Year+9+Science

=Wiki for Science Year 9/10 - Mr Sadgrove in charge=

Here you will be able to find information on the topic the class is currently studying as well as interesting Science websites, details on topic tests and the study flash cards or sheet that accompanies each topic test.
 * Welcome to 2012 **

= Our current topic is.... drum roll please.... = Ecology and Different Types of Organisms We are studying living things and how they interact with their community. = = In this topic we are covering; = = Food chains and webs - it is a animal eat animal eat plant world out there and a food chain tells us what is being eaten and what is doing the eating. A food web is a bunch of food chains put together to show the feeding levels of a particular set of animals and plants as in the example below. ï»¿ Note that the arrows point to the thing doing the eating. Plants - most food webs start with a plant. Plants are called producers because they make their own food out of water and carbon dioxide using a special chemical called chlorophyll and the power of the sun. = = Herbivores - herbivores are animals that eat only plants. Carnivores - eat other animals. Omnivores - eat both animals and plants. Humans generally fall into this category unless they choose to eat only vegetables. I am not a vegetarian because I love animals; I am a vegetarian because I hate plants. ~A. Whitney Brown. = = Scavengers - eat left over animals killed by something else. Predators - eat other animals they have caught and killed themselves. Environments - different animals and plants are suited to different environments and so thrive in those locations. Think teenage girls who hang around the mall with each other. Environmental alteration - animals and plants also modify their environment e.g. pine trees make the soil underneath them acidic which makes it hard for other plants to grow. Communities - we often think of humans when it comes to communities but any group of things living in a selected area can be classed as a community. = = Here is our current research project to be completed week 3 of term 3 = = = =

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= = Here are the resources we have used so far. = = = = Practice Test Number 1

= = = = Websites = = [] - community strategy game in which you have to decide what the Ant community is going to do that day and how many workers should be assigned to doing each job. Can you make the colony thrive? First to level 5 wins. = = [] - strictly speaking a virus is not alive but it makes for a good strategy game anyway. = = [] - what a community can do to improve the health of its people by working on their food supply. An example in Malawi = =

= Our Previous topic was - Chemistry - Acids, Bases, Reactions and Matter = Here is a list of what you should know by the end of the topic.


 * ** Learning Objectives ** || ** Before the unit ** || ** I have learned this ** || ** I have revised this ** ||
 * Understand that all matter is made up of atoms. ||  ||   ||   ||
 * Understand that a substance made up of one type of atom is called an element. ||  ||   ||   ||
 * Define the terms ‘element’ and ‘atom’. ||  ||   ||   ||
 * Understand the structure of the periodic table. ||  ||   ||   ||
 * Understand the chemical meaning of the term ‘pure’. ||  ||   ||   ||
 * Know symbols for the first 20 elements. ||  ||   ||   ||
 * Classify elements into metals and non-metals. ||  ||   ||   ||
 * Understand how to make compounds from elements ||  ||   ||   ||
 * Name some common compounds. ||  ||   ||   ||
 * Write simple word **and symbol** equations to represent the formation of compounds from elements. ||  ||   ||   ||
 * Understand the difference between a mixture and a compound. ||  ||   ||   ||
 * List the elements in compounds and the number of atoms from molecular models and formulae. ||  ||   ||   ||
 * Use diagrams to represent the differences between atoms/elements, molecules and compounds. ||  ||   ||   ||
 * Understand the difference between physical and chemical change. ||  ||   ||   ||
 * Know how to separate mixtures through physical means. ||  ||   ||   ||
 * List the properties of acids and bases. ||  ||   ||   ||
 * Understand what acids and bases are used for. ||  ||   ||   ||
 * Understand the pH scale. ||  ||   ||   ||
 * Write molecular formulas for carbon compounds ||  ||   ||   ||
 * Draw structural formulas for carbon compounds ||  ||   ||   ||

= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = And here is a list of the key words we will be seeking to understand. =

The first two tests are on these key words.
 * **Word ** || **Meaning ** ||
 * alkali || A base that will dissolve in water to form a solution. ||
 * acid || Sour tasting substance with a pH less than 7 – turns litmus red. ||
 * alloy || A mixture of different metals. ||
 * atom || The smallest part of an element you can get. ||
 * base || Slippery feeling substance with a pH greater than 7 – turns litmus blue. ||
 * catalyst || A substance that speeds up a reaction without being changed itself. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">chemical change || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">A change that creates a new substance by creating and/or breaking chemical bond. Requires another chemical change to undo if possible. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">chemical formula || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">A combination of symbols and numbers that show how many atoms of different kinds there are in a particular compound. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">chromatography || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">Separation of two different liquids. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">compounds || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">Substances that can be split up into simpler substances such as elements. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">condensation || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">Gas becoming a liquid – a physical change. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">covalent bond || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">Atoms joined by sharing electrons. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">distillation || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">Separation by evaporation. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">element || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">Made of only one type of atom. It cannot be split up into anything simpler by chemical reactions. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">evaporation || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">Liquid becoming a gas – a physical change. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">filtration || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">Separating solids mixed with a liquid by passing it through a sieve. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">ion || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">An atom or molecule that has lost or gained and electron to become positively or negatively charged. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">metals || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">Elements that are shiny, conduct heat and electricity well, and often have high melting and boiling points. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">mixture || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">Two or more different substances that are not chemically joined to each other but are spread throughout each other. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">molecule || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">Two or more atoms joined together – the atoms can be the same or different. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">neutral || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">A substance which is neither acid nor base. Has a pH = 7. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">neutralisation || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">What happens when a base is combined with an acid. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">non-metals || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">Elements that are not shiny, and do not conduct heat and electricity well and often have low melting and boiling points. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">Periodic Table || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">Table that shows all the elements known to man. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">physical change || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">A change that makes no new substance and no chemical bonds are created or broken. Usually easy to reverse. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">product || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">New chemical/s formed in a chemical reaction. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">reactants || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">Chemicals that join together to form a new chemical/s. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">solution || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">A solid mixed into a liquid or two liquids mixed together – a physical change. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">symbol || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">The letter or letters that represent an element. ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">symbol equation || <span style="font-family: 'Verdana','sans-serif'; font-size: 14.6667px;">A way of writing out what happens in a chemical reaction using the symbols that represent the substances involved. ||

The second test is based on the periodic table, working out how many of each element there is in a chemical formula and how many protons, electrons and neutrons an element has.

To help you use the following resources.

<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Q1. Fill in the gaps in the following table


 * <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">Element Name and Symbol || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">Atomic Number || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">Mass Number || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">Number of Protons || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">Number of Electrons || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">Number of Neutrons || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">Nearest Noble Gas ||
 * <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">Magnesium Mg ||  ||   ||   ||   ||   ||   ||
 * <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">Lithium Li ||  ||   ||   ||   ||   ||   ||
 * <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">Silicon Si ||  ||   ||   ||   ||   ||   ||
 * <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">Chlorine Cl ||  ||   ||   ||   ||   ||   ||
 * || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">5 ||  ||   ||   ||   ||   ||
 * || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">18 ||  ||   ||   ||   ||   ||
 * || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">15 ||  ||   ||   ||   ||   ||
 * || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">6 ||  ||   ||   ||   ||   ||
 * ||  || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">4 ||   ||   ||   ||   ||
 * ||  || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">16 ||   ||   ||   ||   ||
 * ||  || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">23 ||   ||   ||   ||   ||
 * ||  || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">32 ||   ||   ||   ||   ||
 * ||  ||   || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">7 ||   ||   ||   ||
 * ||  ||   || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">1 ||   ||   ||   ||
 * ||  ||   || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">19 ||   ||   ||   ||
 * ||  ||   || <span style="display: block; font-family: 'Verdana','sans-serif'; font-size: 13.3333px; text-align: center;">20 ||   ||   ||   ||

<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Q2. List the 4 elements from the first 20 that are missing from the above table.

<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">_ _ _ _

<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">Q3. For each of the examples of compounds below name the elements and state how many of each element there is in it.

<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;"> Element How Element How

<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;"> Name many? Name many?

<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">A. ZnS __B. SiO2__

<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">B. H3BO3 __C. Ba(OH)2.8H2O__

<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">D. K2SO4 __E. Sr(NO3)2__

<span style="font-family: 'Verdana','sans-serif'; font-size: 13.3333px;">F. CH6(OH)3 __G. Na2HPO4__

= = = Our research topic is now complete. Below are some of the posters that were produced. =

= Our opening topic for 2012 is.... drum roll please.... = = ELECTRICITY =

A great place to start try this website - [] Can you answer these quick questions
 * 1. Electric current is measured using what device? ||  ||
 * 2. True or false? Batteries convert chemical to electrical energy. ||
 * 3. In terms of electricity, what does DC stand for? ||
 * 4. The wire inside an electric bulb is known as the what? ||
 * 5. Conductors have a high or low resistance? ||
 * 6. True or false? The concept of electric fields was first introduced by Albert Einstein. ||
 * 7. Electric resistance is typically measured in what units? ||
 * 8. In terms of electricity, what does AC stand for? ||
 * 9. Electric power is typically measured in what units? ||
 * 10. True or false? You can extend battery life by storing batteries at a low temperature. ||

2011 Work below this point: This term we are studying how we describe something in motion, how we can graphically show its movement and how we calculate the properties it has while in motion.
 * LastTopic 2011 = Motion, Forces and Energy **

===**The last test for this topic is Friday 2/11/11,** before our computer room time. Here is the practice test in case you missed it last week. If you miss the test on Friday then you will be tested the next day you are in my Science class. Only the stuff on Speed and Motion is included in the test. There is nothing on Forces which we are covering at the moment in class.===

In the topic we cover;


 * Speed ** - the first thing we should understand about something in motion is how fast it is going. The most common speed we see every day is the speed of our cars, motorbikes and trucks as we zip around our roads. Normally we measure this speed in **kilometres per hour**. If we travel 200 **kilometres** and it takes us 2 **hours** to go that distance than to calculate our speed we divide the distance by the time = 200 km / 2 hours to give us an average speed of 100 **km/h**. Note the "/" in that answer means "per" or "in every". So the previous answer reads 100 kilometres in every hour. All speeds are calculated by taking the distance and dividing it by the time. This equation can also be re-arranged to calculate distance if we know speed and time. If the distance to our destination is 1500 **km** and we will travel at 500 **km/h** by plane how long will the trip take? 1500km/500km/h = 3 **hours**. Finally if we know speed and time we can calculate distance travelled by multiplying the tow together. If we go 150 **km/h** for 7 **hours** we will cover 150km/h x 7h = 1050 **km** in total.


 * Speed Triangle **- the equations talk about above can be seen by their relationship in the following triangle. If we want to know speed then we cover up the speed section and the triangle tells us that it is distance divided by time.


 * Common Speed Units **- although km/h is the most common speed we come across there are other speeds used throughout the world. The standard unit for speed used by scientists is actually **meters per second** or **m/s**. The speed of light is 300,000 **kilometres per second** or **km/s** and is often used to describe the distances in space, where one light year is the distance light will travel in one year. 1 light year = 9,460,730,472,580.8 kilometres. Americans still use a road speed scale of **miles per hour**.


 * Changing Speed **- our speed doesn't always stay constant, sometimes it is changing. When we push our foot down harder on the accelerator it causes the car to increase its speed. This increase is called acceleration. When we lift up our foot off the accelerator and apply the break it causes the car to slow down. This is called deceleration.


 * Graphing Motion **- to show the differences in our speed we can graph the distance and time relationship. Time always goes along the base and distance up the side as in the graph below. The shape of this graph will tell you the type of motion that is occuring. A flat horizontal line is stopped because time is increasing but distance is not. A straight line upward is constant speed because distance is increasing at a constant rate. A curved line is acceleration because the distance travelled is changing at an increasing rate. All these motions are away from our zero or start position.
 * Graphing Motion - **Our computer room time has been spent taking some data we collected of us moving and using the computer to plot it using Excel. We also processed this data to calculate speed and acceleration. Below are some examples of the data process and graphed from Year 9.




 * Forces **- forces make every thing we do possible. Without a force there is no motion. Forces come in two main types. 1) Contact - such as a push or a pull: 2) Non-contact - such as the gravitational and magnetic fields. Force is measured in the Newton(**N**) - named after Sir Isaac Newton whose theory dominates our understanding of the normal every day aspects of Physics. Newton determined that when we apply a force to an object that object applies the same force to us. It is hard concept to understand but it means that you push against a wall the wall actually also pushes against you.

The general formula for relating force to acceleration and mass is as follows. Force = mass times acceleration: F = m x a This means that 1N of force will accelerate 1kg of mass at 1m/s/s. This leads to another useful triangle.

This box (black rectangle) has 4 forces pulling on it. The vertical forces (up and down) are balanced - they are both 3 Newtons so the box won't go up or down. The horizontal forces are not balanced - the force pulling to the left is 2 Newtons and to the right is 5 Newtons. The box will accelerate to the right because that direction has the greatest force.
 * Unbalanced Forces **- In order for something to change its motion there must be an unbalanced force acting on that object. Something that is sitting still or moving at constant speed has balanced forces acting on it. If we apply an external unbalanced force to an object it will accelerate in the direction of the force. e.g.

When similar forces are acting on airplanes we give them different names. The drive becomes thrust (produced by the engines pushing the airplane along) the reaction force is called lift (caused by the wings directing air downward to push the airplane upward). On a boat the reaction force is called buoyancy (caused by the water pushing against the boat).
 * Types of Forces **- there are different names for the forces that we encounter. Some of these are displayed below.


 * Energy **- understanding energy can be difficult because it is not a thing. It doesn't have mass and you can't hold energy in you hand. Someone at this point will say "But hang on, what about a battery? It provides energy in the form of electricity and I can hold that." The problem here is that you are not holding the pure energy. What you have in a battery is really a bunch of chemicals that when placed properly in a circuit release their stored energy as electricity. You can hold the chemicals that store the energy but not the energy itself.


 * Chemical Potential Energy **- the example of the battery is an example of Chemical Potential Energy. It is based on chemicals reacting together and it is "potential" because untill it is released it only has the potential to do work but isn't doing work till it is actually released. Food is another example of chemical potential energy. Food stores energy which is used by your cells to keep themselves alive. Another is the petrol you put in your car. The car engine burns the petrol thus releasing the energy and turning it into kinetic energy which drives the pistons which drives the crankshaft which drives the wheels which push the car along the road.


 * Kinetic Energy **- we mentioned kinetic energy above and it is the energy of movement. When something moves it gains kinetic energy. The faster something is moving or the hevier it is the more kinetic energy it has. This is why a big truck crashing at 100km/h it will cause more damage than a little mini travelling at the same speed. The truck has more mass and therefore more energy and it needs to go somewhere during a crash.

Year 9/10 Electricity PowerPoint Energy is a hot topic these days. The EECA ads on T.V. are telling us we can save money and the country’s energy bill if we will be sensible in our use of electricity. Today I would like you to produce a PowerPoint on how New Zealand produces and distributes the electricity we use every day in our homes. To help do a Google search on “Electricity generation NZ” and go to the Wikipedia page that is the second or third on the list.
 * Next Research Topic on Energy **

Page 1. A heading pages on “Energy” and a suitable picture – think geothermal or hydro power plant. Page 2. A list of the main types of electricity generation used in N.Z. Include pictures. Page 3. Title: Hydroelectric. A picture and brief explanation how a hydroelectric power plant works Page 4. Title: Geothermal. A picture and brief explanation how a geothermal power plant works. Page 5. Title: Wind. A picture and brief explanation how a wind power plant works. Page 6. Title: Fossil fuel. A picture and brief explanation how a fossil fuel power plant works. Page 7. Electricity around NZ. Show how electricity is sent around the country on the “Transmission Grid”.

Please animate the power point. When completed please show to Mr Sadgrove for final saving. Here are some examples of the work produced by Year 9 from this topic




 * Gravitational Potential Energy **- all physical things have mass and anything with mass attracts other things with mass (even light can be attracted by truly massive objects - this explains why Mr Sadgrove is so bright :0). When one object is above the another object it gains gravitational potential eneregy which is used to bring the two objects back together. The further away the two objects are the greater the gravitational energy.

We are studying the functioning of cells, the chemicals involved in life, digestion, circulation and the senses. we will also look at how genetics make you look like you and how genetic information is passed from generation to generation. TEST!!!! 13/6/11 - There is a test this Monday on some of the things we have covered so far in this Biology topic. Below is the practice test so you can be ready.
 * PreviousTopic = Life Processes and Genetics **

In the topic we will cover;


 * Cells ** - the basic building block of all life. Each cell is like a large factory, consuming inputs and producing outputs. There are 2 main types of cellular life - Prokaryotic and Eukaryotic. Prokaryotic life is singled cell organisms such as bacteria. Eukaryotic life is multi-cellular organisms such as you and me. The diagram below outlines different aspects of these two types of cells.


 * Chemicals of Life ** - the cells use various food substances to carry out their functions. The main ones are Carbohydrates (sugar and starch), Proteins (made of amino acids) and Lipids (oils and fats). We have done a series of tests that can be used to determine which particular chemical you have present in any food. You will need to remember each test used and the output that resulted.

Starch - add iodine - turns black if starch is present Sugar - add Benedict's solution - turns orange when heated if sugar is present Proteins - add sodium hydroxide and copper sulfate solution - turns purple of protein is present Lipids - add methanol then water - lipids float on the top if present


 * Processes of Life ** - the functions of a cell include the following: Diffusion - movement of molecules (chemicals) from high concentration to low concentration; Photosynthesis - plants making food from CO2, H2O, and sunlight; Osmosis - movement of molecules from high concentration to low through a membrane; Respiration - turning food into energy.

The things we have covered are summarised

** Digestion ** - this is the processing of food so that is small enough to make it into the blood stream to be used by cells. The parts of the digestive system are shown below. We are covering them individually in class but you can feed (joke) them into Google to find out for yourselves what each does

Here is our first research topic. Here is our second research topic.

TEST!!!! 13/6/11 - There is a test this Monday on some of the things we have covered so far in this Biology topic. Below is the practice test so you can be ready.


** Circulation ** - this is the pushing of blood around the body. Blood is critical to life because it carries food and oxygen to every cell in the body to keep them alive. It also takes the waste products the cells produce away to be processed out of the body. The primary mover of the circulation system is the heart.

The heart pumps blood through a piping system made of arteries, veins and capillaries. Arteries = take blood to the body and the lungs. The blood is full of oxygen and with every pump of the heart is forced to the body under high pressure. Veins = take blood back to the heart. Deoxygenated blood and lower pressure. Capillaries = really small pipes that take blood to the individual cells from the arteries and back to the veins.

 <span style="color: #0000ff; display: block; font-family: verdana,geneva,sans-serif; font-size: 120%;">Previous Topic = Chemistry and Chemical Reactions We were studying the main ways the chemicals react together and what the results look like. In this topic we are covering; What is a chemical reaction ï»¿ - this might seem to be a no brainer but you might be surprised. For instance cooking toast is a chemical change but melting butter is not. When we cook toast we create a new substance out of the bread. You can't undo toasting and turn it back into bread by cooling it down. But solid butter once melted is still butter in liquid form. Cool the liquid and it turns back into solid butter. Another non-chemical reaction that everyone seems to think is a chemical reaction is dissolving a solid into a liquid. When we put sugar into water it dissappears but it is still actually sugar. Boil off the water and the sugar comes back. No new substance has been created so no chemical change. Different Types of Chemical reaction - not all chemical reactions are the same. We covered Combustion = burning stuff, and Acid/Base reactions and below are some more types you need to know. Indicators of Chemical change - the things that tell us that a chemical change has taken place - bubbles, colour change, new substance formed, etc Rates of reaction - what will speed up or slow down the rate at which chemical change will occur - heat, concentration, shaking, bigger surface area, catalyst Rust - this is very un-useful chemical reaction - it destroys iron and steel objects by breaking them done from a nice shiny, silver, strong metal to a brown flaky weak mass of useless rubbish. So your car goes from "hot" to uuuuugly over time. Sad isn't it? Thankfully there are ways of stopping rust from working so they stay in once expensive piece. The Periodic Table and Elements - all the elements in the world are arranged in a particular way called the periodic table. Elements are pure substances determined by the number of protons in the nucleus. You need to know the names, symbols and where they go on the periodic table for the first 20 elements. The diagram below will help you.

Here is the current research project

Note: we are doing a special research project at the moment on EARTHQUAKES to tie in with the Christchurch earthquake.

Note: Second special research project to tie in with the breakdown of the Japanese nuclear plant. What makes radiation so dangerous?

<span style="color: #0000ff; display: block; font-family: verdana,geneva,sans-serif; font-size: 120%;">Previous Topic = Forces Forces are the essence of Physics. Forces allow energy to be transferred between objects or transformed into new types of energy. Forces can require contact between two objects such as a push or pull with your hand or they can work over a distance such as gravity or magnetism. In this topic we covered;

Gravity - the pull that everything with mass has to pull other things of mass. The more mass something has the more gravity it exerts. This mean that larger people are more attractive - something I tell myself as I eat that next chocolate. Friction - that force that resists every movement between objects that touch. Sometimes resistance isn't futile so there you Daleks. Machines - which makes the force required to do something less. These include levers, screws, ramps and pulleys. Magnetism - the amazing ability of iron, cobalt and nickel objects to attract or repel other similar objects if they have been magnetised. Magnetism is the basis of all electricity generation and in many of the electrical objects in your house will have a magnet in them somewhere. Electricity - Ok, so Electricity is strictly speaking not a force. It is energy BUT it is the energy that makes most of the machines in our appliances work. There are also many terms around electricity that are force related. E.g. Voltage is also called the Electric Motive Force. It is the force that pushes electrons around a circuit as well as being the energy they give to all the components they pass through. We finished with Forces and Energy and this lead to test time. Here is the study sheet that covers 40 of the 45 questions in the test. The other 5 questions are as follows. Draw the magnetic field of: 1) a north - north or north - south; 2) a north - south; 3) around a wire with a current going vertically up or down the page; 4) around a wire with the current going into or out of the page; 5) The magnetic field of the earth.

<span style="color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Websites [] - interesting magnet based game where you have to force a ball into a cup using magnets. [] - very cool physics/gravity based game. Best fun is to make a track that runs by itself. [] - great site for all sorts of forces information and videos.