YEAR 8 HOMWORK BOOKLET Year 8 ICT Homework · PDF fileYear 8 ICT Homework Booklet for Lent...
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YEAR 8 HOMWORK BOOKLET Year 8 ICT Homework Booklet for Lent Term 2015
Transcript of YEAR 8 HOMWORK BOOKLET Year 8 ICT Homework · PDF fileYear 8 ICT Homework Booklet for Lent...
YEAR 8 HOMWORK BOOKLET
Year 8 ICT
Homework
Booklet
for
Lent Term 2015
Homework 1
Topic: How ICT is used in – Communication
What is feedback in communication cycle?
Why is feedback necessary in communication?
What is the difference between advertisement and publicity?
You may type out your work in a word processor or neatly write in your
notebook
Homework 2
Topic: How ICT is used in – Advertising and Publicity
Is ICT important in carrying out research? Why?
Produce a spider diagram a list of 10 distinct things/tasks in education
that could be done using ICT.
Homework 3
Topic: Publishing on the internet – introduction to website
design
ICT Framework solution textbook page 50-51 worksheet 8.2.1 questions
1-10
Homework 4
Topic: Publishing on the internet – web design tools:
ICT Framework solution textbook page 69 worksheet 8.2.3 questions 1-
10
Homework 5
Topic: ICT Framework solution textbook page 85 Activity 13
questions 1-5
Homework 6
Topic: Publishing on the internet- website design project:
Explain the importance of the feedback form on a corporate website.
Draw a spider diagram for evaluating the quality of information on a
website
Homework 7
Topic: Publishing on the internet- website design project: Make a list of 10 key words that would indicate a statement is probably
an opinion
Homework 8
Topic: Information reliability, validity and bias
ICT Framework solution textbook page 126 worksheet 8.3.1 : copy and
complete the table in your ICT notebook
Homework 9
Topic: Information reliability, validity and bias
Describe these concepts as they relate to websites:
URL, Hits, Search engine, Date and Time, Last update
Homework 10
Topic: Searching for information Boolean operators are used when searching for specific information on a website.
Describe the function iof these Boolean operators:
AND, OR, NOT
HOME WORK BOOKLET
TERM 1 (2014/15)
Year group: Year 8
Subject: Physical Education
Year 8 Homework 2014‐2015
Homework is essential part of the learning
process. Grange School has a consistent
homework policy across all subjects and
we look for parental support in helping to
make sure homework and assignments are
completed when required.
Homework is important because it:
• Helps to consolidate and extend what is
learnt in the classroom
• Helps teachers to assess student's
learning
• Develops individual learning
responsibility
• Develops research skills
• Prepares KS3 students for IGCSE study
Homework Marking
Students receive a grade for each piece of
homework. The marks are then used as
part of the overall assessment of the
student’s individual progress.
Marks are from 1 to 5:
5 – Outstanding
4 ‐ Very Good
3 – Good
2 – Satisfactory
1 ‐ Poor/Not completed
Task 1
What is physical fitness?
What is the component of physical
fitness?
Task 2
Research and with a brief
explanation how to improve a good
sprinting start.
Task 3
(a) List 5 techniques of a sprint start.
(b) Research and with a brief
explanation 10 muscle that are
needed to carry out a correct triple
jump and high jump techniques.
Art & Design
Week 1-2 Topic: Exploring the local landscape
TASK: (1) List 10 objects that can be found in your home
environment/landscape
Students explore ideas and collect visuals and other information
on a landscape around their home.
Use them as motif to develop a design suitable for wrapping
paper for gift items. ( work dimension: A3 size paper)
Assessment Criteria
1. Ability to explore ideas
2) Ability to use these ideas to develop beautiful designs.
Week 3-4
Topic: First hand observation of a landscape
TASK Produce a landscape study from direct observation of your
immediate environment in painting.
Assessment Criteria
1. Ability to capture perspective
2. Ability to render painting in flat colours.
Week 5
Topic: Creating Textures for landscapes
TASK: Produce a textural landscape study from direct
observation of your immediate environment in painting.
Assessment Criteria
1. Application of different textures 2. Ability to create a textural effect.
Week 6
Topic: Computer landscape.
TASK: Create a landscape scene using the computer software.
Assessment Criteria
1. Ability to manipulate the software to create texture and pattern
Week 7-8
Topic: Still-life study
TASK: Produce an observational study of 2 or more still life
objects using pencil as your medium of expression.
Assessment Criteria
1. Application of tone from light to dark or from dark to
light.
2. Ability to express solidity in the rendition of tone.
Week 9-10
Topic: Nature study
TASK: Produce an observational study of 2 or more natural
objects using pencil as your medium of expression.
Assessment Criteria
1. Application of tone from light to dark or from dark to
light.
2. Ability to express solidity in the rendition of to
Week 11
Topic: Lettering;
TASK:
With the use of the upper case and lower case construct your names
Assessment Criteria
1. Application of upper and lower case letters
2. Elements and factors of good lettering
3. Construction of letters, words and sentences
Week: 11-12
Topic: Lettering.
TASK: Making of banner. (Project
ART AND DESIGN
HOME-WORK BOOKLET YEAR 8. (LENT TERM). (Mrs Idehen Efe)
CHEMISTRY
HOMEWORK
BOOKLET
YEAR 8. Lent term 2014/2015
WEEK 2&3
Topic:SCIENTIFIC ENQUIRY.
Task 1 1. Abi investigated how adding salt to water affects the way an object floats.
She used the apparatus below.
She used a scale inside a test-tube to measure the length of the test-tube above the water level.
(a) What factor did Abi change as she carried out her investigation (the independent variable)?
................................................................................................................
1 mark
scale
water level
200 cm of water
test-tube weighted down with lead
3
(b) Abi plotted her results on a graph.
(i) On the graph, circle the result which does not fit the pattern.
(ii) Suggest one reason for this result.
................................................................................................................
................................................................................................................
2 marks
42
40
38
36
34
32
30
28
length oftest-tubeabove waterlevel (mm)
0 5 10 15 20 25 30 35
mass of salt added to the water (g)
(c) Abi said she should repeat the measurement that does not fit the pattern. Robert said there is no need to repeat this measurement.
Who do you agree with? Tick one box.
Albi... Robert...
Explain your answer.
................................................................................................................
................................................................................................................
................................................................................................................
1 mark
(d) Abi and Robert wrote the conclusions listed below.
Look at the graph of their results and tick whether each conclusion is true or false or whether you cannot tell.
conclusions true false cannot
tell
The more salt added, the higher the test-tube floats in the water.
The length of the test-tube is 8 cm.
When 10 g of salt is added, the length of the test-tube above the water will be 34 mm.
Doubling the amount of salt doubles the length of the test-tube above the water.
2 marks
maximum 6 marks
Topic:Earth Science – Rocks, Fossils, Fossils Record,
Current Estimate of the Earth’s Age.
Task 2
Make a collage of Earth science on back cover page of
your note book.
Assessment criteria: Page completely covered [4]
Coloured pictures [ 2]; Captioned[2]: Boarders on
page[1]
Pictures relevant to the topic [3]; Arrangement/
Presentation [2] Total: 20marks.
WEEK 4 Topic: States of Matter II
Particle theory of matter.
Properties of Solids, Liquids and Gases.
1. (a) Complete the table below to show the state of each of the element shown at
room temperature (25o/c). Element Melting point
(degree C)
Boiling point
( degree c)
State at room
temperature
Chlorine -101 -35
Bromine -7 59
Rubidium 39 686
3 marks
(b) Complete the sentences below.
In a solid the _______ are close together. They have fixed positions, but they do
_______.When a solid is heated the particles move_______so they take up
_______space.
The particle in _______ are quite close together, but they do move relative to each
other. This means that liquid have a fixed_______but not a fixed shape. When a liquid
is heated the particles move around more, so the liquid_______liquid expand more
than_______on heating.
The particles in a _______ are far apart and moving very _______in all directions.
A_______will fill any container into which it is placed.
11marks
2. Oliver pumps up his football.
(a) Explain how the gas particles inside the football cause pressure to be exerted on
the walls of the
Football.
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-------------------------------(b) Oliver notices that as he pumps up his football it feels
slightly warmer.
Explain how the motion of air particles changed as the football became a warmer.
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-------------------------------
(c) If Oliver places the football in a fridge, the air inside the ball becomes colder and
the pressure inside the football changes.
Explain what happens to the pressure inside the football as the air particles get colder.
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2 marks each
Assessment criteria:Each question carries 1 mark.
Total=20 marks.
WEEK 6 Topic:States of Matter II Changes of State/Heating and Cooling Curves
Gas pressure
Diffusion
Task
1. ( a) The states of matter are solid, liquid and gas.
The diagram below shows how the molecules are arranged in these
three states.
State the name given to the change of state labeled
(i)
A..............................................................................................................
.
(ii)
B..............................................................................................................
.
(iii) C......................................................................................................----
------ (b)Which one of the following best describes the movement of molecules in the
liquid
state?
Tick one box.
The molecules are not moving from place to place.
The molecules are sliding over each other.
The molecules are moving freely.
2.Make a table of the first 20 elements with their symbols.
3 Form a mnemonic of the 1st 20 elements.
Assessment criteria: Question 1(a)- 3marks (b)-
1mark,question 2-10marks,question 3-3marks and
3marks for presentation off- hand.
Total=20 marks.
WEEK 8
Topic;Material properties II Appreciation of the Periodic Table
Atoms and the first twenty elements
Metals and Non-metals
Task 1. Most of the iron manufactured is converted into the alloy such as mild steel or stainless steel. (a) Define the term alloy…………………………………………………………………. ………………………………………………………………….. [2] (b) Match up the metals in the boxes on the left with their uses on the right. The first one has been done for you.
4 marks 2. The diagram shows models of various
elements.
(a) Define the term element. ...............
.................................................................................................................
...............................................................................................................................
[1]
(b) Which one of the models A to E represents a solid containing diatomic molecules?
...............................................................................................................................
[1]
(c) Which two of the models A to E represent gases?
.................................................and........................................................................[2]
(d) (i) Which one of the models A to E represents diamond?
...............................................................................................................................
[1]
(ii) State the name of the element present in diamond.
...............................................................................................................................
[1]
(e) Structure E is a metal. State three physical properties which are characteristic of all metals. ...............................................................................................................................
...............................................................................................................................
...............................................................................................................................
[3]
Assessment criteria: Question 1- 6 marks,
Question 2- 9 marks.
Total=15 marks. WEEK 9
Topic: Material properties II
Differences between the properties of metals and non-metals.
Task
1. (a) What features of magnesium makes it suitable for making flares?
__________________________________________________________________
_____
(b) Why do notable features of aluminium make it suitable for making aircraft and
power cables?
__________________________________________________________________
_________
(c) Why is copper particularly useful in electrical circuit?
2. (a) Why is helium used in airship?
__________________________________________________________________
_____________
(b)Why is graphite used as lubricant?
(c) Why is oxygen used in life support system in hospitals?
-------------------------------------------------------------------------------------------------------
---------------
(d) How could you use particle theory to explain why metals generally have a
greater density than non-metals?
---------------------------------------------------------------------------------------------------
-------------------
---------------------------------------------------------------------------------------------------
-----------------
Assessment criteria: Questions 1-4,1 mark each. Questions 5-7, 2marks each.
Total=10 marks
]
WEEK 1
TOPICS: Properties of Sound In Terms of Air
Particles
TASK:
(a) Aisha drops a stone into a pond. She hears the sound and she watches ripples spreading out across the pond.
Sound, ripples on water, and light travel at different speeds.
(i) Which travels fastest: sound or ripples on water or light?
..................................................................................................
.........
1 mark
(ii) Which travels most slowly: sound or ripples on water or light?
..................................................................................................
.........
1 mark
(b) Which sentence about sound is correct? Tick the correct box.
Sound cannot travel through air.
Sound cannot travel through stone.
Sound cannot travel through a vacuum.
Sound cannot travel through water.
1 mark
Maximum 3 marks
WEEK 2
TOPICS: How Sounds Are Made
TASK:
1. Three pupils watched a firework display.
(a) A man lit the fireworks. He wore ear defenders.
Why should he wear ear defenders when he is close to loud fireworks?
........................................................................................................................
........................................................................................................................
1 mark
ear defenders
(b) A rocket exploded making a loud sound and a bright flash. Peter, Sabrina and Jan were standing at different distances from the rocket.
When the rocket exploded, Jan heard the quietest sound. Why did Jan hear the quietest sound?
........................................................................................................................
........................................................................................................................
1 mark
(c) Jan saw the flash before she heard the sound.
What does this tell you about the speed of light and the speed of sound?
........................................................................................................................
........................................................................................................................
1 mark
(d) Complete the sentences below using words from the list.
chemical electrical heat light sound
(i) Jan, Sabrina and Peter could see the rocket explode because it
gave out ………………………… energy.
1 mark
(ii) They could hear the rocket explode because it gave out
……………………………… energy.
1 mark
(e) When the rocket stopped burning it fell to the ground. What force caused it to fall to the ground?
.............................................................
1 mark
maximum 6 marks
WEEK 3
TOPICS: Sound And Hearing
TASK:
John investigated which material would be best for sound-proofing. He put a bell inside a box. He covered the bell with each material in turn. He put a sound sensor outside the box to record the sound level.
He tested different materials and got the following results.
material sound level (decibels)
no material added 65
A 40
B 58
C 50
D 35
sound sensor
bell andmaterial insidethe box
(a) On the chart below, draw the bar for material A.
1 mark
(b) How many types of material did John test?
.............
1 mark
(c) Which material was best at stopping the sound going through? Give the correct letter.
.............
1 mark
70
60
50
40
30
20
10
0
soundlevel(decibels)
no materialadded A B C D
material
(d) Which two things should John have done to make his test fair? Tick the two correct boxes.
Use the same box each time.
Make sure a different person recorded the results each time.
Use the same material each time.
Keep the distance between the sound sensor and the bell the same each time.
Test each material in a different room.
2 marks
maximum 5 marks
WEEK 4
TOPICS: Use of C R O
TASK: (a) (i) Air contains nitrogen.
In the box below draw five circles, , to show the arrangement of
particles in nitrogen gas.
1 mark
(ii) Zeena carries a personal emergency alarm. It uses nitrogen gas to produce a very loud sound.
The nitrogen gas in the container is under much higher pressure than the nitrogen gas in the air.
How does the arrangement of nitrogen particles change when the gas is under higher pressure?
.............................................................................................................
.............................................................................................................
1 mark
(b) Use words from the boxes below to complete the sentence.
The rate at which the nitrogen particles hit the inside of the container is .................................... the rate at which nitrogen particles hit the outside of the container.
1 mark
(c) Zeena pushes the lid down and nitrogen gas escapes through the diaphragm. The diaphragm vibrates and produces a sound.
The pattern on the oscilloscope screen below represents the sound wave produced by the alarm.
greater than less than the same as
(i) The loudness of the sound produced by the alarm decreases between X and Y.
How can you tell this from the graph?
.............................................................................................................
.............................................................................................................
1 mark
(ii) The pitch of the sound produced by the alarm stays the same between X and Y.
How can you tell this from the graph?
.............................................................................................................
.............................................................................................................
1 mark
maximum 5 marks
WEEK 5
TOPICS: Sound Intensity
TASK: The dotar is a musical instrument with two strings.
(a) Aftal plays the dotar very quietly.
What must he do to the strings to make a louder sound?
.........................................................................................................................
............................................................................................................
.............
1 mark
(b) Aftal makes the strings tighter so they vibrate more quickly.
How does this affect the sound produced by the strings? Tick the correct box.
The sound has a lower pitch.
The sound is louder.
The sound has a higher pitch.
The sound is quieter.
1 mark
(c) One of the strings is thicker than the other, so it vibrates more slowly.
In what way is the sound made by the thicker string different from the sound made by the thinner string?
.........................................................................................................................
1 mark
(d) Aftal played the dotar near a microphone connected to an oscilloscope. The diagrams below show the patterns made by four sounds.
(i) How does the sound shown in trace A differ from the sound in trace B?
...............................................................................................................
...............................................................................................................
1 mark
(ii) How does the sound shown in trace A differ from the sound in trace C?
...............................................................................................................
...............................................................................................................
1 mark
maximum 5 marks
A B
C D
Search the internet for a well labelled diagram of the Pin-Hole camera.
Print and paste it on a page.
Give a vivid description of the principle of the pin - hole camera.
WEEK 6
TOPICS: Sound as Longitudinal Waves
TASK: Find out from the Internet why sound as a wave is considered as
a longitudinal wave. Give example of other form of longitudinal waves.
Give illustration using diagrams to back up your work.
The printed work should be pasted on the pages below.
WEEK 7
TOPICS: Measuring Speed Of Sound
TASK:
1. Three pupils took part in an investigation into the speed of sound. All three pupils stood 1020 m from an explosion.
Sylvia wore a blindfold.
Paul wore ear defenders.
James wore a blindfold and ear defenders. He rested his head on a wooden stick pushed into the ground so that he could feel vibrations.
The explosion produced sound and light at the same time. The table shows the speed of sound in two different materials.
material Speed of sound
(m/s)
air 340
soil 3200
(a) Use all the information above to help you answer parts (i) and (ii) below.
(i) In which order would the pupils notice the explosion?
first ......................................................................................................
second ................................................................................................
third .....................................................................................................
1 mark
(ii) From the information given, calculate the time it would take for the sound to travel through the air to Sylvia.
.............................................................................................................
.......................................................................................................... s
1 mark
(b) Another pupil, Nasah, stood 2000 m away from the explosion.
(i) The sound heard by Nasah was quieter than the sound heard by Sylvia. The further sound travels the quieter it becomes. Give the reason for this.
.............................................................................................................
.............................................................................................................
1 mark
(ii) The oscilloscope trace below represents the sound Sylvia heard.
The sound Nasah heard was quieter but the pitch was the same.
On the right-hand grid, draw the trace to show the pattern of the sound Nasah heard.
2 marks
maximum 5 marks
WEEK 8 MID-TERM BREAK
TASK: 1.) The diagram shows part of an ear.
Sound waves enter the ear and make the ear drum vibrate.
(a) The pitch of the sound is increased. What difference will this make to the way the ear drum vibrates?
......................................................................................................................
......................................................................................................................
1 mark
(b) The sound is made louder. What difference will this make to the way the ear drum vibrates?
......................................................................................................................
......................................................................................................................
1 mark
(c) Explain how a person’s ear can be damaged by loud sounds.
......................................................................................................................
......................................................................................................................
1 mark
Maximum 3 marks
The diagram below shows part of the human ear.
We can hear somebody speaking because sound waves enter our ears. (a) (i) What do our eardrums do when sound waves reach them?
.............................................................................................................
1 mark
(ii) Sometimes a lot of wax is produced in the ear. The wax rests against the eardrum, as shown above.
Give one reason why we cannot hear very well when our ears contain a lot of wax.
.............................................................................................................
.............................................................................................................
1 mark
(b) The table below shows the lowest and highest frequencies that five living things can hear.
living thing
lowest frequency (Hz)
highest frequency (Hz)
human 20 20 000
sparrow 300 20 000
dog 20 45 000
cat 20 64 000
rabbit 300 42 000
(i) Which three living things from the table cannot hear a frequency of 43 000 Hz?
.............................. and .............................. and ..............................
1 mark
(ii) From the table, choose the living thing that can hear the biggest range of frequencies.
.............................................................
1 mark
maximum 4 marks
2.)
A bell in a church tower is attached to a wheel of radius 0.8 m. The bell is balanced upside down. The bell-ringer pulls the rope with a force of 50 N.
(a) Calculate the moment (turning effect) on the wheel. Give the unit.
......................................................................................................................
......................................................................................................................
2 marks
(b) The bell turns. When the rope is travelling at its highest speed, it moves 0.5 m in 0.04 s. What speed is this? Give the unit.
......................................................................................................................
......................................................................................................................
2 marks
(c) The bell rings twice but the second ring is quieter than the first. Both rings have the same pitch.
Complete the sentences below to compare the two rings.
The amplitude of the second ring was ………………………… the amplitude of the first ring.
The frequency of the second ring was ……………………..….. frequency of the first ring.
2 marks
(d) The sound of a bell is within the audible range of most people.
Which is most likely to be the frequency of the sound made by a bell? Tick the correct box.
1 mark
2.5 Hz
250 Hz
25 000 Hz
2 500 000 Hz
(e) The energy given out when the bell rings was originally stored in the bell-ringer.
Describe the main sequence of useful energy transfers which take place when a bell-ringer rings a church bell.
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
......................................................................................................................
3 marks
Maximum 10 marks
WEEK 9
TOPICS: Pitch And Frequency
TASK
A pupil fixes a small electromagnet close to a thin springy steel sheet. The device acts like a small speaker. She connects a battery and switch to the electromagnet as shown.
(a) (i) When the pupil closes the switch, what will happen to the steel sheet?
..................................................................................................
electromagnet
thinspringysteelsheet
case
........
1 mark
(ii) The pupil opens the switch again. What will happen to the steel sheet now?
..................................................................................................
........
1 mark
(iii) If the pupil had connected the battery the other way round, what difference would this have made to your answer to part (i)?
..................................................................................................
........
1 mark
(b) The pupil removes the battery and switch. She connects the electromagnet to a power supply which switches the current on and off 1000 times each second. The steel sheet vibrates and makes a sound.
(i) She then adjusts the power supply so that the current is switched on and off 3000 times each second.
What difference does this make to the pitch of the sound?
steel sheetvibrates andmakes a soundpower supply
switches currenton and off1000 timeseach second
Give a reason for your answer.
..................................................................................................
...........
..................................................................................................
...........
..................................................................................................
...........
2 marks
(ii) The pupil now adjusts the power supply so that the current is larger. Explain why this makes the sound louder.
..................................................................................................
...........
..................................................................................................
...........
1 mark
Maximum 6 marks
b. The table shows the speed at which sound travels through different materials.
(a) Does sound travel fastest through solids or liquids or gases?
granite
nitrogen
oil
oxygen
steel
water
solid
gas
liquid
gas
solid
liquid
5400
354
1460
332
5980
1510
materialphysical state of
the materialspeed of sound
in m/s
......................................................................................................................
1 mark
(b) Sound travels through air. Air is mostly nitrogen and oxygen.
Use the information in the table to suggest the speed of sound in a mixture of nitrogen and oxygen.
The speed of sound in this mixture is about …………………… m/s
1 mark
(c) Tom and Zoe make a string telephone. They use two empty tin cans joined by a piece of string.
Tom and Zoe are 5 m apart. Tom talks quietly into one tin can, and Zoe holds the other tin can to her ear. If they keep the string tight, the sound of Tom's voice travels along the string.
(i) How does the sound travel along the string to Zoe?
.............................................................................................................
.............................................................................................................
1 mark
(ii) How does the tin can at Zoe's end make a sound?
.............................................................................................................
.............................................................................................................
1 mark
Maximum 4 marks
