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.