Home Learning Booklet Year 8

Home Learning Booklet Year 7 Rotation 1 This booklet contains your science home learning tasks for the three topics in this rotation. Each topic has four home learning tasks. Fill in your personal data section. Your Tutor Name Group Teacher Science Name Group Use these grids to record your performance and track positive progress. Cells Task 1 Learning List 2 Using Your learning 3 Assessment Focus 4 Reviewing Work

Acids and Alkalis Task 1 Learning List 2 Using Your learning 3 Assessment Focus 4 Reviewing Work

Energy Task 1 Learning List 2 Using Your learning 3 Assessment Focus 4 Reviewing Work Year 7 Learning List: Cells

Key word Sounds like Meaning adaptation add app tay shun The changes in structure that make it better at doing its job. cell sell The smallest independent part of an organism. The building blocks which living things are made from. cell membrane sell mem bray nnn The thin outer layer that holds the cell together and controls what enters and leaves the cell. cell wall sell wall Plant cells have a tough, rigid outer coat that protects and supports the cell and its shape. cytoplasm site O plaz em The jelly-like substance within cells where chemical reactions take place. focus foe kuss Bringing images that look blurry to the eye to the point where details become clear and sharp. magnification mag niff ick ay How much bigger a microscope makes an image shun appear. microscope my crow sko prr An optical device that allows really tiny objects to be magnified and become visible to the naked eye. nucleus new clee us The ‘control centre’ of the cell which also contains the nuclear material or DNA of the cell. Plural: nuclei. organ or gann A large part of a plant or animal that carries out a specific job for the organism. It is made from different cellular tissues that work together. tissue tiss you A large number of identical cells working together to carry out a particular job for the organism. vacuole vack U ole A bag-like structure found in plant cells. It is used to store fluids like water.

Cells Level Assessed Task

Introduction Jane picked up a microscope to use but found that the last person to use it had left their slide. She looked down the microscope at the slide and was puzzled by what she saw and would like to find out more about it. Jane noticed that something on the slide was moving. This is a diagram of what she saw.

Cilia which can move

Your task You need to use what you have learnt about cells in this topic to tell Jane about what is on her microscope slide. Things to include:  Whether the object on the slide is alive or dead and how you know.  Whether the object is from an animal or a plant, and how you know.  Draw a diagram of one of the cells Jane can see. Label as many of the parts of the cell as you can and write about their function.  Explain what makes the cells specialised for their particular job.  Jane’s teacher says that a cell is a bit like a factory. Explain what her teacher means. Can you come up with a better model to explain what cells are?

Keywords cell nucleus cell membrane cell wall cytoplasm vacuole chloroplast ciliated cell

Level ladder

To get level…. You need to….. 3 State whether the object is alive or dead. Explain how you know whether the object is alive or dead (use MRS GREN). 4 Label the different parts of a cell. Know that some cells are different (specialised). 5 Describe what each part of the cell does. Decide whether the cells are from an animal or a plant. Describe how the cells are different to a simple cell. 6 Explain how you know whether the cells are from an animal or a plant. Explain how cells are like factories. Explain how the cells are specialised for their job. Year 7 Learning List: Acids and Alkalis

Key word Sounds like Meaning acid aa sid An aqueous solution containing hydrogen ions (H+). Acids have a sour or sharp taste, turn blue litmus red and have a pH below 7. alkali ale ker lie The chemical opposite of an acid. An aqueous solution containing hydroxide ions (OH-). Alkalis have a bitter taste, turn red litmus blue and have a pH above 7. corrosive core row siv Substances that attack and damage metals, stonework and skin on contact. hazardous haz ard uss A substance or situation that could cause harm to health, life or the environment. hydrogen ion hy drow jen I on The positively charged particle of hydrogen. If present it makes things acidic. hydroxide ion hy drox ide I on The negatively charged particle of hydrogen and oxygen. If present it makes thing alkaline. irritant ear rit ant A substance that causes irritation to skin and eyes. neutral new trull A substance or solution that is neither acidic nor alkaline. It has a pH of 7. neutralisation new trull I zay shun A chemical reaction where an acid and alkali react to form a neutral salt and water. pH scale P H sk ale The scale used to measure the strength of acidity or alkalinity of a substance. Numbers below 7 are acids. Numbers above 7 are alkalis. salts sol t’s Chemical compounds made when acids react with alkalis.

universal U nee ver sull A mixture of indicators giving a different colour indicator in dee kay tor depending on how weak or strong an acid or alkali is.

AF4.4 Controlling risk in the indigestion remedies investigation

You have planned and carried out an investigation into indigestion remedies.

This assessment is about controlling risk.

Level 4 1. Make a list of the possible risks in this investigation.

2. Make a list of the ways in which you worked safely.

Level 5 3. What would you do if there is a spillage of acid?

4. How can you make sure that everyone in your team is working safely?

5. In a chemistry investigation there may be several hazardous chemicals being used. The teacher has to complete a Risk Assessment form like the one below.

Chemical Risk Precautions Notes Causes severe Only lab burns and is very technician and corrosive. Concentrated teacher handle it. nitric acid. Irritating to skin and Wear protective eyes. clothing. Corrosive, may Emergency cause burns. Sodium procedures must hydroxide be followed. Harmful if swallowed A solution. or if it contacts skin. First aid must be in place. Copper sulphate solution is harmful if the concentration is B above 1.0 mol dm-3. Copper It is readily absorbed sulphate through the skin and solution. can produce a burning pain. C Skin contact may result in itching or eczema

Level 6 Some of this Risk Assessment has not been completed. Suggest what you could write in the empty sections A, B and C. Year 7 Learning List: Energy

Key word Sounds like Meaning coal kole A carbon based fossil fuel formed from ancient trees buried millions of years ago. When it is burnt it releases energy as heat and light. conserved con sur v‘d Not used or lost or wasted.

energy en ur G The word used to describe what makes thing work. fossil fuel foss ill few ell Coal, oil and natural gas – all fuels formed from the remains of dead plants and animals. They all release energy when burnt. They take millions of year to form and are classed as non-renewable. fuel few ell Anything that stores energy that can be converted into heat energy, e.g. fossil fuels, nuclear and biofuels. joule jool The unit for measuring energy. Symbol, J.

natural gas nat chur al gass Fossil fuel formed from the remains of dead plants and animals that lived in the sea millions of years ago. non renewable non ree new A bull Any energy resource that will run out and we cannot renew our supplies of it, e.g. oil. oil oy ull Fossil fuel formed from the remains of dead plants and animals that lived in the sea millions of years ago. renewable ree new A bull An energy source that will never run out or can be regrown, e.g. solar power, wood. transfer trans fur To move from one place to another. For example when a fuel burns, energy stored in the fuel is transferred to the thing being heated. variable vair E A bull A factor which can change or be changed in an experiment.

AF5.1 Evaluating the fuels experiment

You have just completed an experiment to compare the energy output of different fuels.

Level 4 1. Which fuel gave out the most energy in your experiment?

2. What did you measure?

3. How did you make sure this was a fair test?

4. How did you make sure you worked safely?

Level 5 5. Which parts of the experiment did you find difficult to do?

6. Suggest some improvements to the way you did the experiment.

Level 6 7. Reliable results are ones which would be the same if you repeated the experiment. a) Do you think your results are reliable?

b) Why?

8. Suggest some ways you could change the experiment to give results that were more reliable.