Year 9 A+B
1F
1. Copy the lists and match the description to the meaning:
XY
XX
Pollen
Sperm
Egg
male sex cell in plants
male sex chromosomes
female sex chromosomes
female sex cell in plants and animals
male sex cell in animals
2. Label the diagram
Ch
N
C
3. Finish the sentence.
The n
of a cell contains thousands of g
These are arranged on c
from your p
. You inherit your g
.
.
1H
1. This is a typical animal cell
a)
b)
c)
d)
e)
Copy and label it.
What part of the cell are chromosomes found in?
What is the chemical that chromosomes are made of?
Where would you find a gene?
What does a gene do?
2. This is a sperm cell..
Tail
nucleus
Head
Give one function for each part of the sperm cell.
The nucleus of a sperm has a mass which is half the mass of the nucleus in a normal
body cell.
a) What is contained in the nucleus of a sperm cell?
b) Give one reason for the difference in mass of the nucleus of a sperm,
compared to body cells.
c) Why are sperm much smaller than egg cells?
2F
1. Match the words to the meanings.
Individual
Species
Identical
Characteristic
Variation
differences between single animals or plants of the same kind.
having the same features
single animal or plant
feature, such as hair colour
a group of similar living things that can breed with each other.
2. Copy and complete the table using the following characteristics:
Continuous variation
Discontinuous variation
Weight
Ability to roll tongue
Shoe size
Height
Intelligence
Sex (gender)
3. Copy and complete the sentences below by circling the correct word in each of the
brackets.
a) Differences in the (genes/conditions) produce variation due to genetic causes.
b) Variation caused by the (environment/habitat) is due to differences in
conditions.
c) A mixture of genetic and environmental differences (can/cannot) cause
variation.
2H
1. a) Complete the tables using the following characteristics:Continuous Variation
Discontinuous Variation
Weight
Ability to roll tongue
Lobed ears
Height
Intelligence
Sex (gender)
Mass
Fitness (measured by
resting pulse)
Eye colour
Hair-colour
b) Which of the list of characteristics are:(i)
affected by the environment
(ii)
not affected by the environment
c) Give the characteristic least affected by the inheritance.
d) Choose any one characteristic and explain how it is affected by its environment.
3. Alex looked at nettles growing under a hedge and nettles growing in a field. He
was surprised by how much the colour and the size of the leaves varied.
a) What kind of variation is this?
b) What can affect the size and colour of nettle leaves.
c) Nettles have a very distinctive shape to their leaves. All mature leaves have the
same shape. Is this genetically or environmentally determined?
3F
1. Copy the two lists. Match the living thing to its characteristic.
Cow
Cabbage
Rose
Dog
Hen
sweet-smelling flowers
friendly
Lays lots of eggs
Grows large leaves
Gives lots of milk
2. A farmer wants his cows to give lots of milk. Which cow should he breed?
a) A big cow with lots of muscles.
b) A cow that already gives lots of milk.
c) A cow that is very sick.
3. People have breed new varieties of dogs that have particular characteristics, what
characteristics would you want a police dog to have. Name at least 3 things.
3H
1. Complete the sentences below using the words from the list.
disease
varieties
increased sexual
animals
flavour
artificial
several
Selective breading is also called
. Selection and involves
reproduction. We use it to produce new
of
animals and plants. It has been used to produce crop plants and agricultural
with
yield, improved
and resistance to
. Selective breeding can
take
generations.
2. i)
ii)
If you wanted to breed a police dog what characteristics would you want it
to have. Name at least 5.
How could you try and ensure the puppies you bred had these
characteristics?
3. Some animals are bred using artificial insemination.
i)
ii)
what is artificial insemination?
why is it an advantage to the farmer to use artificial insemination?
4F
Tick the true statements.
1. An example of a clone is:
a) A plant cutting
b) A robot
c) Identical twins
2. Which of these statements about cloning are true. Write them in your book.
i)
Plant clones occur naturally
ii)
Human clones occur naturally
iii)
Clones are genetically different from each other.
iv)
We can make artificial animal clones.
v)
Humans have been artificially cloned.
vi)
Clones are made by sexual reproduction.
3. Copy and complete the table below using the sentences in the box.
Male and female sex cells join.
Offspring are not genetically identical to parents.
No joining of cells is needed.
Two parents are needed.
Offspring are genetically identical to parents.
Only one parent is needed.
Asexual Reproduction
Sexual Reproduction
4H
1.
i)
ii)
iii)
iv)
What is a clone? Use the word genes in your answer.
What type of reproduction produces clones.
List 3 naturally occurring clones.
Explain how identical and non-identical twins develop and why
identical twins are examples of clones.
2. Dolly the sheep was the first artificially cloned animal.
i)
Put these stages in the correct order.
The nucleus was removed from the udder cell.
An udder cell was removed from Sheep A.
Sheep C gave birth to a lamb named Dolly.
An egg cell was removed from Sheep B.
The egg cell with it’s new nucleus was inserted into the uterus of Sheep C.
The nucleus was removed from the egg cell.
The nucleus from the udder cell was placed in the empty egg cell.
ii)
Which of the adult sheep was Dolly genetically identical to?
SHEEP A
SHEEP B
SHEEP C
iii)
Explain why you choose this sheep as your answer to question 2(ii).
5F
1. Write down the seven signs that something is alive. Use MRS NERG to help you.
Movement
R
S
N
E
R
G
2. Copy the paragraphs and fill in the blanks.
The respiratory system takes o
from the air into blood and removes
c
d
. The l
are the main organ
of this system.
The digestive system breaks down f
, so our body can use it. One
important nutrient from food is g
.
Respiration is a chemical reaction that happens in our c
. The
+g
reaction goes like this: o
c
d
+w
+ energy.
3. Match the words about good fitness to the meanings.
Supple
Speed
Stamina
Strength
Good body shape
able to move heavy objects
flexible
quick
a healthy weight
able to play without getting too tired.
5H
1. Write down the seven signs that something is alive. Use MRS NERG to help
you.
Movement
R
S
N
E
R
G
2.
i)
Copy and complete the table.
Organ System
Digestive System
Respiratory System
Blood System
Excretory System
Nervous System
ii)
What the System Does
Breaks Down food
One Organ in this System
Stomach
Name 2 organ systems not found in the table above.
3. Fitness is important if we want our bodies to work properly for a long time. For
each type of fitness, write an example of how to improve,
i.e. suppleness - do yoga, lots of stretching
speed –
stamina –
strength –
good body shape –
6F + H
1. Use the words in the box to name the parts of the chest.
Lung
rib
windpipe
air sac
diaphragm
bronchus
2. Use the words in the box to answer question (i) to (iv).
Capillaries
i)
ii)
iii)
iv)
heart
air sacs
oxygen
…………………………. And carbon dioxide are exchanged in the
lungs
the lungs feel spongy because they contain tiny …………………….
these are surrounded by small blood vessels called ………………….
Blood from the lungs returns to the …………………… to be pumped
around the body.
3. Match the type of joint to where it is found.
Hinge joint
Ball and socket joint
Gliding joints
Fixed joints
joints between rib and breast bone
joints between the skull bones
hip joint
knee joint.
4. Copy and complete this table on drugs and the way they affect our bodies by
drawing arrows. One has been done for you.
Alcohol
Caffeine
Aspirin
Prosac
pain killer
stimulant
depressant
affects brain cells, makes your feel good
5. Copy and fill in this table about what these classes of food are useful for. Here are
some suggestions but you may use some of your own.
Growth and repair
Fight disease
Ensure chemical reactions take place
Class of food
Carbohydrates
Fats
Proteins
Vitimins
Fibre or roughage
Minerals
Useful for
Energy
Insulate our body
Example of food rich in
this class of nutrient
Revision/Homework
1. Write definitions for the following words and memorise them:
a)
b)
c)
d)
e)
f)
g)
Antagonistic pairs
Arteriosclerosis
Emphysema
Nicotine
Bronchitis
Hallucinogens
Stimulants
2. Write out and memorise the differences between:
a)
b)
c)
d)
sexual and asexual reproduction
continuous and discontinuous variation
environmental and genetic variation
cloning and selective breeding
Possible ways to memorise work are:
a)
b)
c)
d)
get someone to test your
write yourself some test questions and answer them later
copy key words out 6 times
draw pictures to summarise the main points
Year 9 Homework Unit C & D
1F
a) Choose the right words.
Photosynthesis occurs when green plants trap the energy/food from the sun.
Chlorophyll/chloroplasts in the cells use carbon dioxide/oxygen and water/sugar to
produce oxygen/carbon dioxide and water/sugar.
b) Are these statements true or false?
During photosynthesis plants: i)
Take in oxygen.
ii)
Produce oxygen.
iii)
Gases enter and leave the plant through the stem.
iv)
Water enters the plant through the leaves.
c) Look at the information in part a) and use to write out the word equation for
photosynthesis, the words you need are in the box below.
Carbon dioxide, oxygen, sunlight, sugar (glucose), water
1H
i)
ii)
iii)
iv)
v)
Write out the word equation for photosynthesis.
Extension: write out the balanced symbol equation for photosynthesis.
Label the reactants and the products.
Do plants respire?
Write out the equation for respiration.
b) Sketch a graph showing what happens to the oxygen and carbon dioxide levels in a
glasshouse over a 24-hour period. Start and end at 12.00 midnight. Draw both lines on
the one graph.
CO2
&
O2
Level
Time of day
i)
ii)
iii)
iv)
When are the oxygen likely to be at their highest?
Explain your answer.
When are carbon dioxide levels likely to be at their highest?
Explain your answer.
Q1 Extension
Find out how farmers get their crops to grow quickly. Explain how this might affect
future crops grown in the same field.
2F
a) Plants use the glucose in lots of ways. Copy out and complete the boxes below to
show some of its uses.
Glucose
O
R
P
C
S
b) Link the plant product with the right chemical.
Cellulose
Flour
Starch
Paper
Oil
Protein in animal feed.
Protein
Cooking oil
2H
a) Copy out and complete these sentences:
i)
The products of photosynthesis are-----------ii)
Glucose and oxygen are used for---------------------iii)
Glucose cannot not be stored in the plant cells because---Glucose is
converted to----------------------------------------b) We use a lot of different products that come from plants. Construct a table and in it
list products that are made from starch, cellulose and plant oils.
Starch
Cellulose
Oils (Lipids)
Q2 Extension
Explain how the loss for many endangered plant species could affect our ability to
develop new products in the future.
3F
a) Draw and label a plant palisade cell.
b) Match the plant cell and it’s function (job)
Cell
Function (job)
Guard cells and stomata
To trap light energy
Root hair cell.
To let in carbon dioxide and
let out oxygen.
To take up water and
minerals from the soil.
Palisade cell
c) Copy out and complete.
Leaves are adapted for photosynthesis. They contain c………. filled with
chlorophyll that can trap the sun’s e…….. . They are very t…… and f……..,
which means they have a large surface area. Leaves face the s……, to absorb more
sunlight. Stomata on the underside of the leaf let o…….. out and c……. d………
in.
3H
a) Draw each of these plant cells and explain their role in photosynthesis.
i)
Guard cells and stomata.
ii)
Palisade cells.
iii)
Root hair cells.
b) List 5 ways in which leaves are adapted for their role in photosynthesis.
c) Explain how the following adaptations are helpful to the plant.
i)
Cacti have thick waxy cuticles and very few stomata.
ii)
Many plants have leaves that wilt when they are short of water.
iii)
Deciduous trees loose their leaves in autumn.
Q3 Extension
Research 3 different plants from 3 places and say how they are adapted to their
habitats.
Q4F
a) All the food we eat comes from food chains that start with a producer (a plant).
Write out 3 food chains that start with a producer and end with a human.
Producer
1
2
3
Primary
Consumer
Secondary
Consumer
Tertiary
Consumer
b) What do the arrows in a food chain show?
c) List 5 foods you ate yesterday and say which part of the plant it came from.
e.g.
Bread = wheat = seeds.
Chips = potatoes = tubers.
d) Weeds reduce the amount of food (yield) a farmer gets from his crops, because
weeds compete with crop plants for the things they need. List 4 things that crops
need to produce a high yield.
Q4H
a) Write out 4 food chains that start with a producer and end with a human. For
each chain label the producer and consumers.
b) List 4 crop plants grown in Britain.
c) Choose one crop and make a food web showing all the plants and animals that
might share the field where the crop is grown.
d) Circle all the organisms that might reduce the yield of the crop.
e) If you used a herbicide (weed killer) to reduce the number of weeds how would
this affect:
i)
The crop yield.
ii)
The number of insects in the field
iii)
The number of birds in the field.
Q4 Extension
In recent years there has been an increased demand for ‘organic’ foods.
What is meant by organic?
Why are people concerned about amount pesticides in their food?
What alternatives do farmers have to using chemicals to protect their crops?
What is meant by crop rotation and why do farmers do it.
Q5F & H
a) List the things that are needed for healthy plant growth. (Level 3)
b)
i)
Write out the word equation for photosynthesis.
ii)
What do the words in the table mean?
Word
Definition
Producer
Consumer
Herbivore
Carnivore
Prey
Predator
(Level 4)
c) List the plant cells that are involved in photosynthesis for each describe how it is
adapted to its function.
(Level 5)
d)
i)
What are the factors that can limit the rate of photosynthesis?
ii)
What can you measure to assess the rate of photosynthesis?
iii)
What do you predict would happen to the rate of photosynthesis if more
carbon dioxide were added to a glasshouse?
(Level 6)
e)
i)
Explain why plants take in carbon dioxide during the day and oxygen at
night.
ii)
Construct a pyramid of numbers to show the relation ship between the
organisms in the following food chains:
Grass → sheep → Human.
Grass → sheep → Sheep ticks → Birds
If the farmer used an insecticide to kill the sheep ticks what would happen to
the number of birds in the field?
(Level 7)
Q5 Extension
Research how pesticide residues can build up in a food chain.
Use your research to write a report about an actual incidence of a pesticide causing
harm to a non-target species.
Q 6 Revision
Write out and memorise:
• The word equation for photosynthesis
• The parts of a plant cell
• The parts of a plant involved in photosynthesis
• The parts of a leaf
Make sure you can:
• Write out examples of food chains
• Name the products plants make from glucose
• Explain how different minerals affect plant growth
• Explain how leaves are adapted for photosynthesis
• Explain how pests affect crop yields
• Explain the possible impact of pesticides on ecosystems
To revise effectively you should try:
• Underlining key words
• Get someone to test you
• Try and answer past questions in revision guides
• Make a ‘mind map’ for the topic showing how all the different parts fit together
• Make up stories to go with the ideas you are trying to explain.
E + F Reactions of metals and reactivity
1F
1. Which of the substances below are metals:
Brass
Oxygen
Iron
Mercury
Carbon
Gold
Rust
Copper
2. Copy out the four words or phrases that best describe metals from the list below:
brittle
shiny
conduct heat well
are coloured
strong
conduct electricity
malleable (can be hammered into shape)
3. What metals can be used for these jobs.
a) plumbing pipes
b) making a car
c) a precious ring
d) making an aeroplane
e) electrical wires
4. pick one of these and say why it is good for that job.
1H
1. Copy and complete this table. The first row is done for you.
Metal
Gold
Steel
Copper
Brass
Aluminium
Element or compound
Element
A use
Jewellery
A property which makes it
good for this
Does not corrode
2. Copy the six properties of all metals below and describe what each means.
Lustre
Sonorous
Conducts heat
Conducts electricity
Malleable
Ductile
3. extension Find out how one of these metals is produced. Iron, Aluminium or
Copper.
2F
1. Copy and complete this sentence.
Metals reacting with acids product bubbles. This tells us a
is made.
solid
liquid
gas
2. This gas is called
when a flame is put near it.
and it makes a
3. Copy and match these acids to the salt they make.
hydrochloric acid
sulphuric acid
nitric acid
sulphate
nitrate
chloride
4. Copy and complete this general equation for a metal reacting with an acid using
some of the substances in the box below.
Metal + acid
oxygen
+
hydrogen
nitrogen
salt
sugar
alkali
2H
1. What gas is made when acids react with metals?
2. How do you test for this gas?
3. Copy and complete these word equations for metals reacting with acids.
a) copper + nitric acid
copper nitrate +
b) iron + sulphuric acid
c) magnesium + hydrochloric acid
+
+
4. extension Describe how you could make calcium chloride. Include what
chemicals you would use and what equipment you would do the reaction in.
3F
1. What word describes and acid reacting with an alkali to cancel it out?
a) fertilisation
b) sterilisation
c) neutralisation
d) oxidation
2. Copy and complete these general equations using words from the box below.
Acid + metal carbonate
+
Acid + metal oxide
+
Acid + alkali
oygen
+ water
+
carbon dioxide
hydrogen
salt
alkali
metal
water
3H
1. Copy and complete these word equations for acids reacting with carbonates. The
first one has been done for you.
a) Hydrochloric acid + calcium carbonate
dioxide + water
b) Sulphuric acid + calcium carbonate
dioxide + water
calcium chloride + carbon
calcium
c) Nitric acid + calcium carbonate
+ carbon
+
+ water
2. Copy and complete these word equations for acids and oxides, and acids and
alkalis.
a) Sulphuric acid + Iron oxide
+
water
b) Hydrochloric acid + Lead oxide
+
c) Nitric acid + Sodium hydroxide
+
3. Extension You sometimes see these symbols in word equations after a substance
e.g. oxygen (g)
water (1)
iron (s)
sodium chloride (aq)
Find out what each of these mean:
(g) =
(1) =
(s) =
(aq) =
4F
METAL
Copper
Silver
Gold
Iron
What happens to it after 10 years
in the soil
Dull and small holes
Changed colour
Clean + bright
Rusty and large holes
Using the information on the table above answer these questions.
1. Which metal is the most reactive?
2. Which metal is the least reactive?
3. Which is most reactive out of copper and silver?
4. Why would iron be a bad choice for an underground pipe?
5. Extension Why are we more likely to find a gold roman coin than an iron roman
coin?
4H
Look at these pictures of 3 metals reacting with acid.
1. Write the letters down in order of reactivity.
2. If the three metals are gold, magnesium and zinc, which letter would be which
metal?
X=
Y=
Z=
3. Draw a picture to show metal W reacting if it is more reactive than Z but less
reactive than X.
4. Extension In displacement reactions the more reactive metal ‘steals’ the
compound from the less reactive metal.
So if this
sodium - most reactive
is reactivity
aluminium
order
iron
copper
gold - least reactive
So if the following happens,
sodium + iron sulphate
sodium sulphate + iron
What would happen in these 4 experiments:
Iron + copper sulphate
Gold + copper sulphate
Aluminium + iron sulphate
Copper + aluminium sulphate
+
+
+
+
5F + H Levelled homework
1. Which of the following are metals:iron
glass
steel
magnesium
water
carbon
Level 4
zinc
lead
oxygen
2. Match these metals with their properties and uses using lines
copper
gold
aluminium
aeroplanes
jewellery
electrical wires
Level 3
conducts electricity
light weight
does not corrode
3. Copper is a metal. Explain 4 features it has that tell you this. Use and explain
science vocabulary.
Level 5
4. a) Complete these general chemical equations
acid + metal
acid + metal carbonate
acid + alkali
Level 6
+
+
+
]
+
b) Write down the complete word equation for magnesium reacting with
sulphuric acid.
+
+
Level 7
5. a) The formula for hydrochloric acid is HC1
Level 7
What is the formula for:i) nitric acid
ii) sulphuric acid
Use a particle model to explain what happens to these as they react.
b) Complete these displacement reaction equations.
Iron + zinc
Zinc + sodium nitrate
Sodium + iron chloride
6. Extension Write down word equations and balanced formula equations of acid
reactions which would make the following salts
a) copper sulphate
b) magnesium nitrate
c) iron chloride
Level 8
6F+H Revision for Test
Write out and memorise:1.
2.
3.
4.
5.
6.
7.
8.
Main properties of metals
The 4 general reactions of acids
What acids would make which salts
The test for hydrogen
The test for CO2 (carbon dioxide)
2 very reactive metals
2 very unreactive metals
what is a displacement reaction
Possible ways to memorise work are:
a)
b)
c)
d)
e)
Get someone to test you
Write yourself some test questions and answer them later
Copy key words out 6 times
Draw spider diagrams
Draw out a concept map
9G + H Using + Environmental Chemistry
3F
1. Compare the use of wooden window frames and PVC window frames by copying
and filling in the table.
WOOD
PVC
Durability re: how long it
lasts
Environmental impact
Look
Maintenance
3H
List as many items as possible which could be made using either traditional or modern
materials. Suggest the advantages of using plastics.
Extension Compare the cost of wood and PVC windows.
9G +H Using Chemistry
1F Fuels
a) What is a fuel?
b) Match the fuel & it’s use
Fuel
Petrol
Oil
Gas
Wood
Coal
Diesel
Use
Bunsen Burner
Cars
Central Heating Systems
Open Fires
Power Stations
Lorries
c) Complete the word equation for the combustion (burning) of fuel
F---------- + O------------ → C---------------- + W--------------
1H
a) What is a fuel?
b) What is the best fuel to use of the following?
• Open fire.
• Central heating system.
• Cars
• Lorries.
• Power stations
• Bunsen burners
c) Most commonly used fuels are known as fossil fuels.
i) What are fossil fuels?
ii) What are the two main disadvantages of using fossil fuels?
iii) Name three fuels that are not fossil fuels.
d) Write the word equation for the combustion of methane gas.
e) Write a balanced symbol equation for the combustion of methane (CH4).
2F Chemical Reaction that Produce Energy
a) Which of these reactions give out energy.
• Petrol igniting in a car engine.
• Wood burning in a bonfire.
• Plants photosynthesising.
• Cells respiring.
• Magnesium reacting with acid.
• Water freezing.
• Firework display.
• Electrical cells in a CD player.
b) List as many things as you can that can be powered using electrical cells.
2H
a) Make a list of examples where chemical energy is used to power something.
E.g. Petrol is used to power a car.
b) In the following experiment different chemicals where mixed with water & the
temperatures at the beginning and end of the reaction recorded.
Chemical
Calcium oxide
Ammonium nitrate
Calcium chloride
Ammonium chloride
Temperature at
start oC
20
20
20
20
Temperature at end
o
C
25
23
18
17
Temperature
Change oC
Work out the temperature change for each of these chemicals.
Exothermic reactions give out heat energy; endothermic reactions take in heat, which
of these reactions are exothermic reactions and which are endothermic reactions.
3F
Materials made from Chemical Reactions.
Plastics, Wood, Wool, Glass, Silk, Iron, Nylon, China, Cotton,
Concrete, Medicines, Fertilizers, Polyester, Paper, Copper wire.
Sort the list in the box above into materials made from chemical reactions & those that
occur naturally.
Lots of products that are made of plastic now days used to be made of traditional
materials such as wood or metal, complete the table below to this.
Plastic Product
Bucket
Fleece jacket
Chair
Child’s doll
Baby’s bath
Polyester blazer
Alternative Material
List 2 advantages of using plastic and 2 disadvantages.
3H
3H Using Chemistry
1F Fuels
a) What is a fuel?
b) Match the fuel & it’s use
Fuel
Petrol
Oil
Gas
Wood
Coal
Diesel
Use
Bunsen Burner
Cars
Central Heating Systems
Open Fires
Power Stations
Lorries
c) Complete the word equation for the combustion (burning) of fuel
F---------- + O------------ → C---------------- + W-------------d) What is a fuel?
e) What is the best fuel to use of the following?
• Open fire.
• Central heating system.
• Cars
• Lorries.
• Power stations
• Bunsen burners
f) Most commonly used fuels are known as fossil fuels.
i) What are fossil fuels?
ii) What are the two main disadvantages of using fossil fuels?
iii) Name three fuels that are not fossil fuels.
g) Write the word equation for the combustion of methane gas.
h) Write a balanced symbol equation for the combustion of methane (CH4).
4F
Neutralisation
Oxidation
Combustion
Decomposition
Polymerisation
Copy and complete these sentences using the words above.
1. Eating an Indigestion tablet is an example of ______________________________.
2. Lighting a Bunsen burner is an example of ________________________________.
3. Iron going rusty is an example of _______________________________________.
4. Making nylon is an example of _________________________________________.
5. Baking powder producing CO2 in a cake is an example of ____________________.
6. Putting baking soda on a bee-sting is an example of ________________________.
4H
Copy and match up the reaction with the reaction type.
Decomposition Hydrochloric Acid + Sodium Hydroxide
Sodium chloride + water
Polymerisation
Methane + Oxygen
Carbon dioxide + Water
Combustion
Ethane
Polymerisation
Neutralisation Calcium Carbonate
Calcium Oxide + Carbon dioxide
CacCO3
CaO + CO2
Oxidation
Magnesium + Copper Sulphate
Displacement Magnesium + Oxygen
Magnesium Sulphate + Copper
9 Levelled Homework
1. List the names of the gases found in the air.
Level 3.
2. At school Ellen heated some copper powder until it went black. Give the name of
the black substance formed when copper reacts with oxygen and show the word
equation for its formation.
Level 4
3. Ellen added the black substance to some dilute sulphuric acid. The black substance
reacted with sulphuric acid forming a blue solution of copper sulphate.
a) What type of substance is copper sulphate?
An acid,
a compound,
an element,
b) How could this product be separated from excess reactants.
a mixture
Level 5
4. a) Ellen poured 20cm3 of the copper sulphate solution into a dish, A, as shown
below.
She left the dish in a room at 210C for two days. What two changes would Ellen
observe in dish A two days later?
b) Ellen poured 20cm3 of the same blue copper sulphate solution into another dish,
B. She put a lid on dish B and left it in the room at 210C for two days.
After two days the contents of dish B looked different from the contents of dish A.
Give one difference Ellen would observe and explain how the lid caused this
difference.
Level 6
5. Sulphuric acid can also be found as a pollutant, describe how it gets into and
damages the environment.
Level 7
10 Revision homework
Revise topic so far, producing a one page summary.
9I Energy and Electricity
1F
Use the words in the box to complete the sentences.
electrical
movement (kinetic)
sound
a)
b)
c)
d)
e)
f)
g)
h)
An electric hairdryer converts
energy to
A microphone converts
energy to
A gas fire converts
energy to
energy to
A tennis player converts
A march converts
energy to
A gas oven converts
energy to
A battery converts
energy to
Now write down 3 examples of your own.
1H
State the energy changes for each of these:
chemical heat
energy
energy
energy
energy
energy
energy
energy
2F
1. Draw this circuit into your book and label the parts 1, 2, 3, 4.
2. What will happen to 3 if more cells are added to the circuit?
3. What does 4 measure?
4. Use the words in the box to complete the sentences below:
complete,
parallel,
series,
push
A circuit must be
Cells
is a
for current to flow.
the current round the circuit. The circuit I have drawn
circuit.
2H
1. Copy this diagram into your book.
2. What does the symbol
represent in a circuit.
3. If V1 is 8 and V2 is 5 what will V3 be?
4. If V2 is 6.5 and V3 is 4.8 what will V1 be?
5. Now draw this circuit into your book
Buzzer
6. What do the
meters measure?
7. If
is 6 and
is 3 what is
8. If
is 8, what is
3F
1. Put these electrical devices in order of how much energy they use in one hour.
Start with the lowest user first.
Electric oven
Television
Kettle
Stereo system
Battery charger
2. Write down 4 ways your family can save electricity at home
3. List 3 electrical things you use at home (but not any included in question 1) and say
what kind of energy they produce from electricity.
3H
Electricity costs 8.5p per unit
1. Copy this table and work out the electricity cost per week for each appliance.
Appliance
Immersion heater
Electric cooker
Freezer
Hair dryer
Electric lights
Colour T.V.
Washing machine
Tumble dryer
Vacuum cleaner
Units used per week
85 (if tank is well lagged)
20 (3 meals per day)
9 (6 cubic feet)
1 (3 hours use)
6 (6x100w bulbs, 10 hours each)
4 (24 hours viewing per week)
9 (weekly wash for 4 people)
3 (2 hours drying)
1 (2 hours cleaning)
Cost per week
2. What is the total electricity bill for one week?
3. Look at the table. Does your household use more or less electricity than this?
Explain your answer. Suggest ways, (at least 4) how your family could reduce
their electricity bill.
4F
A cell/battery does not make electric charges. It just makes them move.
1. Look at circuits A + B. Draw them as a circuit diagram.
2. Write down what you can about
i) the brightness of the bulbs
ii) the size of the currents in circuits A + B
3. Use the words in the box to complete the sentences below. Write out the
completed sentences.
heat
chemical
The cell contains
energy in the cell is changed into
changes the energy in the wires to
light
chemical
complete
energy. When the circuit is
the
energy in the wires. The bulb
and
energy.
4H
A model cell can be made by linking two different metals standing in an acid and
linked together with a wire. The voltmeter measures the size of the push of the cell.
Combinations of different metals were used. Here are the results.
Metals used
Copper + lead
Lead + iron
Copper + zinc
Magnesium + iron
Magnesium + copper
Voltage
0.05
0.25
0.75
0.30
1.15
1. Draw an accurate bar graph of these results on graph paper.
2. Which cell is the least powerful? Explain why.
3. A number of cells can be joined together to make a battery.
i) how many magnesium + copper cells will be needed to make a battery to
produce 5.75 volts?
ii) how many lead + iron cells will I need?
4. Who made the first cell? What nationality was he and when did he live?
5F + H Levelled homework
1. Match these words with their correct meaning:
volts
current
cell
ammeter
provides the pushing force
pushing force
the amount of electricity that moves
measures the size of the current
Level 3
2. Which of the following devices produce light energy
loudspeaker
television
fluorescent tube
food mixer
match
electric bell
firework
catapult
Level 4
3. Write down the energy transfers for these machines. The first one is done for you.
a)
b)
c)
d)
e)
f)
an iron converts electrical energy to heat energy.
an electric motor
a hair dryer
a loud speaker
a candle
a dynamo
4. a) What is the “Law of the Conservation of Energy”?
b) When energy is transferred we use the useful energy. In what form is most
energy wasted?
c) A light bulb is only 5% efficient. What does this mean?
d) Draw a Sankey diagram to show the energy transfer in a T.V. set. Two forms
of useful energy are produced – what are they? What is the useful energy
produced?
Level 6
6F + H Revision for Test
1. Write out and memorise the different forms of energy.
2. Draw out a series circuit with 2 bulbs and a parallel circuit with 2 bulbs.
3. Write down 5 machines which use electrical energy. Each machine must produce a
different energy form.
4. Read through your class notes and use your revision guide to revise electricity and
energy.
Possible ways to memorise work are:
a) Get someone to test you
b) Write yourself some test questions and answer them later
c) Copy key words out 6 times
d) Draw spider diagrams
e) Draw out a concept map
Unit 9J: Gravity and Space
1F
1. Copy the passage and fill in the blanks with words from the box below.
Sir Isaac Newton was a
. He was the first person to get the idea of
. It is a force between objects with
. The unit
of this force is the
. One of these units is about the same as the pull
of the Earth on an
.
apple
Newton
scientist
gravity
mass
2. Copy only the sentences that are true into your book:
The force of gravity is the same in England as it is in Australia.
There was no gravity until Sir Isaac Newton discovered it.
Gravity exists between any two objects with mass.
When you lift a bag of sugar, you can feel Earth’s gravity pulling it back.
The force of gravity you and the chair you are sitting on.
You notice the pull of gravity between tiny things, but not between enormous things.
We only feel the pull of gravity with large masses, like Earth.
1H
1. Answer the following question in full sentences.
a) What is the unit of measurement for
i) gravity
ii) weight
iii) mass
b) Which of the following is not a force?
i) gravity
ii) weight
iii) mass
c) What would you use to measure
i) The mass of an object?
ii) The weight of an object?
2. This formula relates mass, weight and gravity:
Weight = mass x strength of gravity.
On Earth, the strength of gravity is N/kg. Work out the weight, in Newtons of the
following masses on Earth. Don’t forget to show your working and include the
units.
a) A 1kg apple
b) A 60kg teacher
c) A 5kg rock.
3. Using the formula above, work out the masses of the following weights. Show
your working and include the units.
a) A child who weighs 300 N.
b) A man who weight 850 N.
c) A 500 N bag of apples.
4. Extension
a) What scientific idea does this refer to?
b) Balloons filled with helium do not seem to fit this saying. Explain why not,
using the words particles and density in your answer.
c) Do helium balloons eventually come down? Explain why or why not.
2F
1. Objects weigh less on the moon.
a) Write down two things that would be easier to do on the moon.
b) Write down two things that would be harder to do on the moon.
2. Copy the sentences and fill in the blanks. You can choose between greater than,
less than and the same as.
a) To get a rocket off the ground, a thrust force
the rocket’s
weight is needed.
b) When the rocket leaves Earth’s gravitational pull, its weight will be
It was on Earth’s surface.
c) When the rocket lands on the moon, its weight will be
It was in space, but
it was on Earth.
it was on Earth
d) The mass of the rocket on the moon will be
and
it was in space.
3. Match the words with the phrases and copy into your book.
Neil Armstrong
first woman in space
Astronaut
first man in space
Yuri Gagarin
object orbiting Earth
Satellite
first Russian satellite
Valentina Tereshkova
first man on the Moon
Sputnik 1
a person trained to travel in space
2H
1. Copy the passage below and put the correct numbers from the box into the blank
spaces.
8.000kg
Astronaut:
Moon
Spaceship:
Moon
Apple:
Moon
0.1kg
65kg
mass
650N 80,000N 1N 12,800N 0.16N 104N
, with on Earth
, weight on
, with on Earth
, weight on
, with on Earth
, weight on
.
mass
.
mass
.
2. When you lift a back of sugar, you feel Earth’s gravity pulling back. Pretend the
Earth has doubles in mass and answer the following questions.
a) Would the force of Earth’s gravity be bigger or smaller?
b) Would the bag of sugar feel heavier or lighter?
c) Would the mass of the bag of sugar change?
3. a) Draw a fully labelled force diagram of a rocket with enough thrust to achieve
lift-off.
b) As the rocket gets further from the Earth, all of the fuel is burnt up. Why does
the rocket not fall back to the Earth’s surface? Use the words gravitational
field, mass and weight in your answer.
4. This formula relates mass, weight and gravity:
Weight = mass x strength of gravity.
On Earth, the strength of gravity is 10 N/kg, but on the moon it is 1.6 N/kg.
a) Why is the strength of gravity less on the Moon?
b) What would the strength of gravity be halfway between the Earth and the
Moon?
5. Extension Use references (textbooks, library books, Internet, etc) to answer the
following questions.
a) What is a geostaionary satellite? Name one way it is used.
b) How is a man-made satellite put into orbit?
c) How is a satellite kept in orbit?
3 F + H levelled homework
1. Match the words with the phrases and copy into your book.
Orbit
Moon
Sun
Ellipse
Year
Month
Level 3
an oval shape
the time it takes a planet to orbit the Sun once
the path of a satellite around a large object, like the Sun
a satellite that orbits the Earth
the time it takes the moon to orbit the Earth once
The object that holds all of the planets in their orbits
2. Put the words in the table under the proper heading and copy the table into your
book.
• Amount of particles
• Measured in Newtons
• Measured by a balance
• Measured by a spring balance
• Measured in kilograms
• Caused by the pull of gravity
WEIGHT
MASS
Level 4
3. Write down three different uses of artificial satellites.
Level 5
4. a) Draw a fully labelled force diagram showing how the Sun keeps the Earth in
orbit.
b) Is the speed of Mercury’s orbit faster or slower than Pluto’s orbit? Why is
there a difference in orbit time?
c) Jupiter will be pulled towards the Sun more strongly than Neptune will. Give
two reasons why this is true.
Level 6
5. We experience a gravitational field on Earth due to the Moon.
a) What effect do sailors experience due to this small field?
b) If the gravitational force between the Earth and the Moon strangely stopped,
what might happen?
Level 7
6. Extension The Hubble telescope is in orbit around the Earth, out of the way of the
Earth’s atmosphere.
a) What are the advantages of having a telescope outside of the atmosphere?
b) How do these advantages help scientific research?
Level 8
4F + H Revision for Test
Write out and memorise:
1. The difference between mass and weight.
2. The meaning of gravity.
3. How your mass would not change on different planets, but your weight would
and why.
4. How rockets get into outer space.
5. Five facts about early space exploration.
6. Two factors that keep planets in orbit.
7. Three uses of satellites.
8. Two different types of satellites.
Possible ways to memorise work are:
a) get someone to test you
b) write yourself some test questions and answer them later
c) copy key words out 6 times
d) draw pictures to summarise the main points
9K Speeding up
1F
1. Select the correct answer – a, b or c to answer the questions below.
i) The formula for calculating speed is:a) distance
= speed
time
b) time
= speed
distance
c) distance x time
= speed
ii) Speed can usually be measured in…..
a) metres per second
b) metres per hour
c) kilometres per minute
iii) The faster an object travels
a) the longer it takes to complete the journey
b) the quicker completes the journey
c) time is not that important
2. Use the answer from (i) calculate speed for (a) to (c) in m/s
a
b
c
160m
350m
0.6km
40sec
50sec
30sec
1H
1. Write down the formula to calculate speed.
2. a) Calculate the speed of the following in m/s
a
200m
50sec
b
200km
1hr
c
10m
5sec
d
15m
3min
e
400m
80min
f
90km
150min
(Convert all units to metres and seconds FIRST)
b) Which object A
F travelled the fastest?
c) Which object A
travelled the slowest?
1. Extension Can you work out the mean speed for the six objects in question 2?
2F
1. Copy out these sentences and match column A to column B to make a complete
sentence.
COLUMN A
COLUMN B
The faster a vehicle goes……
*greater the breaking force of a car
The further a car travels as the
* the longer the vehicle takes to
driver reacts
stop!
The greater the friction then the
*Nerve impulse to reach the brain
*the longer it takes for the car to
A DRIVERS REACTION time
depends on how long it takes for
break and stop
the…
2. List three safety precautions that a driver could take to make sure he can stop the
car quickly when driving.
3. List three points to check on a vehicle to ensure that it is safe and will stop quickly
when driving.
2H
You are an investigator of a car accident…..
The driver insists that the accident was not his fault.
Write out a list of questions to ask the driver.
i) About the condition of his vehicle which will enable it to stop quickly… and
ii) The manner/speed at which he was driving… and
iii) Find out about the drivers health/state of mind which may affect his driving… to
clear him of blame!!
(Explain the reasons for each question… relate the reasons to speed and friction)
3F
wheels
force
wet
longer
reaction
brakes
friction
surface
motion
greater
slower
Use some of the words in the box to fill in the sentences below.
A car travelling along a
road will have a
stopping distance
than if it were on a dry road because there is less
between the wheels and
the
. Friction is a
which acts when one surface grips
. Drinking and driving do not go together
against another. It opposes
because alcohol slows the
time. The
the reaction the
greater the distance the car travels before the
are applied.
3H
A Book rests on a table
Redraw the BOOK and TABLE
a) Draw arrows to indicate direction of TWO forces
b) Name the TWO forces which act on the book
c) Draw an example of a FALLING OBJECT and
Draw arrows to show acting forces
4F
1.
a)
b)
c)
d)
e)
f)
g)
h)
Answer TRUE OR FALSE to the following:
Speed is the distance travelled divided by time taken.
Acceleration is the upward force that acts on an object
Water and air resistance are forces which decrease the speed of an object
Unbalanced forces are not equal and not opposite
Steady speed is the rate of decrease of speed in an object
Speed-time graph is a visual display which records changes in motion
Weight is downward force acting on an object
Streamlined shape decreases the amount of air resistance or water resistance which
act on an object.
2. GIVE ANOTHER NAME for speed.
4H
The table shows a cars speed from rest for first 100 seconds
SPEED m/s
0
4
8
12
12
12
12
15
TIME (sec)
0
10
20
30
40
50
60
70
18
80
21
90
24
100
a) Plot a graph using the data above
b) When do you think that the forces acting on the car were balanced? (Explain your
answer)
c) When were the forces most UNBALANCED on the vehicle
d) Instead of measuring speed in metres per second, for longer journeys we could
measure speed in ……?
5F + H extension
1.
2.
3.
4.
Draw diagrams to show how air particles cause air resistance.
Which of these, air and water, provide the most resistance? (Explain why)
Give 4 ways in which we use air resistance
Give one way air resistance is a nuisance.
6 F = H Levelled homework
1. Write down what we measure speed in.
Level 3
2. Match the following words with their meanings opposite.
A
B
C
D
E
F
G
Acceleration
Deceleration
Velocity
Speed
Weight
Air resistance on falling
object
Friction
Downward force on an object
Upward force on an object
Increased speed
Decreased speed
force opposite to direction of movement
Another term for speed
Measures distance travelled over time
taken
Level 4
3.
a)
b)
c)
d)
e)
Write TRUE or FALSE for the following sentences
An unbalanced force will not move a stationary object
A balanced force allows a moving object to move at a steady pace
Air resistance can be reduced, so that acceleration occurs
The faster an object moves the greater the AIR resistance caused
The faster an object moves, the more particle collisions there are and this causes
the object to eventually slow down
f) An unbalanced force can only make a body slow down.
Level 5
4. Use the words in the box to complete the paragraph below
Accelerating
terminal velocity
greater
balanced
weight
size
upward
gravitational
Everything falling freely toward earth is
at about 10m/s/ this is
because earth has a
force field of about 10N/kg. This should
meaning that falling objects get steadily faster and faster, but actually they reach a
steady speed called the
. This is because the air
resistance on the falling body gets
, as the speed of the body
increases. So, there is a speed at which the downward force due to
is
balanced by the
force, from air resistance. Terminal velocity
depends on the
and weight of the falling object.
Level 6
5. A motorcyclist went on a journey. The journey was broken down into a number of
stages. Write down the missing values in the table below (Use the formula for
speed to make calculations)
stages
1
2
3
4
5
6
a)
b)
c)
d)
Distance travelled in km
60
Time taken in hours
5
12
110
72
60
6
8
Average speed Km/h
24
35
10
10
Calculate the total distance travelled
What is the total amount of hours spent travelling?
Which stage was the quickest?
Suggest a reason for the slowest part/stage of the journey.
Level 7
7 F + H Revision Exercise
1. What is the formula to calculate speed?
2. Use force to explain when an object will a) remain stationary?
b) continue at a steady speed
3. Which factors will affect deceleration?
4. The larger the mass of an object the (bigger/smaller) the acceleration.
5. Name the TWO forces which a falling object experiences.
6. Answer true or false to the following statements:
a) Air resistance affects fuel consumption of a vehicle.
b) Streamlining is not important for predators/prey to move through water
c) The faster an object moves through air the smaller the resistance becomes, which
acts on it
d) Air resistance occurs because as an object passes through air it collides with more
air particles.
e) The greater the mass of an object the faster it will travel.
7. Revise the topic ‘speeding up’ for the test by reading, taking notes.
8. Define the meaning of
a) deceleration,
b) acceleration,
c) streamlining d) forces
e) resistance
9. Use books, CD roms and the web to help you understand the topic better.
10. Make a note of any areas you do not fully understand and see your science teacher
at lunch time.
9L Pressure and Moments
1F
1. Copy the passage and fill in the blanks with words from the box below. Sharp
knives cut well because there is a
force spread out over a
area. Snow shoes work well because there is a
force spread out
over a
area. Force is measured in
and area is length
multiplied by
. the formula for pressure is
divided by
.
2. Copy only the sentences that are true into your book.
Pointy high-heeled shoes can damage wooden floors because of the high pressure.
The unit for force is kilograms.
Camels’ feet do not sink into the sand because they have a large surface area.
The unit for pressure is Newtons.
You put more pressure standing on the floor with both feet than you do standing on
one foot.
3. Copy the table into your book. For each object, write whether the area should be
LARGE or SMALL and the pressure HIGH or LOW.
OBJECT
Tractor tyres
Drawing pin
Elephant feet
Razor blade
Duck feet
AREA (small or large)
PRESSURE (high or low)
1H
1. Answer the following questions showing the formula, the workings and the unit.
Shayna weighs 600 N and has shoes of surface area 400 cm2 each:
a) How much pressure does she put on the floor standing on both feet?
b) How much pressure does she put on the floor standing on one foot?
c) If she changed into stilettos with an area of 50 cm2 each; how much pressure
will she put on the floor standing on both feet?
d) If Shayna is still wearing stilettos, how much pressure does she put on the floor
standing on one foot?
2. Calculate the pressure exerted on the ground by each tyre if a car had a weight of
750 N and each tyre has an area of 400 cm2. Show the formula, the workings and
the units.
3. Use fully labelled diagrams to explain why:
a) It is safer to rescue someone who has fallen through the ice by walking along a
ladder laid on the ice.
b) A tank exerts less pressure on the ground compared to a ballerina standing on
tiptoe.
c) It is worse to step on a single nail than it is to lie on a bed of nails.
4. Extension Niall exerts a pressure of 1.46 Pascals onto the floor. If one of this
shoes has a length of 30cm and a width of 8cm, calculate his weight if he stood with
both feet on the floor. Show the formula, your workings and the units.
2F
1. Match the words with their meanings and copy into your book.
Pneumatics
Uses liquid under pressure to do a job, like brakes on a car
Hydraulic
Gas under pressure acts as this to push liquid out of an aerosol
Can
Pressure
An object put under pressure
Propellant
To make smaller in size by squeezing
Pressurised
Uses gas under pressure to do a job, like a steam engine
Compress
The result of dividing force by area.
2. Copy the following sentences into your book. Pick the correct word to go into the
blank space.
a) Gases are
(compressible/incompressible). This means that
the
(density/volume) of the gas can be changed. If the pressure on
gas is doubled, the volume of the gas is
(doubled/halved). This is
only true if the gas is in a sealed container and the temperature is kept
(the
same/differently).
b) Liquids are
(compressible/incompressible). This means that
the
(density/volume) of the liquid cannot be changed. If you put
liquid in a sealed container, the pressure
(s the same/changes)
throughout the liquid.
d) If you pur pressure on the break pedal in a car, the force on the wheel would
(increase/decrease).
3. Copy the table into your book. Use the words from the list below to fill up your
table.
Gases
Car breaks
Fire hoses
Steam engine
Pneumatics
Aerosol air freshener
Compressible
Liquids
Incompressible
Hydraulics
2H
1. The pressure of a gas in a sealed syringe was 111 N/cm2 and the volume of the gas
was 500 cm3. What would be the volume when the pressure is a) 500N/cm2
b) 2000N/cm2 c) 200 N/cm2?
2. Use the diagram to help you explain how the air freshener gets out of an aerosol
can. Use the words, gas, liquid, pressure and propellant in your answer.
Use the information and the diagram to solve this problem.
a)
b)
c)
d)
e)
Is the pressure in the liquid the same everywhere or different everywhere?
Work out the pressure at A.
What must be the pressure at B?
What is force at B?
Extension: If the force at B was 200 N, what would the area at B have to be?
3 F+H
1. Copy the passage and fill in the blanks with words from the box below. It is easier
to take the lid off a tin of paint if you use a
. The three parts to a lever
are the
,
and fulcrum. Other words for fulcrum
or
. it will be easier to
are
remove the lid of the lever arm is
as this uses less effort. A
is another example of a lever. A turning force is called a
. A moment is calculated from the formula: Moment (Nm) =
(N) x
(m) (from the pivot).
moment
turning point
Wheelbarrow
force
lever
longer
distance
pivot
effort
load
2.
a) Copy each of these beams into your book.
b) For each beam write down if it is balanced or unbalanced.
3.
a) Copy each of these beams into your book.
b) Work out the moment on each side.
c) Write down which way it will twist: clockwise, anticlockwise or stay still. The
diagrams are not drawn to scale.
Level 5
4.
a) Find the force X to be applied on the left side of the plank to balance it.
b) Find the force Y to be applied to the right side of the plank to balance it.
Level 6
This diagram shows a seesaw which is an equilibrium. Work through parts (a) – (d) to
calculate Marc’s mass. (Look back to the gravity topic to remind you how to calculate
weight from mass).
a)
b)
c)
d)
What is Heather’s weight?
What is Heather’s moment?
What is Marc’s weight?
Using Marc’s weight, calculate his mass.
Level 7
6. Rebecca is lifting a pizza box. The box has a mass of 3 kg.
a) Find the Wright, W, of the pizza box.
b) Copy the diagram and draw an arrow for the vertical force, T, needed to support the
pizza box in this position. (Where will this force be acting)?
c) Calculate the moment of the pizza box’s weight about the pivot.
4 F+H Revision for test
1. Write definitions for the following words and memorise them.
a)
b)
c)
d)
e)
f)
g)
h)
force
area
hydraulic
pneumatic
moment
pivot
level
antagonistic muscles
2. Write out and memorise:
a)
b)
c)
d)
e)
How to calculate pressure
Some object with high and low pressure, and understand why this is so.
The difference between pneumatics and hydraulics and an example for each.
Explain why liquid will work in car brakes, but not gas.
Explain why pressure increases when you go deeper underwater and decreases
when you go higher in the sky.
f) Explain how levers work and give some examples.
g) Know how to calculate moments.
Possible ways to memorise work are:
a)
b)
c)
d)
get someone to test you
write yourself some test questions and answer them later
copy key words out 6 times
draw pictures to summarise the main points.