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.