Year 9

Science Revision & Skills Booklet

Booklet

Term 1

Name ______________________________________________________

Class _______________________________________________________

Teacher ____________________________________________________

The tasks included in this booklet reinforce the key ideas and skills taught in the science classroom. This booklet can be used to support your learning and to provide you feedback that enables you to actively monitor and evaluate your own learning.

All learning activities completed throughout the year, including your revision booklet, contribute towards your grading in the Science course.

Instructions

Students:

You are expected to complete all revision tasks in this booklet by the end of the term. You are to write all of your answers in this booklet. The answers completed in this booklet should be your own work. You are to complete the 3 tasks allocated per week, ready to hand in the booklet by the

end of that week. It is your responsibility to make sure your parents CHECK and SIGN your homework at the

end of each week. You must then bring your revision booklet to school for your teacher to CHECK and SIGN at

the end of each week. This booklet is my responsibility. If I lose this booklet I will need to ask my teacher for a

copy to be email to my student email. I am then responsible for the printing of this booklet. Incompletion of revision tasks or a non-genuine attempt will result in you completing this

work during lunch supervision. Some of the skills in this booklet will be used in the half yearly and yearly examinations,

so you are helping yourself succeed by completing the booklet!

I have read the above information and am aware of what is required from me and the consequences of not completing my revision tasks.

Name: ________________________ Signature __________________________

Parents:

All learning activities contribute towards your child’s academic achievement. Tasks including this revision booklet are used as a regular part of the teaching and learning process to clarify your child’s understanding of concepts, to remedy their misconceptions, and to support their further learning and the development of deeper understanding.

You can assist by asking your child to show you the revision tasks for each week. When the 3 weekly tasks have been completed, please sign the bottom of the activity

sheet for that week. You child will ALWAYS have Science revision.

Additional resources:

www.intoscience.com.au online learning interactive. Username and password provided upon payment of Science fee.

http://www.dec.nsw.gov.au/ to access student portal including email.

http://www.boardofstudies.nsw.edu.au/syllabus_sc/science.html Science syllabus documentation

http://arc.boardofstudies.nsw.edu.au/go/home/ Information regarding grading can be located at the Board of Studies Assessment Resource Centre. The general performance descriptors for each of the five grade levels is documented in the table below.

http://www.clickview.com.au/ Clickview documentaries (access codes via the library)

http://www.bbc.co.uk/education BBC Science clips, explanations, quizzes and interactive.

The general performance descriptors describe performance at each of five grade levels.

AThe student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.

BThe student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.

C The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.

D The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.

E The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.

Thank you for your cooperation. If you have any queries please contact the Science Faculty on

4658 1110 during business hours.

Week Three

Task 1: Spelling

Use “look, cover, write and check” to improve your spelling.

By the end of the week you should have practised three times.

Words Practice 1 Practice 2 Practice 3

nervous

coordination

system

receptor

peripheral

neurons

response

myelin

dendrite

stimuli

TASK 2 - Word CLOZE

Responding to a stimulusA stimulus is a change in the environment of an organism that produces a response.Animals respond to a stimulus in order to keep themselves in favourable conditions.Examples of this include:

Moving to somewhere _____________if they are too cold. Moving towards food if they are ____________________. Moving away from _______________ to keep themselves safe.

Provide 2 more animal and 2 plant responses to stimuli________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Eyes respond to stimuli

Animals that do not respond to a ___________________ do not survive for long.

Receptors respond to a stimulus and send impulses along sensory neurons to the CNS. The CNS is short

for C____________________ N________________ S_________________ and consists of 2 parts the

b_____________ and s________________ c____________. Some receptors are found in the skin. Other

receptors can form part of complex organs.

Draw lines from dot point sentence to match the organ (in box below) that detects them:

Light receptor cells in the retina Position receptors to detect whether your body is upright Sound receptors Touch Pressure and pain Temperature Olfactory cells that detect chemical in substances The texture and taste of food

TONGUE

(tastebuds)

EYES EAR NOSESKIN

Task 3: Constructing sentences

Use some of the words from your spelling list (Task 1) to write FOUR sentences in the space below.

Remember: sentences always start with a capital letter and end with a full stop.

1. ________________________________________________________________________________

__________________________________________________________________________________

________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

2. _____________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

________________________________________________________________________________

_________________________________________________________________________________

3. ________________________________________________________________________________

____________________________________________________________________________________

_______________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

___________________________________________________________________________

4. ________________________________________________________________________________

____________________________________________________________________________________

_______________________________________________________________________________

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Week 4Task 1: Spelling

Use “look, cover, write and check” to improve your spelling.

By the end of the week you should have practised three times.

Words Practice 1 Practice 2 Practice 3

brain

meninges

cerebrum

cerebellum

brainstem

auditory

olfactory

occipital

temporal

frontal

Task 2- Appying Knowledge

Read the passage below on Simple Reflexes

Simple reflexes produce rapid involuntary responses to a stimulus. This ensures an animal responds in the way most likely to result in its survival.

Examples include:

Moving towards and finding food Moving away and sheltering from predators Moving towards and finding a mate

Baby reflexes

Newborn babies also have simple reflexes.

1. Research these and fill in the table below

Reflex Description of behaviour Month it starts Month when it endsGrasping/Palmar

Stepping/Walking

Sucking

Startle (MORO)

Babinski

Tonic Neck

2. Indicate which month on a one year timeline when these reflexes appear and begin to disappear.

Task 3- Drawing scientific diagrams

Scientists have a quick and simple way to show scientific illustrations. Using scientific drawings means you don’t have to be an artist to be a good scientist.

The procedure for drawing scientifically is as follows:

1. Look at the specimen carefully and examine the significant features that will be included in the drawing.

2. DRAW ONLY WHAT YOU SEE!! Do not include what you think you should see. 3. Draw clearly and neatly. Always use distinct, single lines when drawing.4. Always use a sharp pencil.5. Draw the equipment in 2D.6. Do not show any detail, just a simple outline with no shading.7. Draw lines with a ruler.8. Print labels neatly and connect them to the diagram with a line or arrow.9. Spell labels correctly10. Diagrams should be between 4 and 8cm high.11. No more than two drawings should be on a single page.

Using a secondary resource (internet or book) draw a 2D sideview of the brain labelled with all the parts mentioned in the spelling Task 1 on the pages before.

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Week 5Task 1 - Experiment

Simple animals use reflex actions for the majority of their behaviour. The disadvantage to using reflex actions most of the time is that these animals have difficulty responding to new situations.

More complex animals, such as humans, only use reflex actions in some of their behaviour. We can decide how to react to new situations and learn from our experiences. The knee-jerk reflex is a simple reflex found in humans. Striking just under the kneecap causes the thigh muscle to contract, making the lower leg move upwards. This reflex helps to maintain posture and balance.

Activity: Using members of your family conduct the following three reflex actions and write in your observations in the column under their name.

Reflex Name Name Name

1 ‘Knee jerk’ reflexSit in a chair with your legs crossed, so your top leg can swing.Using the side of your hand firmly karate chop the test subject to tap the tendon just below your knee cap whilst they are not looking.1. Observe any movement. 2.Does consciousmental activity (such as counting backwards in sevens from 100) change the response?Describe what you observe.

2. ‘Ankle jerk’ reflexRemove your footwear and dangle your leg by sitting onsomething high (such as a stool or table). Again tap the Achilles tendon with a karate chop motion whilst they are not looking. Note any motion of the foot.Describe what you observe.

3. Pupillary reflex (involving light)Your partner will cover both of their eyes with their hands for a minute. Then shine a bright light (such as a torch) into one of test subject's eyes.Observe any effects on pupil diameter.

4. Why was the test subject made to look away when striking the body?

__________________________________________________________________________________________________

Task 2 - Drawing Flowcharts

Choose one of the reflex actions tested in your experiment with your family and construct a flowchart to identify each step of the reflex arc that occurs for this reaction.

Include stimulus, receptors, transmitters, effector and response.

Label each of these on your flowchart. Identify each by name where possible.

E.g. The following flowchart needs the response of moving hand away added below:

Task 3- Explaining Processes.

Examine the diagram below of a simple reflex arc.

Starting from the pin in a person's hands describe in ten (10) steps the actions that occur at each point along the nervous pathway to remove a person's hand away from pain.

Labelling the diagram with numbers to correspond with the steps may help your explanation.

Simple Reflex Arc

1

2

3

4

5

6

7

8

9

10

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Week 6

Task 1: Research investigation

Investigate one of the following neurotoxins:• Strychnine• Blue-ringed octopus toxin• Curare• Belladonna• Snake toxin/venom – such as taipan, sea snake, rattlesnake• Sarin• VX• Botulinum toxin

1. Identify the source of the toxin – e.g. plant, animal, fruit of plant, bite/sting, manufactured.

2. Describe, briefly, the characteristics of this toxin, such as:• whether it is fast or slow acting

• whether its action is long- or short-term

• the body system it acts on (nerve, muscle, other)

• what it is made of (protein, lipid, smaller molecules).

3. Describe the physiological (how it works) effects of this toxin.

4. Investigate the main chemical action of the neurotoxin and describe how it interrupts the chemicalmessage across synapses, using a labelled diagram.

Task 2: Reading Tables & Graphs

1. Which age group sleeps the most?________________________________________________________

2. As you age how hard is it to fall asleep?____________________________________________________

3. What does REM represent? stand for? _____________________________________________________

4. What trend is shown in regards to slow wave sleep?___________________________________________

5. Who lies in bed awake the most?___________________________________________________________

6. What units are used to express melatonin levels in humans? Use words.

___________________________________________________________________________________________

7. What two labels are missing from the graph?______________________________________________________

8. What is the effect of bright light?_________________________________________________________________

9. In dim light what time does melatonin peak?________________________________________________________

10. What time did the study start and finish?__________________________________________________________

Task 3: Venn Diagrams

Create a Venn diagram to compare and contrast the endocrine and nervous systems.

Use the space below and the template as a guide to construct one in the blank space provided.

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Week 7

Task 1: Crossword

Task 2: Graphing

GROWING FOETUSAs a foetus grows inside the mother’s uterus it increases in both length and mass. The table below shows the changes that occur during the 9 months of pregnancy.

Month ofPregnancy

1 2 3 4 5 6 7 8 9

Mass(g)

0.02 1.00 14.1 100 300 650 1000 1800 2500

Length(cm)

1.25 2.50 9.0 18 25 32 38 43 46

1. Draw a line graph of the information concerning the length of the foetus.

2. Draw a histogram to show the information above concerning the mass of the foetus.

TIME (Months)

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Week 8

Task 1: Crossword

Task 2: Webquest

1. Visit the Visual Elements periodic table weblink http://www.rsc.org/periodic-table and write the name of the element from the symbol.

2. Examine the visual periodic table of elements in the weblink to identify the years in which the elements in the table were discovered. Match the dates to those in the list below.

Dates: 1750, 1751, 1774, 1783, 1803, 1807, 1824, 1860, 1863, 1875, 1886

3. Who discovered each element

4. Two uses for each element

Symbol Element Date discovered

Who discovered Two uses for element

Pt

Rh

Cs

In

Ga

Ni

Mn

W

Na

Si

Extension: You have one date left. In this year, one of the halogens was isolated. Identify the halogen that was isolated, and who isolated it.

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Week 9

Task 1: The Number of Protons, Electrons and Neutrons in Atoms.

The number of protons is ______________________________________________________

The number of electrons is _____________________________________________________

The number of neutrons is _____________________________________________________

How many protons, electrons and neutrons are in:

Element Atomic Weight Atomic Number Protons Electrons Neutrons

Lithium

Berylium

Boron

Carbon

Nitrogen

Oxygen

Fluorine

Neon

Sodium

Magnesium

Aluminium

Silicon

Phosphorus

Sulfur

To work out how many protons, electrons and neutrons an atom has, you need to know the atomic number and the atomic weight of the element rounded off to the nearest whole number.

Task 2: Find a Word

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