Y9 Christmas Homework

Y9 Christmas homework

Task 1 - Use BBC bitesize to take 3 pages of notes on the following topics

a. Cell transport (https://www.bbc.co.uk/education/guides/zc9tyrd/revision/5)

b. Separation techniques (https://www.bbc.co.uk/education/guides/zgvc4wx/revision/1)

c. Motion graphs (https://www.bbc.co.uk/education/guides/zwwmxnb/revision/1)

Task 2 - Complete the BBC bitesize quizzes on the 2 topics you have made notes on from BBC bitesize Repeat the quizzes until you achieve 100%, you will be tested on these topics in January!

Task 3 - Complete the 6 mark questions in your exercise books

a. Osmosis

b. Transport

c. History of the atom

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

a. Cell transport

b. Separation techniques

c. Motion graphs

Y9 B1 Cell Transport - Osmosis required practical

In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate.

Describe the method that can be used to investigate osmosis in potato cells, including the steps taken to ensure valid results. (6)

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

Success criteria / Level 1 (1-2 marks) / Level 2 (3-4 marks) / Level 3 (5-6 marks)
A simple method provided / Level 1 and…
A logical, correct method provided, including at least one control variable / Level 1 +2 and…
A detailed, logical method provided, including at least three control variables and an explanation as to how this helps to ensure valid results

Teacher feedback for improvement

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EBI:

Y9 B1 Cell Transport

In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate.

Define the terms ‘diffusion’, ‘osmosis’ and ‘active transport’, giving examples of each in plants and animals, and compare the similarities and differences in these processes. (6)

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

Success criteria / Level 1 (1-2 marks) / Level 2 (3-4 marks) / Level 3 (5-6 marks)
Define the terms ‘diffusion’, ‘osmosis’ and ‘active transport’ / Level 1 and…
Give at least one example of each in plants or animals / Level 1 +2 and…
Make at least two comparisons between these processes

Teacher feedback for improvement

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EBI:

Year 9 Atomic Structure

In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate.

Explain how the structure of the atom has changed over time as new evidence has been provided (6)

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

Success criteria / Level 1 (1-2 marks) / Level 2 (3-4 marks) / Level 3 (5-6 marks)
Given an overview of the how the structure of the atom has changed of time including time frames and key scientist. / Level 1 + explained why the theories have changed including details of new scientific discoveries that influenced the theories / Level 1 +2 + Evaluated the plum-pudding model in comparison to the nuclear-model.

Teacher feedback for improvement

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1.0 Figure 1 shows cells containing and surrounded by oxygen molecules.

Oxygen can move into cells or out of cells.

Figure 1

1.1 Into which cell, A, B, C or D, will oxygen move the fastest?

[1 mark]

Tick one box.

1.2 Use words from the box to complete the sentences.

active transport / diffusion / membranes
mitochondria / nuclei / osmosis

[2 marks]

Oxygen is taken into cells by the process of ______.

The parts of cells that use the most oxygen are ______.

1.3 Which process produces oxygen in some cells?

[1 mark]

Tick one box.

Diffusion

Photosynthesis

Protein synthesis

Respiration

2.0 Figure 2 shows part of the surface of a plant root.

Figure 2

2.1 There are hundreds of structure X on each root.

What is the name of structure X?

[1 mark]

2.2 The photograph shows the root magnified 100 times. The distance between Y and Z in the photograph is the length of structure X.

Calculate the actual length of Y–Z.

[1 mark]

Actual length Y–Z = ______mm

2.3 Structure X is very small. There are hundreds of structures like X on a plant root.

Explain how this helps the plant.

[2 marks]

3.0 Figure 3 shows muscle cells from the wall of the stomach, as seen through a light microscope.

Figure 3

3.1 Describe the function of muscle cells in the wall of the stomach.

[2 marks]

3.2 Figure 3 is highly magnified.

The scale bar in Figure 3 represents 0.1 mm.

Calculate the magnification of the cells in Figure 3.

[2 marks]

Magnification =______times

3.3 The muscle cells in Figure 3 contain many mitochondria.

What is the function of mitochondria?

[1 mark]

3.4 The muscle cells also contain many ribosomes. The ribosomes cannot be seen in Figure 3.

What is the function of a ribosome?

[1 mark]

3.5 Suggest why the ribosomes cannot be seen through a light microscope.

[1 mark]

4.0 Some students set up an experiment to find the concentration of sucrose solution in potato cells.

The students used discs of potato cut to the same size and weighing approximately 10 grams.

The discs were put into each of five beakers.

Beaker 1 / Beaker 2 / Beaker 3 / Beaker 4 / Beaker 5
Distilled
water / 10%
sucrose
solution / 20%
sucrose
solution / 30%
sucrose
solution / 40%
sucrose
solution

4.1 After two hours the students carefully dried the potato disks with paper towel before reweighing the discs.

Why did the students dry the potato before weighing it?

[1 mark]

______

4.2 The students calculated the percentage gain or loss in mass of potato.

The students’ results are shown in the Table 1.

Table 1

Beaker 1 / Beaker 2 / Beaker 3 / Beaker 4 / Beaker 5
Final mass in g / 13.0 / 12.2 / 9.0 / 7.9 / 7.3
Initial mass in g / 10.0 / 10.6 / 10.0 / 10.1 / 10.4
Percentage gain or loss in mass / Gain 30% / Gain 15.1% / Loss 10% / Loss 21.8%

Calculate the percentage loss of mass in beaker 5.

[3 marks]

Percentage loss of mass: ______%

4.3 Predict the concentration of sucrose solution in the potato cells.

Use the results in Table 1.

[1 mark]

Concentration of sucrose solution: ______%

5.0 Some scientists investigated the rates of absorption of different sugars by the small intestine.

In one experiment they used a piece of normal intestine.

In a second experiment they used a piece of intestine poisoned by cyanide.

Cyanide is poisonous because it prevents respiration.

Table 2 shows their results.

Table 2

Relative rates of absorption
Sugar / Normal intestine / Intestine poisoned
by cyanide
Glucose / 1.00 / 0.33
Galactose / 1.10 / 0.53
Xylose / 0.30 / 0.31
Arabinose / 0.29 / 0.29

5.1 Name two sugars from Table 2 which can be absorbed by active transport.

[2 marks]

5.2 Use evidence from Table 2 to explain why you chose these sugars.

[4 marks]

5.3 All of the sugars named in Table 2 can be absorbed by diffusion.

Explain how information from Table 2 provides evidence for this.

[2 marks]

Q1. Diagrams A, B and C show three pieces of apparatus for separating substances.

(a) Draw a line from each apparatus to the name of the method of separation.
Draw only three lines.

diagram of apparatus method of separation

3 marks

(b) Debbie has a mixture of sand and salt water.
Look at the diagrams in part (a).

(i) Which apparatus would Debbie use to separate the sand from the salt water?
Give the correct letter.

......

1 mark

(ii) Which apparatus would she use to separate pure water from the salt water?
Give the correct letter.

......

1 mark

Maximum 5 marks

Q2. (a) The apparatus in the diagram below is used to obtain pure water from impure water.

(i) What temperature would the thermometer show?

…………………… °C

1 mark

(ii) What is the function of the piece of apparatus labelled R?

......

1 mark

(iii) Give the name of the process which purifies water in this way.

………………………

1 mark

(b) The diagram below shows particles in a gas, a solid and a liquid.
Each arrow, A, B, C and D, represents a change of state.

(i) Choose from the following words to complete the sentences below.

boiling condensing distilling evaporating

filtering freezing melting

Change of state A is called ……………………………………………….

Change of state B is called ……………………………………………….

Change of state C is called ……………………………………………….

Change of state D is called ……………………………………………….

4 marks

(ii) Look back to the apparatus in part (a).
Give the letter, A, B, C or D, from the diagram above, for the change of state which occurs:

in the round-bottomed flask ………………………………………………

in the piece of apparatus labelled R. …………………………………….

2 marks

Maximum 9 marks

Q3. Rema used the apparatus below to distil 100 cm3of water-soluble ink.

apparatus A

not to scale

(a) Which processes occur during distillation?
Tick the correct box.

condensation then evaporation

evaporation then condensation

melting then boiling

melting then evaporation

1 mark

(b) Give the name of the colourless liquid that collects in the test-tube.

......

1 mark

...... °C

1 mark

(d) (i) Water at 15°C enters the condenser at X.
Predict the temperature of the water when it leaves the condenser at Y.

...... °C

Explain this change of temperature.

......

1 mark

(ii) Give two ways in which the water vapour changes as it passes down the
glass tube in the condenser.

1......

1 mark

2......

1 mark

(e) Peter used the apparatus below to distil 100 cm3of water-soluble ink.

apparatus B

not to scale

Why is the condenser in apparatus A better than the glass tube and beaker of
water in apparatus B?

......

1 mark

maximum 7 marks

Q3.0 A student separated a mixture of two alcohols, ethanol (boiling point 78 °C) and butanol (boiling point 118 °C).

The apparatus is shown in Figure 1.

Figure 1

//////

3.1 Complete the boxes in Figure 1 to identify the pieces of apparatus labelled A, B and C.

[3 marks]

3.2 What is the name of this separation process?

[1 mark]

3.3 Suggest why the first liquid to collect in the beaker is ethanol.

[1 mark]

3.4 Alcohols are flammable.
Suggest how the mixture of alcohols should be safely heated so that ethanol can be collected.

[1 mark]

Q1. A cyclist and a runner have a race.
The distance-time graph for the race is shown below.

Use the graph to answer the following questions.

(a) (i) How much time did it take the cyclist to travel 100 m?

...... s

1 mark

(ii) When the cyclist finished the race how far behind was the runner?

...... m

1 mark

(iii) How much more time did the runner take compared with the cyclist to complete the race?

...... s

1 mark

(b) The cyclist is travelling at a constant speed between 3 seconds and 6 seconds.

How does the graph show this?

......

1 mark

Draw a line on the graph on the opposite page to show the distance covered by the walker in the first 15 seconds. Use a ruler.

1 mark

(ii) Calculate how much time it will take for the walker to walk 100m.

......

...... s

1 mark

maximum 6 marks

Q2. (a) Megan was doing time-trials on her bike around a 400 metre horizontal track.

(i) She took 32 seconds to travel 400 m.
What was her average speed? Give the unit.

......

1 mark

(ii) Compare the forward force on the bike with the backward force on the bike when Megan was travelling at a constant speed.

......

1 mark

(b) Megan then crouched down over the handlebars to make herself more streamlined, as shown below.
She continued to pedal with the same force as before.

Compare the forward and backward forces on Megan and her bike now.

......

1 mark

Explain your answer.

......

1 mark

maximum 4 marks

Q3. A remote-controlled car was timed over a period of 10 seconds.
A graph of distance against time is shown below.

(a) Describe the motion of the car between:

(i) 2 seconds and 6 seconds;

......

1 mark

(ii) 9 seconds and 10 seconds.

......

1 mark

(b) Calculate the average speed of the car between 0 and 10 seconds.
Give the unit.

......

2 marks

Q4. A cyclist goes on a long ride. The graph shows how the distance travelled changes with time during the ride.

(i) Between which two points on the graph was the cyclist moving at the fastest speed?

......

(1)

(ii) State one way cyclists can reduce the air resistance acting on them.

......

(1)

(iii) How long did the cyclist stop and rest?

......

(1)

(iv) Write down the equation which links distance, speed and time.

......

(1)

(v) Calculate, in km/hr, the average speed of the cyclist while moving.

......

Average speed = ...... km/hr

(3)

(Total 7 marks)

Q5. (a) A person takes their dog for a walk.

The graph shows how the distance from their home changes with time.

Which part of the graph, A, B, C or D, shows them walking the fastest?

Write your answer in the box. /

Give the reason for your answer.

......

(2)

(b) During the walk, both the speed and the velocity of the person and the dog change.

How is velocity different from speed?

......