Energy flows

Today we're going to look at the other Biology material we need to cover for this half term. Answer the following in your books:

1. What is biomass?
2. Explain where the energy in most foodchains originally comes from:
3. What reaction produces energy in living cells? Where does this reaction occur?
4. Name four ways in which an organism can lose energy so that it isn't available higher up the food chain:
5. What organisms carry out decay?
6. What conditions are needed for decay to occur?
7. Briefly explain how carbon can travel from the atmosphere into the bird, through the soil and back to the atmosphere again.
8. How much energy is needed to produce a steak?
9. How would this change if the animal was intensively farmed?
10. Watch this video, and explain why this body DIDN'T decay:
11. Try this activity. Is there one way or more than one way for carbon to cycle?

Metals

Today we're going to do some work with transition metals and review the section you have looked at with Ms. Elias.  Answer the following in your books:

1. Where are transition metals found in the period table?
2. What are some properties that they share?
3. What is an alloy? Give some properties of one alloy from the table:
4. In what two ways do metals differ from one another?
5. Give one thing that all metals have in common:
6. Go to kerboodle, and log in to find the materials in the 'co-ordination and control' assignment. Start working through these to prepare for the progress test. You should start with the 'ups and downs of life' section, as the practical didn't work too well in class.

Biology 2.3 - Enzymes

We're going to start the nesxt topic section today, looking at enzymes and their roles in the body. Answer the following questions in your books:

1. What is a protein made from?
2. List two ways that proteins can differ from one another:
3. What do enzymes do in the body?
4. Can any enzyme act on any molecule? Use the scientific term to describe this.
5. List two factors that influence how well an enzyme works:
6. Watch this animation. Give the name of a digestive enzyme and explain where it is produced in the body.
7. Briefly explain what the other two enzymes from the table are, and what they break down.
8. Watch the video below, explaining what the active site is:
9. Why would enzymes that work in the stomach be able to tolerate a very low pH?
10. Complete the handout with exam style questions from Mr. Cole. This will be homework, which you should mark yourself and bring back to class.

Section 1 revision

We will sit the section 1 paper for the ISA on Tuesday, which will be about experimental design.  Make sure you understand the following points:

1. Read through the notes on experimental design, making sure you know what accuracy, reliability and range mean in relation to an experiment. Writing dot points or definitions will help you.
2. Make sure you know what independent, dependent and control variables are (in general and for our maggot experiment) off by heart. Write these down once more even if you know them.
3. Finally, and most importantly, you will need to be comfortable with all the terms on this AQA website. Read through them, writing down any you aren't sure about so that you can ask Miss Chandarana or myself before Tuesday.

Finally, good luck! Email me if you have any questions, otherwise see you Tuesday.

ISA planning

Today we're going to fill out the planning sheet for the ISA next week. The hypothesis is -

'The distribution of invertebrates in a habitat depends on the light intensity.'

Use these links for your research, and fill out all the boxes on the sheet this lesson.

• Similar experiment using choice chambers.
• Similar experiment using maggots (Calliphora).
• Good explanation of phototaxis.

ISA

The NEW ISA is going to deal with small invertebrates choosing between different conditions. Answer the following to help gain the infromation you need to prepare yoursleves:

1. What is a choice chamber?
2. What did Lorentz and Pavlov do (use link from 1)?
3. Briefly describe the three parts of a fly's life cycle:
4. What happens when you shine a bright light near maggots? How do they sense the light?
5. What would your dependent variable be for this experiment (bottom of the page)?
6. Read the abstract from this essay. What is the independent variable here?
7. Watch this video. Which habitat did the spider prefer? Did it have an equal opportunity to go into ALL habitats?




8. Look at the diagram below. What control variables were met in this experiment? What was one that wasn't?                        



The experiment was started at A, halfway through at B and finished at C.



9. This link has notes and a method for a similar experiment to what we will do. Why is it important that the room can be blacked out?

10. What choices do the Monkeys on this beach have? Describe what would need to change for this to be a fair test about Monkeys' drink preference:                             

Planning ISA

The hypothesis you need to write onto your planning sheet is:
'The surface area of water in contact with air effects the rate of cooling.'
Once you've written it in, plan the rest of your experiment using the spaces on the sheet.

ISA preparation

Today we're going to keep preparing for the ISA which we'll be doing next week. Answer the following in your books:

1. What is the independent variable?
2. If we were looking at rates of cooling in different coffee cups, what would be the independent?
3. What would our dependent variable be for the same experiment?
4. Name 5 control variables that we would need to keep:
5. Where should the independent and dependent variables go in a table? What about in a line graph?
6. For the graph below, what effect does the volume of water have on the rate of cooling?
7. For the graph, which container material had the slowest rate of heat loss?
8. State the independent and dependent variable in this experiment:
9. Watch this animation, stating the three ways that heat can be transferred:
10. What would be a good colour to paint a bottle to help it keep heat better?
11. What is another name for thermal radiation?
12. LIst two factors that can affect condensation or evaporation:
13. What happens to the kinetic energy in the ice blocks here when warm water is poured on them?

Cells homework

I know you've done this with Miss Chandarana, but this video is a great piece of revision material. If you can tell me how many cells there are in a human body (in the first part of the video) I'll give you an achievement point.

Safety features in cars

Today we're going to talk about the last section of the physics unit we've been doing, car safety features.
Complete the following activities:

1. Copy the formula for calculating impact forces here. 
2. If you increase the stopping time, what happen to the force of impact?
3. What features in cars help increase the stopping time in a collision?
4. Try this quiz, writing down the answer to number 3. 
5. Explain why there used to be a higher percentage of fatalities in car accidents than there is now.
6. Using the link above, explain how a crumple zone works as an important safety feature in modern cars.
7. What did James Ryan invent? How did it help car safety?
8. Using the picture below, explain how an air bag helps people avoid injuries. What does it increase?
9. Watch this video, and explain how this new feature might help make people safer. Why might people be against using this technology?
10. Watch this video and list each of the features you can see at work.  What do they all have in common?

11. What could you change to expose these dummies to lower forces?

12. Why does the cannon move backwards less than the cannonball moves forwards?

Progress test revision

This link comes via Mr. Lawrence, and is a teacher explaining different parts of the additional science curriculum (what you're doing at this year). You can choose playlists and skip to the relevant bits for help with answering exam type questions.

Bitesize has some good revision stuff too, try these pages for notes, activities and tests:
Biology 2.1
Biology 2.2
Chemistry 2.1
Physics 2.1
Physcics 2.2

Chemistry 2.1

Today we're going to run through the chemistry section for the test next week. If you understand how the two types of bonding are different and can draw covalent bonds, you have met the objectives for this lesson. 

HOMEWORK
Complete the work on the sheet at this link, thinking about how covalent and ionic bonds are different. use the other links from the questions below to help you if you get stuck. 

1. Explain what the 'groups' of the periodic table are.
2. Explain how electrons are organised around atoms - how many go in each 'shell'?
3. What happens to lithium to change from an atom to an ion?
4. Briefly summarise the characterisitcs of ionic bonds and covalent bonds.
5. Draw a covalent bond between 2 chlorine atoms.
6. The diagram below shows the charge on an ion of each element. If group 1 is +1, have they gained or lost an electron? Think about what charge an electron has:                                                         
7. Try these two tests (here and here), writing down how  many protons, neutrons and electrons an atom of Al has.      
8. Using the periodic table below, give an element with a +1 ionic charge and one with a -2 ionic charge.                                                                   
9. Extension - In what ratio would Mg and Cl join to from a compound with a balanced charge? What type of bonds would form? Explain your answer.
10. Once you're finished, try this activity.

Momentum

Today we're doing some more work on momentum, which we started yesterday in class. Complete the following in your books:

Units are kg/m/s for momentum, Kg for mass and m/s for velocity.

1. First of all, read the comments in your book.  Complete the sentence 'Over the next two weeks I will keep ........... and start.............. to keep improving in Science'.
2. If you didn't do it yesterday (don't worry as you weren't asked to), write down the formula triangle to calculate momentum:
3. Complete this activity.  Why does a cannon usually recoil less than a cannonball moves forward when it is fired?
4. Look at the picture below. Where does most of the bullet's momentum come from? (Use the triangle above to help you).                                                                             
5. Name 2 things that will influence how far the pieces of apple travel:
6. If the bullet weighs 100 grams and is travelling at 500 m/s, calculate it's momentum and show your working out.
7. Use this simulator at different velocities and masses for both carts. What do you notice about the initial and final energy in joules, even when the other factors are changed?



Units are kg/m/s for momentum, Kg for mass and m/s for velocity.

8. This video describes momentum for younger kids, but is useful for us too.  Explain why the table tennis ball doesn't knock the pins over, but the bowling ball does. With the table tennis ball, what is the resultant force on the pin?

9. Complete this quiz, writing down your working out for relevant questions.

10. Try this activity. What can you change to effect the momentum of the ball?        

               

                 

Forces

Today we're going to be summarising what we've done so far on forces.  Open a word document and complete the following.
1. If you have a zero resultant force, what information do you still NOT know?
2. Complete the activity here, then give your answer to the question with working out shown.
3. Copy the diagram here into your document. What two things do the arrows represent?
4. For the link above, continue through the last two pages of information and then try the test bite. What are two things that can influence stopping distance?
5. Find a photo online of anything (appropriate) that involves different forces - maybe different sports, objects, athletes, chemistry. Label this photo with force arrows, thinking about size and direction of forces involved. List the forces you have arrowed below the photo.
6. Copy the picture below into your document. What is the resultant force here? Why? What things could happen to make the resultant force not zero?                                                      
7. HOMEWORK - You need to find a definition of terminal velocity to bring to class next week. If you can, include information about how it occurs and what forces are involved.

Osmosis prac write-up

Today we will be completing some work from last lesson on th osmosis practical we did.  In a word document, include information under the following headings:
Aim:
Briefly explain what we wanted to investigate in this test.
Materials and Methods:
Use this link to jog your memory, but don't wory too much about the small details as we are focusing more on the discussion and conclusion.
Results:
briefly explain what we observed during the practical, using the table from page 3 if you don't have a complete set of results.
Discussion:

• Explain the overall pattern in the results we collected, making note of any anomalies.  What might have caused these?
• Use the graph on page 4 of the report to estimate at what salt % the potato would have stayed the same weight. What does this mean about the concentration of salt inside the potato?
• If there was no change in mas, does tht mean no water at all was moving in either direction? Use the term 'dynamic equilibrium' in your answer.

Once you've finished and saved/printed your work, try this activity to do with mitosis . There is also some information here which might be helpful.
There are also some activities here relating to mitosis in the brain and a game based on mitosis.

Osmosis

Today we're going to start looking at osmosis, the next topic after diffusion.  Answer the following in your books:

1. Explain how diffusion works using the phrase 'concentration gradient'.
2. In osmosis, what particles are moving across the membrane?
3. How does water get into plant root cells?
4. Use the animation here (click on diffusion/osmosis, then play through). What is the 'aim' of both diffusion and osmosis?
5. Explain what isotonic, hypertonic and hypotopnic solutions are.  What can happen to cells bathed in hypertonic solutions?
6. What is turgor pressure? What can happen to a cell if turgor pressure is too high?
7. Explain how this celery is able to stand upwards. What conditions must occur for the water to move up through the cells of the plant?


8. If water is moving up through the plant, is the process diffusion or osmosis?



If the orange circles are solute and the smaller circles are water particles, in which direction will there be a net movement of water?

10. Define solute and solvent:
11. Play this game - if it doesn't woprk at school try it at home as it illustrates stuff we're talking about really well!
12. Extension - Apart from within organisms as part of Biology, where else can osmosis be useful?
13. Homework - This link won't work at school, but using it at home should run a java program about diffusion and osmosis. Try it out, and if it works name two situations where osmosis occurs in Biology. Even if the program doesn't work, researching this on the internet will work fine and will get you an achievement point if you bring it in next week.  

Diffusion

Today wereing to be looking at diffusion.  You are going to create a powerpoint  covering the following points.

• Explain what diffusion is. This could be the definition from last lesson or another one you find on the internet.
• Show how it occurs, there are lots of good images and animations about this.
• Explain situations where it occurs in cells.  Try and give at least two examples.
• Explain why it is important to cells living and carrying  out various purposes.
• Extension - What is the difference between diffusion and osmosis? Give some definitions and examples.

You're going to use the internet to find your own resources, but here are some websites that might be helpful -

• http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/cells/
• http://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_diffusion_works.html
• http://www.biologycorner.com/bio1/diffusion.html
• http://www.sciencemadesimple.co.uk/page88g.html
• http://www.emc.maricopa.edu/faculty/farabee/biobk/biobooktransp.html#Cells

Cells

Today we will be looking at Cells for the start of the year 11 course. Answer the following in your books -

1. What are organelles?
2. Use this interactive link to describe the function of mitochondria and chloroplasts.
3. What is the function of the Golgi body?
4. Use this interactive site to find out the size of a ribosome, a mitochondrion and an egg cell.  How many micrometres are there in a metre? What is the size of the smallest thing in the diagram?
5. List two differences between plant and animal cells:
6. What are vacuoles? Why are they important for plant cells? 
7. Where did organelles originate from?
8. Watch this video, and then briefly descirbe the job of the rough E.R. and ribosomes:
9. How many cells are there in an average human body?
10. Use the activity on this link to describe what diffusion is:
11. Try this quiz on cells -

Chemistry Revision

Today we will be doing two things - you can use this bitesize link to revise sections from the Chemistry course and use the tests to check your understanding, or you can have a go at past paper questions from Mr. Lawrence's blog here . Make sure you let me know if there is anything you aren't sure about.

Revision

Today we will be revising different sections of the Biology, Physics and Chemistry courses. Use this link - http://cheneygcsescience.blogspot.co.uk/ to find the samples questions papers and answers. You could try answering them or making notes, or using old posts from here to revise things you've identified that you need to improve.

I'm sure some of you have found thsi already, but this website has some good revision notes. Everyone should also make sure they get a revision guide form the school shop for one pound! This is your homework if you haven't got one already.
Finally, there are going to be weekend revision sessions starting this weekend on Saturday from 10 - 2 with breaks for food, check your parentmail for details.  Well worth showing up for a couple of hours!!!!!

10y4 Homework

Complete the questions on this link, then check your answers using the next page. Make sure you show your working for marks in the exam, but also so you can pick up any mistakes now. Bring these into class on Friday - http://www.gcse.com/waves/vfl.htm

10y4 Physics - Waves

1. Explain what 'refraction' means - http://hyperphysics.phy-astr.gsu.edu/hbase/geoopt/refr.html
2. What happens to waves during 'diffraction'? - http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/waves/generalwavesrev5.shtml
3. What happens to diffraction when the gap the waves travel through is smaller? - http://www.launc.tased.edu.au/online/sciences/physics/diffrac.html
4. What is diffraction important for? - http://www.launc.tased.edu.au/online/sciences/physics/diffrac.html
5. Try the activity and quiz on this link, writing down the relationship between wavelength and frequency - http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/waves/generalwavesact.shtml
6. What range of frequencies can humans hear? - http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/waves/soundandlightrev1.shtml
7. What would be different when an insturment makes a low pitch sound compared to a high pitched one? - http://www.physicsclassroom.com/class/sound/u11l1c.cfm
8. What is the formula for working out the speed of a wave? - http://www.physicsclassroom.com/class/waves/u10l2e.cfm
9. Explain this picture using the words 'refraction' and 'wavelength'.

1. Watch this video (it continues in more 10 minute sections on youtube).  Write a written explanation about how soundwaves help Ben see things using the terms particles, reflection and amplitude.


10x2 Chemistry Polymers/Plant Oils

1. What can this polymer do? What is the name for the molecules used to make it? - http://news.discovery.com/tech/self-healing-plastic-110421.html
2. Outline two differences between making ethanol from ethene or from plant material (sugar) - http://www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/oils/polymersrev4.shtml
3. Explain what saturated and unsaturated vegetable oils are - http://science.howstuffworks.com/innovation/edible-innovations/fat2.htm
4. What form to saturated oils take at room temperature? - http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/plantoilsanduses/vegoilsrev2.shtml
5. Which type of oil (saturated or unsaturated) are better for people? Why is this? - http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/plantoilsanduses/vegoilsrev2.shtml
6. Watch the animation here and complete the quiz, drawing and labelling the structure for vegetable oils from the picture below - http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/plantoilsanduses/vegoilsact.shtml 
7. How are the two ends of an emulsifier different? - http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel_pre_2011/designerproducts/foodanddrinkrev4.shtml
8. Does water or oil have a higher boiling point? why is this? - http://van.physics.illinois.edu/qa/listing.php?id=1428
9. Complete this activity. What is the name given to the reaction that makes polymers from monomers? - http://www.sciencemuseum.org.uk/onlinestuff/games/team_plastics.aspx 
10. Try the activities here - http://games.co.za/oil-strike.html , http://games.co.za/oiligarchy.html , http://anatomforeveryone.org/phpmyadmin/wordpress/?page_id=44 ,

10y4 physics electricity/waves

Today we're going to finish the electricity section and start looking at waves. Answer the following:

1. What kind of fuel is being used to generate electricity here? Is it sustainable? - http://www.climatespectator.com.au/commentary/little-pig-went-carbon-market
2. How many kilometres of overhead powerlines are there in England and Wales? - http://www.emfs.info/Sources+of+EMFs/Overhead+power+lines/
3. Briefly explain how tidal power can be used to generate electricity - http://www.darvill.clara.net/altenerg/tidal.htm
4. What are waves? - http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/waves/generalwavesrev1.shtml
5. Describe the main difference between mechanical and electromagnetic waves - http://www.physicsclassroom.com/class/waves/u10l1c.cfm
6.  Explain the difference between a longitudinal and a transverse wave - http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/waves/generalwavesrev2.shtml
7. Explain whether this wave is mechanical or electromagnetic, and transverse or longitudinal (giving reasons why):                                       
8. Define wavelength - http://searchnetworking.techtarget.com/definition/wavelength
9. Try this activity, and make some notes on how renewable sources of energy are different to non-renewables - http://www.electrocity.co.nz/
10. Try this activity, and list some ways we can use less energy to help prevent climate change - http://www.bbc.co.uk/climate/adaptation/jack.shtml

REMEMBER THE HOMEWORK, YOU CAN START NOW IF YOU WANT.

Physics Nuclear Power

Watch this video for homework, and outline the major problems associated with nuclear power. Is it renewable or not?

revision material

This is the information that we gave out in class today - people that were in Cambridge (or people that forgot their sheets in clss) should use this to make sure you're revising the right topics.

For each section make sure you know/understand the following:

Feel free to email with any questions/problems – tco@cheney.oxon.sch.uk

Adaptation and survival:

·         Common adaptations in plants and animals

·         explain WHY adaptations help them

·         what adaptations allow organisms to do

·         what can happen if a population can’t adapt to an environment.

Energy in biomass:

·         How to draw and understand a biomass pyramid.

·         Explain how and why energy decreases as you move up through a food chain.

·         How decay happens, and factors which affect it.

Variation, reproduction and new technology:

·         Explain why offspring look similar to their parents using KEYWORDS from the other page.

·         Understand asexual and sexual reproduction.

·         Factors that contribute to making organisms look the way they do (not ALL genetic).

·         Genetic engineering

·         Cloning

·         Understand the issues surrounding G.M. and cloning (golden rice, animal farm documentary etc.)

Evolution:

·         Who Darwin and Lamarck (slightly less important) were and what their theories were.

·         What natural selection is, as well as an example of it occurring.

·         How similarities and differences help with classification.

Progress test revision

The topics you will be tested on are -

• Adaptation and survival (how plants and animals are adapted to their environments, competition)
• Energy in biomass - (energy in food chains, decay, the carbon cycle)
• Variation, reproduction and new technology ( inheritance, types of reproduction, cloning, ethical issues)
• Evolution (Theories of evolution, natural selection, classification)

The bitesize website has some good notes to get you started - http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/
Go through these (the last four points in the Biology section) and try the tests at the end, they will help you identify what you need to work on the most. Once you've identified areas to work on, you can also use older posts on this website to help you with certain topics. 
Make sure you fill in the keypoints sheet, and keep it with you to use at home for revision.

Homework - Natural Selection

Before Easter there were some classes with lots of people missing for various reasons. While this is fine, you all need to know who Charles Darwin was and how he formulated the theory of evolution. 

Watch this documentary at home - it gives you a really clear picture of how Darwin developed his theories (there are four parts to this, if you double click on the video it will open in youtube and give you the other sections).

Easter revision

This post should be used for Biology revision before the progress test after Easter (i.e., you should do some revision over the break!).  Remember, that progress test will be on what we've covered since Christmas (adaptation, competition, biomass, variation, g.m.o.'s, evolution).

• Use this link to find online progress tests. Try and complete the foundation AND higher ones as the questions in the real papers often overlap and will give you a better idea of what to expect. -
  http://www.sciencelab.org.uk/science-online-progress-tests.php
• There are also past papers with mark schemes on this link which will be useful for the progress tests AND revision for summer - http://www.sciencelab.org.uk/support/question-papers-mark-schemes.php Click on Science A and then select Biology (or whatever else you want to revise).

Genetic engineering

Today we're going to complete the second last section of the Biology course.  Answer the following questions in your books -

1. Describe briefly how plants AND animals can be cloned - http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/geneticvariation/reproductionrev3.shtml
2. Why might people want to clone farm animals (make sure you mention the point about farm animals)?  - http://learn.genetics.utah.edu/content/tech/cloning/whyclone/
3. What are plasmids and what kind of living things have them? - http://www.answers.com/topic/plasmid
4. Look at the diagram below.  How are plasmids different from normal DNA in Bacteria? 

                   
5.  How can plasmids be used to make medicine from Bacteria?-http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/geneticvariation/reproductionrev5.shtml

6. Watch the following video.  What are the advantages and disadvantages or genetic engineering like this? Come up with at least one of each and write them down.

7. What other genetically modified organisms exist? - Name and explain two others from this site - http://www.smashinglists.com/10-mutant-and-genetically-modified-organisms/

8. What is golden rice? What problem could it solve? - http://www.goldenrice.org/Content3-Why/why3_FAQ.html

HOMEWORK
Watch this longer video at home, and bring in a summary of one benefit or golden rice and one issue some groups ahve with it.

Finally, try any of these activities - http://nature.ca/genome/04/041/041_e.cfm

Section 2 revision

For the Section 2 paper (Wednesday for 10x2, Friday for 10y4) use the following websites to help you -

• http://www.sciencelab.org.uk/gcses/sciencea-unit-4.php - This page shows what you have to know for the paper, explaining skills that you will need to display.  There aren't any questions but it's worth a read so you know. For section 2, look at SA 4.5.

• http://www.sciencelab.org.uk/support/question-papers-mark-schemes.php -

This is a very important link! If you click on Science A and then scroll down to the bottom where it says 'Controlled Assessment tasks Unit 1' there are three past papers for complete ISAs. 
Read through the information at the top of the document so you know what each paper was about, but then look at the section 2 paper for each one.  The questions are all very similar and will be very similar for the papers we will have. Try answering them on paper to get a feel for what is required, and use the mark schemes at the end of each document to help you mark your own work. This is definitely the best way to prepare yourself for the Section 2 paper we will sit.

Please let me know if there is anything you're unsure about, I'm always happy to see anyone at lunchtime or between lessons if there is anything you need to know or ask.

ISA information

10y4 - Your ISA is on solar cells, you've done your prac and will be doing the graph next lesson. Graphs get marked out of four and need to have all the following things done correctly to get full marks -

1. x axis scaled and labelled correctly
2. y axis scaled and labelled correctly
3. Data points plotted accurately
4. Suitable line of best fit drawn

You will need to think about your values for your tests, and use scales that show this information clearly.  'Labelled correctly' means including units!!!!!

10x2, you will be sitting the section 2 emulsions paper (although some people still need to draw a graph, so if you weren't in class on Friday you'll do that first).  For this paper, you will need to do the following tasks as outlined in the information from the AQA -

• analyse your on results
• draw a conclusion
• Compare your results to the original hypothesis you were given
• Evaluate the method of collection and the quality of the resulting data
• Analyse other data that will be given to you (i.e. a sheet with results from a similar investigation)
• Relate your findings to the context of the ISA (from your research sheet).

You will have your research sheet and graphs with you for the section 2 paper, and will be given data sheets for the similar experiment.  Make sure you can remember -

1. What the independent and dependent variables were
2. What variables you kept the same (control variables)
3. Any factors that could have affected your results 
4. How this experiment would be used (by food industry companies) to check that their products are ok to sell.  

Finally, defining the following terms will help you get ready for the test - independent, dependent, range, interval, control, reliable, anomaly.

Both classes, remember to come and see me if you have any questions before the next sections. Good luck!