Year 7 Homework Booklet. Name. Teacher

Transcription

1 Year 7 Homework Booklet Name Teacher

2 Cells The Building Blocks of Life Task number Task Success criteria 1 Imagine the Science Museum has asked you to make a model cell for a display. Make a model of a plant or animal cell. Use the key words below to label each part of the model cell clearly. Make an information card, perhaps using a key, to describe what cells are. 2 Describe and explain what happens when a sperm and egg meet to make a baby. You can do this by writing a short story or a cartoon strip. These are the five headings you must include: 1. The sperm race begins. 2. Meeting the egg. 3. The journey to the womb. 4. Growing in the womb. 5. Time to be born. For each heading, make sure you clearly show where it takes place. Describe the main events that happen. Use as many scientific words as you can to describe what happens. 3 Create a glossary with definitions for each of these key words: birth, egg, ejaculation, embryo, fallopian tube, fertilisation, foetus, implantation, ovary, penis, placenta, semen, sperm, umbilical cord, uterus, vagina, womb, zygote 4 Create an A4 poster describing the development of a baby from conception to birth. Made an accurate model plant or animal cell and have labelled all parts correctly. Described what cells are like and what they do. Described the job of each part of the cell correctly. Stretch & Challenge: Made a specialised cell, e.g. a root hair, ovum, sperm. Using scientific detail, explained how the cell s shape helps it do its job. For each heading: Simply described each stage using the key words accurately. Identified the place in the reproductive system each event takes place. Described what happens to cells during fertilisation. Also: Simply described and drawn the sperm and egg cell with labels. Used detailed knowledge and understanding to describe the major stages of human reproduction, particularly fertilisation and implantation. Described the place in the reproductive system each event takes place. Glossary created with key words all defined accurately. Key words organised into groups (e.g. male/female parts; stages of developing baby etc.) Extra information added about each key word. (e.g. How does it link to some of the other key words? How does it carry out it s function?) A4 poster created including details of the different stages of development in a linear time scale. Labelled diagrams added to help show development. Different organs development is labelled on the time scale. Include the journey of the egg and

3 5 Create a newspaper article describing the dangers of smoking, drinking or doing drugs while pregnant. Inform the readers of what problems may develop with the developing foetus for each of the three factors. 6 Look at the data below. 1. Copy out the table (Remember table drawing rules!) 2. Highlight any anomalous results. 3. Ignoring the anomalous values, calculate the average values. 4. What can you see from the results? sperm to the development stages. Described the effects of different factors on a developing foetus. A wide range of connectives have been used within the article. Include information on factors which help the foetus develop. Table has been drawn following all the rules of table drawing. All anomalies have been highlighted. Averages have been calculated correctly. Result pattern(s) described. Draw a graph (on graph paper) of the sugar concentration against the average growth of pollen tubes. (Remember the graph drawing rules) Eating, Drinking and Breathing Task number Task Success criteria 1 You must explain the journey of a cheese sandwich through your digestive system. You can choose to explain your ideas through either: writing a story; drawing a cartoon. Top tips: Describe what happens in each organ of the digestive system. Consider which food groups are in a cheese sandwich. Use scientific ideas of cells and particles if you can. 2 Jane likes playing football. When she plays football, she uses more energy than usual. Some of her body systems work faster than normal. Task: Describe what happens to her circulation system and her breathing system when she plays football. Named most of the organs of the digestive system, using key words. Described what happens to the food in each organ. Named the food groups in the cheese sandwich. Explained why the body needs food. Explained why the body needs each of the food groups. Described how enzymes are involved with digestion. Explained how food is digested, absorbed and transported to the cells using the Big Idea of Particles. Described the changes that happen to Jane s body when she plays football. Described the jobs of body organs in each system, using key words. Described where the body gets energy from. Listed the substances the body needs when exercising and described how they are transported around the body.

4 Explain why these changes happen. Draw diagrams to help explain your ideas. Top tips: Describe what is happening to her body systems, organs and cells. 3 Research an animal with an unusual digestive system. Try to find how each system is well adapted to suit the needs of the animal. Create a fact file, poster or presentation about the animal, their digestive system and why it is suited to them. 4 A group of scientists investigated the effect of antibiotics on some of the helpful bacteria. 1. On graph paper, plot the time after antibiotics taken against the number of bacteria per gram of faeces. 2. Describe and explain the pattern in the graph. 5 Create a glossary containing all the following key words: absorption, anus, carbohydrate, digestion, dissolve, enzyme, fat, gullet, hydrochloric acid, large intestine, liver, mouth, protein, small intestine, stomach, teeth 6&7 Create a fact file on a deficiency disease. Drawn a cell diagram and described what substances cells need for respiration. Made links between the two body systems for respiration to take place in the cells. Explained, in detail, what happens in the body cells during respiration. Detailed information on the animal s habitat and food source. Explanation of the digestive system and why it is suited to the animals needs. Comparison of the animal s digestive system with a human s. Similarities and differences highlighted. Reasoned judgement on which is a more effective system. Graph plotted accurately using the rules for excellent graph drawing. Pattern of the graph has been described in detail. Pattern of the graph has been explained using scientific reasoning. Argue either for or against the importance of taking a full course of antibiotics. The data should be used to support your reasoning. Glossary created with key words all defined accurately. Key words organised into groups (e.g. male/female parts; stages of developing baby etc.) Extra information added about each key word. (e.g. How does it link to some of the other key words? How does it carry out it s function?) Fact file created with relevant information on the deficiency disease

5 Part 1: Collect research on a deficiency disease of your choice (Examples Scurvy, Kwashiorkor, Rickets) You will need to find out: -What the disease is caused by. -What the treatments are used? -What does it do to your body? Create a word document with the information you have collected on it. Make sure you add the references of the websites you use. Highlight the important information and collect some pictures of diagrams you will want to use. Sources of your information should be referenced. Fact file presented to the class. Detailed explanation of why the deficiency causes the problems that it does. Part 2: Using the information you collected last week, create a fact file about your chosen deficiency disease. You will need to make sure that you have all the needed information in it. Be prepared to present your fact file to the class during the next lesson. Mixing, Dissolving and Separating Task number Task Success criteria 1 Draw a poster that explains what happens to the sugar that is put in a cup of tea. Make sure you use the key words correctly. Try to describe and explain melting using particle theory. 2 Define these key words in your book: Solution; Solute; Solvent; Soluble; Immiscible Then create a short paragraph using these key words to explain their relationship. Use at least 4 connectives. 3 Create a newspaper article outlining your favourite scientific discovery. Who discovered it? Why is it your favourite? How does it help humanity? Drawn simple particle diagrams of the sugar and tea. Described the particle behaviour simply of the sugar and the tea. Described simply how the sugar dissolves, using the Big Idea of Particles. Used detailed scientific knowledge of particle theory to explain dissolving. Used the idea of energy or forces in your explanations. Key words defined correctly in your book. Paragraph created using at least 4 connectives and all the key words. Stretch and Challenge: Use scientific knowledge to link in the separation of both soluble and immiscible liquids. Newspaper article created has correct spelling, grammar and punctuation. The information is relevant and

6 4 Create a booklet describing the different separation techniques. Include: - Filtration - Evaporation - Distillation - Chromatography - Any other techniques you know! Labelled diagrams should be added where possible. 5 Soluble or Insoluble? Limescale is calcium carbonate. Is it soluble of insoluble? How do you know? How could you demonstrate this? What about calcium bicarbonate? 6 Find some information about a science topic that is currently (up to the last 2 weeks) in the news. Create a short presentation (1-2 minutes) explaining details on it. -What is it? -How does it affect humanity? -Who discovered/invented/did it? easy to comprehend. Explain the scientific concepts behind the discovery in detail. Booklet provides details for at least the four named separation techniques. Diagrams are drawn scientifically in pencil with labels. Explain in detail the reasons why these processes work and provide examples of where they may be used in the wider world. Scientific theory used to describe how you know if limescale is soluble or not. Sensible idea of how to demonstrate this is detailed in a step by step method Stretch and Challenge: Design a way to remove calcium carbonate from water before it would go into a washing machine/dishwasher to help protect the machine. What would you need? Presentation delivered to the class. Visual aid (powerpoint/hand out) used to help people understand. Able to answer simple questions about the topic. What previous research has this been based on? What research could be done in the future with this?