headingss.

You may use any format you believe appropriate (Spider diagram, bullet

points, flow chart, experiments list, famous names or breakthroughs in the field

of physics etc.) but you must include at least one image for each slide.

Outline which, you believe will be your strong area and your weak area and

which you are looking forward to the most and why.

Completion Checklist (Tick box when complete):

1. Exercise 1 & 2 on metric prefixes in pack

2. Watch Khan Academy video

3. Register with Isaac Physics

4. Complete exercise A3 on Issac Physics

5. 4 Powerpoint slides on AS Physics and your relation to the course

Introductory Day and Choices Day 2017

Psychology: Summer Preparation Assignment

Research three psychologists and summarise their famous work. Some

examples of psychologists you might like to research are:

Sigmund Freud

Stanley Milgram

Phillip Zimbardo

Roger Sperry

Elizabeth Loftus

Simon Baron-Cohen

Solomon Asch

John Bowlby

Harry Harlow

Ivan Pavlov

Albert Bandura

… any others you wish to research

Some examples of websites you might like to use are:

www.bps.org.uk www.psychology.about.com

http://famouspsychologists.net/

http://www.psychnet-uk.com/x_new_site/student_information/psychologists.html NO WIKIPEDIA print-outs

NO Plagiarism (copy and paste)

What to include in this assignment

- Picture of the psychologist

- Title of their research

- Summary of the findings of their research

- Why you find the study interesting

- Why you think the study is of interest to psychologists and everyday life

Deadline: First Psychology lesson in September

Coulsdon College BTEC Engineering

Introduction to BTEC Engineering Summer Homework

In preparation for the course we would like you to complete the following tasks:

Using Breadboards

Scenario: In engineering, a prototype is a first example of a product that can be tested and

used as a demonstration tool of the finished product. A College has requested your

engineering education company to create an introduction powerpoint they can utilise as an

introduction to what a breadboard is for their engineering department.

You task:

Create a powerpoint detailing how an electronics breadboard works.

You should include:

i) Description of the function of a resistor in a circuit

ii) Description of the function of an LED in a circuit

iii) Description of the function of a capacitor in a circuit

iv) Diagrams/Images

v) Explanations of what your chosen diagrams/images show

vi) An example on a breadboard of how to connect a resistor and LED in series

vii) An example on a breadboard of how to connect a resistor and capacitor in

series

viii) References for all resources used

(A website reference should include the website name, full URL address, the

date you accessed it and a clear link to which section of work it relates to)

ix) A justification for the quality and reliability of the web resource

(i.e. is it Dave’s blog on completing homework, a University, a College or an

individual with stated Engineering qualifications and experience)

In electronic engineering (Units 6 & 35), a key piece of prototyping equipment is called a

‘breadboard’ which you will be using extensively for your own circuit builds.

In Communications for Engineering (Unit 2), you will be studying methods engineers use

for effective communication and the digital methods available in the modern engineering

environment.

Introduction to BTEC Science Summer Homework

In preparation for the course we would like you to complete the following tasks:

Understanding the use of Titrations

It is often necessary in chemistry to find the concentration of a substance in solution, for example the amount of chlorine in drinking water or the amount of an additive added to food. Such analysis is carried out by chemists using a technique known as titration. During a titration a solution of known concentration is reacted with a solution of unknown concentration (the analyte). The endpoint is determined, usually by a colour change, and the unknown concentration is found through a series of calculations. Tasks:

1. Research and find four uses of titrations, describe each one briefly. 2. Explain the main stages in carrying out a titration.

3. Research pH curves (titration curves) and answer the following questions:

a. What is meant by equivalence point in a titration? b. Sketch a pH curve for the reaction of a strong acid with a strong Alkali and

label the equivalence point. c. Describe, as fully as possible, an experimental method that could be used to

generate a pH curve d. Define the terms strong acid, weak acid, strong base, and weak base e. Explain as fully as possible why it is not usually possible to titrate a weak acid

against a weak base.

There is a lot of information on the internet that will help you to answer these

questions.

A particularly useful website is Chemguide (http://www.chemguide.co.uk/).

Use diagrams when answering the questions.

This work is compulsory and must be submitted during the first lesson in September 2017.

Completing this work to high standards will enable you to get ahead in your studies.

Extension Activity

If you want an extra challenge then complete the following tasks:

There are many errors that can occur in titration analysis. Describe as many of these errors as possible and explain how they can be minimised.

ALL this work will support your lessons and homework set in September.