Year 9 Science Revision Booklet 2024 PDF

**[Year 9 Science:] Checkpoint/EOY Revision 2024** *[Biology]* Cambridge Unit 9.2: Plant Biology ================================= [Photosynthesis and the carbon cycle] ------------------------------------------------- ### Canvas reference - Unit 1: Photosynthesis and the carbon cycle ### 1....

**[Year 9 Science:] Checkpoint/EOY Revision 2024** *[Biology]* Cambridge Unit 9.2: Plant Biology ================================= [Photosynthesis and the carbon cycle] ------------------------------------------------- ### Canvas reference - Unit 1: Photosynthesis and the carbon cycle ### 1. What are the 7 life processes? 2. Describe the importance of magnesium in plant growth 3. Describe the importance of nitrates in plant growth 4. Describe the consequences of magnesium deficiency in plants 5. Describe the consequences of nitrate deficiency in plants 1. Explain the purpose of photosynthesis 2. What is the word equation for photosynthesis? 3. What is a chloroplast? 4. What is chlorophyll? 5. What carbohydrate is made during photosynthesis? 6. Describe the energy transfer that occurs during photosynthesis. Light energy transforms into... 1. Define transpiration 2. Draw a flow chart that describes the pathway of water and mineral salts in a plant, include: root hair cells, xylem, leaves, absorption, roots, transpiration 3. Draw and label a root hair cell 4. Explain how the structure of a root hair cell supports its function 5. Name the tissue that transports sugars in a plant 1. What is the carbon cycle? 2. Draw and label the carbon cycle, it should include: photosynthesis, respiration, feeding, decomposition and combustion 3. Which organisms carry out: a. Photosynthesis? b. Respiration? c. Decomposition? 4. What are fossil fuels? 5. Describe 3 effects of fossil fuels on the environment 6. Explain the effect that combustion of fossil fuels has had on the carbon cycle. What would happen if we stopped burning fossil fuels? Cambridge Unit 9.5 Human Biology ================================ [Maintaining Life] ------------------------------ ### Canvas reference - Unit 4: Maintaining life 1. What products do humans excrete? (check your definition of excretion) 2. Where might have these products come from? 3. Draw and label the human excretory system. Include: Kidneys, ureter, urethra, bladder 4. Draw and label the structure of a kidney. Include: Renal cortex, renal medulla and renal pelvis 5. Explain the main function of the kidneys (what is filtered, what is excreted and what is it excreted in?) 6. What is urea and where is urea formed? 7. What can happen if we don't look after our kidneys? Suggest some ways we can look after our kidneys. 8. A person with chronic kidney disease, may require *dialysis* -- **explain** the process of a dialysis (a diagram could be useful) 1. What is a fetus? 2. What is a zygote? 3. Describe what is meant by the phrase 'fetal development' 4. Explain why eating an excess amount of 'healthy' foods would be considered an 'unhealthy' behaviour? 5. List the functions of the following minerals in a person: iron, calcium, potassium, zinc 6. Describe how smoking affects fetal development. (remember that substances in the woman's blood can cross into the placenta) 7. What are some common, legally available 'drugs' that could affect fetal development 8. Develop a one-day long healthy meal plan a pregnant woman could follow [Genetics and inheritance] -------------------------------------- ### Canvas reference -- Unit 7: Genetics and inheritance 1. Describe the function of the nucleus 2. Define the term 'gene' 3. Define the term 'DNA' 4. Define the term \'chromosome' 5. Describe the shape of DNA 6. Explain how such a long molecule (DNA) can fit into the nucleus (with the 45 other DNA molecules) -- think about how it is folded and what it is called 7. Who discovered the structure of DNA and how? 8. Explain why DNA is important 9. Describe the function of genes (i.e., use the definition from Q2 to describe the purpose of a gene) 10. Define inheritance a\. Describe and relate genes to our physical characteristics 1. Define gamete 2. Define somatic cell 3. State the names of the male and female gametes 4. Describe fertilisation, examples of terms to include: gamete, egg, sperm, fuse, move, uterus, zygote, fertilised/fertilisation 5. Draw and label a male and female gamete, including which gamete moves 6. How many chromosomes are in each gamete vs each somatic cell? 7. Explain why fertilised gametes result in a new combination of DNA a\. Think about the number of chromosomes in each gamete and where each gamete comes from 8. Why would it be incorrect to say that gametes 'met' rather than 'fused'? 1. In the nucleus of somatic cells, outline the combination of X and Y chromosomes in males and females 2. State the X or Y chromosomes found in eggs and sperm 3. Draw a simple diagram of an X sperm fusing with an egg and a Y sperm fusing with and egg and label whether the offspring will be male or female 4. Which gamete determines the sex of a baby? 5. Explain why there is almost always a 50% chance of offspring being male or female 6. If a couple has three female babies, what is the chance that the fourth baby is male? 7. Give some examples of genes that may be on the Y chromosome that would make a baby male? 8. Describe 'sex' vs 'gender' Cambridge Unit 9.8 Species and their environments ================================================= [Genetics and inheritance] -------------------------------------- ### Canvas reference -- Unit 7: Genetics and inheritance ### ### LO: 9Bp.03 Describe variation within a species and relate this to genetic differences between individuals 1. Define 'species' 2. Define 'genetic differences' 3. Describe what the statement 'variation ***within*** a species' means 4. Describe what the statement \'variation ***between*** species' means 5. List three examples of variation within species that are **not** physical 6. Explain why some variation within species is environmental not genetic 7. Relate [genetic differences] between ***individuals*** to variation within ***species*** 8. Explain how genetic differences arise -- relate this to inheritance - Natural selection happens to *population **NOT*** individuals - Natural selection is RANDOM - Occasional animals undergo RANDOM GENETIC CHANGES - The traits that are useful when an environmental change occurs, WERE ALREADY PRESENT. The change to the environment randomly meant that traits ARE NOW best suited. 1. Compare and contrast the term 'theory' in scientific terms to everyday use 2. Who developed the scientific theory of natural selection? 3. Describe what the environmental change that occurred in the UK that led to dark peppered moths becoming more common was 4. Explain how the environmental change from question 3, led to dark peppered moths becoming more common 5. Using the example of Giraffe's developing a long neck, explain natural selection in 5 steps. - Possible terms to include: advantageous feature, best suited, environment, environmental change, over time, passed on, offspring, more common, more likely to survive and reproduce ***Use the natural selection progress test answers to help you check your answer for this question. Make sure your answer is DETAILED and SPECIFIC*** 1. Describe what is meant by 'environmental change' and give examples 2. Define 'extinction' 3. Explain how an environmental change could lead to extinction of a species \[discuss how a species may be unable to adapt when an environmental change occurs. Use an example.\] 4. A national nature reserve is the habitat for a rare butterfly species. The adult butterfly and larvae like to feed on a particular pink flower. A road is built through the middle of the national reserve and is too large for the butterflies to cross. On the left side of the road, there is no pink flowers. On the right side of the road there is many pink flowers. However, there is adult butterflies and larvae on both sides of the road. Describe how this environmental change may impact the species of butterfly. **[Year 9 Science]:** Checkpoint/End of year revision 2024 *[Chemistry]* **[Cambridge Unit 9.1: Chemical Bonding]** [Properties of materials] ------------------------------------- ### Canvas reference -- Unit 2: Properties of materials 1. Define 'molecule' 2. Define 'diatomic molecule' 3. Define 'bond' (in chemistry terms) 4. Define 'compound' 5. Explain the difference between the terms 'molecule', 'compound' and 'element' 6. List three examples of elements, 3 examples of compounds and three examples of molecules 7. Describe what a covalent bond is 8. Give an example of a molecule that is covalently bonded 9. Draw a dot and cross diagram of the following covalent molecules: a. Water -- H~2~O b. Ammonia -- NH~3~ c. Chlorine gas -- Cl~2~ 1. Describe what an ion is 2. Why does an atom of calcium have no overall charge 3. Describe how sodium forms the Na^+^ ion 4. Describe how magnesium forms the Mg^2+^ ion 5. Describe how chlorine forms the Cl^-^ ion 6. Describe how oxygen forms the O^2-^ ion 7. Explain why Neon does not form an ion 1. Describe what an ionic bond is 2. Explain why sodium chloride (NaCl) is an example of an ionic bond 3. List three examples of other compounds that form ionic bonds 4. Explain why magnesium sulphate (MgSO~4~) forms an ionic bond 5. Explain why magnesium sulphate is called magnesium sulph**ATE** not magnesium sulph**IDE** **[Cambridge Unit 9.3: Chemical structures and properties] -** [Properties of materials] ### Canvas reference -- Unit 2: Properties of materials 1. Define 'atom' 2. Draw and **[label]** an oxygen atom (identify the protons, neutrons, nucleus and electrons). Make sure you have the correct number of protons/neutrons/electrons 3. Define 'atomic number' 4. Define 'atomic mass 5. Compare Rutherford's and Bohr's model of the atom 6. On your periodic table, identify the periods and groups 7. What trends do you see across a period 8. What trends do you see down group 1 and group 7 9. What do you notice about the electronic structure of metals vs non-metals? 10. Name the force that keeps protons together in the nucleus and the force that keeps electrons attracted to protons 1. State the reactivity of elements DOWN group 1 2. State the reactivity of elements DOWN group 7 3. Compare the reactivity DOWN group 1 with the reactivity DOWN group 7 4. Describe the differences in how lithium, sodium and potassium react with water 5. Describe what happens to the size of the atoms DOWN group 1 6. Describe what happens to the electronic configurations DOWN group 1 7. Explain why we store Sodium (and other group 1 metals) in a container with layer of oil 1. 2. 3. 4. 5. a. High/low melting point b. Physical state at room temperature c. Electrical/thermal conductivity d. Crystallinity **[Cambridge Unit 9.7: Chemical reactions] -** [Chemical Reactivity] ### Canvas reference -- Unit 5: Reactivity 1. Write the word and symbol equation for the following: a. Magnesium and oxygen b. Sodium and chlorine c. Copper sulphate and magnesium 2. State the type of reaction for copper sulphate + magnesium 1. Define conservation 2. Describe the law of conservation of energy 3. Describe the law of conservation of mass 4. A flask containing calcium carbonate chips is placed on a scale. Hydrochloric acid is added to the flask and reacts with calcium carbonate. The reading on the scale goes down as the reaction happens. Explain why the total mass of the reaction does not change, yet the reading on the scale does. 1. 2. 3. a\. Magnesium and copper sulphate i\. Magnesium + copper sulphate  Magnesium sulphate + copper c. Zinc and calcium chloride d. Gold and silver nitrate e. Magnesium and calcium sulphate 1. Describe how (write a detailed method) copper sulphate crystals can be made using excess copper oxide and sulphuric acid 2. Salts in chemistry refer to the compound made when an acid is neutralised by a base. They are ionic compounds. There are two ways you need to know to make salts this year -- complete the following equations: a. Metal + \_\_\_\_\_\_  \_\_\_\_\_\_\_\_\_ + hydrogen b. Metal \_\_\_\_\_\_\_\_\_\_\_\_\_\_ + acid  \_\_\_\_\_\_ + carbon dioxide + \_\_\_\_\_\_\_ 3. Write word equations for: c. Copper and hydrochloric acid d. Magnesium carbonate and sulphuric acid e. Sodium and nitric acid f. Hydrochloric acid and aluminium g. Sulphuric acid and iron h. Calcium carbonate and hydrochloric acid [Rate of reaction] ------------------------------ ### Canvas reference -- Unit 8: Rates of reaction 1. Describe what a chemical reaction is 2. Give some examples of evidence for a chemical reaction 3. Compare a chemical reaction with a physical reaction and give at least 2 examples of each 4. Explain how a chemical reaction occurs in terms of collisions and the requirements for a reaction to happen 5. Explain how **TEMPERATURE** affects the RATE of a chemical reaction, in terms of particle collision theory 6. Explain how **SURFACE AREA** affects the RATE of a chemical reaction, in terms of particle collision theory 7. Explain how **CONCENTRATION** affects the RATE of a chemical reaction, in terms of particle collision theory Year 9 Science: Checkpoint/End of year revision 2024 ==================================================== *Physics and Earth and Space Science* ===================================== Canvas reference -- Unit 3: Forces & Energy ------------------------------------------- 1. State the relationship between density, mass and volume (i.e. state the equation) -- include the units for each 2. Define 'mass', 'volume' and 'density' 3. Explain which is heavier -- 1kg of iron or 1kg of feathers? 4. Describe what the 'volume displacement method' is for accurate measurements 5. What is the meniscus and why is it important? 6. Explain the relationship between density, mass and volume 7. Draw and the describe the differences in particle arrangement between solids, liquids and gases 8. Explain the differences in density between solids, liquids and gases 1. 2. 3. 4. Canvas reference -- Unit 3: Forces & Energy ------------------------------------------- 1. Explain what the Law of Conservation of energy means 2. If 200J of electrical energy is put into a light, and 150J is released as light energy, what happened to the other 50J? 3. Describe what 'energy dissipation' means 1. What is kinetic energy? 2. Describe what temperature is 3. Describe what heat is 4. Compare and contrast temperature and heat 5. What direction does heat always flow in? 6. What is heat dissipation? 7. Explain why a bowl of soup at 75°C is hotter than a sea with a summer temperature of 17°C 8. Explain why that see has more thermal energy than the bowl of soup 1. 2. 3. 4. 1. Describe what evaporation is 2. Describe how sweating is a mechanism by which humans cool down 3. Explain how evaporation of a liquid, cools a liquid down 4. At what temperature does water boil? 5. Explain the difference between water vapour and steam [Forces and energy] Canvas reference -- Unit 6: Sound & space ----------------------------------------- 1. 2. 3. 4. 5. 6. 7. 8. 1. 2. 3. 5. 6. Canvas reference -- Unit 9: Electricity --------------------------------------- 1. Draw the electrical symbol for: - Bulb/ Switch (open and closed)/ Cell/ Battery/ Ammeter/ Voltmeter/ Buzzer/ Fixed and variable resistor 2. Draw a simple series circuit that contains: a power source, an electrical load, and a way to measure current and voltage 1. 2. a. Current b. Voltage c. Resistance 3. a. 2A current and 10V voltage b. 9.5V and 3A c. 25A and 60V 4. 5. **LO: 9Pe.01** Describe how current divides in parallel circuits. 1. Draw a parallel circuit with 3 branches, containing a cell, lamp (on each branch), 1x resistor, 1x voltmeter and 1x ammeter 2. Explain how the current divides in the parallel circuit d. Talk about how the current travels out of the cell, through each branch and then back into the cell **LO: 9Pe.02** Know how to measure current and voltage in series and parallel circuits, and describe the effect of adding cells and lamps 1. 2. 3. 4. [Earth and Space Science] - [Cambridge unit 9.8 Species and their environment] ------------------------------------------------------------------------------------------------------ 1. Describe the impacts of climate change on sea levels rising 2. Explain how burning fossil fuels increases the Earth's temperature 3. Explain the predicted outcomes on the Earth, if nothing is done about climate change 4. Describe global warming vs climate change 5. Explain ways in which climate change could be reduced **9ESs.01** Describe the consequences of asteroid collision with the Earth, including climate change and mass extinctions 1. 2. 3. 4. [Earth and Space Science] - [Cambridge unit 9.9 Earth and beyond] ----------------------------------------------------------------------------------------- 1. Describe what tectonic plates are 2. Explain how the following are evidence for tectonic plates: a. Location of volcanoes b. Location of earthquakes c. Fossil record d. Alignment of magnetic materials -- including in ocean ridges **9ESp.01** Explain the movement of tectonic plates in terms of convection currents 3. Describe how convection currents cause movement of tectonic plates 4. Describe what convection currents are (in general) 1. What is collision theory for the formation of the moon? 2. Why is collision theory of moon formation a *hypothesis* not a *scientific theory* 3. Describe the evidence we have for collision theory of the moon 1. What are nebulae? 2. List 3 examples of nebulae we have images of 3. Describe what a stellar nursery is