half term homework due friday 7th

homework monday 3rd june- due monday 10th june

Complete the word fill and worksheet about testing soil pH- due monday 10th june

Word bank    acid    air    alkali    drain    erosion    tiny    humus    larger    lime    minerals    mixture   creatures    peat     pH    roots    worms 

1. Soil is a  of many substances and there is a wide variety of different soils.

2. Soil is held together by plant  which help prevent the process of .

3. Creatures such as  are very important because they help mix up the soil, and so  can then circulate.

4. Dead organic matter is called  and helps keep nutrients in the soil.

5. Loam is a good quality soil because it has the right balance of   .

6. Clay soil is made of  rock particles and has little air in it, so very few  live in it.

7. Sandy soil is made of  rock particles and so water can  away more easily.

8. Plants and crops will only grow well if the soil  is in the right range, normally from 4.5 to 7.5.

9. If the pH of the soil is low, it may be too  and so it must be made more alkaline by adding .

10. If the pH of the soil is high, it is too  and needs to be made more acidic by mixing in .

homework sheet:

revision activities

http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/food_chains/revision/2/

http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/food_chains/revision/2/

http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/food_chains/quiz/q39312979/

http://www.docbrown.info/ks3biology/9CmcHP6.htm

level ladder for investigation homework

3	Considering Evidence ·        State the findings from Christina and Declan’s evidence:The leaf with no carbon dioxide had starch/no starch. The leaf with no water had starch/no starch. The leaf with no light had starch/no starch. The control leaf had starch/no starch. ·        State the conclusion: Plants need ________ to make starch. Evaluating Evidence ·        Suggest an improvement to the investigation. The investigation could have been improved if…
4	Considering Evidence ·        State Christina and Declan’s evidence:The leaf with no carbon dioxide had starch/no starch. The leaf with no water had starch/no starch. The leaf with no light had starch/no starch. The control leaf had starch/no starch. ·        Explain your conclusion using simple scientific ideas. Plants need ________ and ________ to make starch. Evaluating Evidence ·        Suggest improvements with reasons.
5	Considering Evidence ·        Describe Christina and Declan’s evidence:The leaf with no carbon dioxide had starch/no starch. The leaf with no water had starch/no starch. The leaf with no light had starch/no starch. The control leaf had starch/no starch. ·        State the conclusion: Plants need ________ and ________ to make starch. ·        Explain your conclusion using scientific words. Evaluating Evidence ·        Suggest how the investigation could be improved. ·        Suggest practical improvements.

7	Considering Evidence ·        Make a generalisation based on Christina and Declan’s evidence. ·        Explain your conclusion using scientific ideas to explain the evidence in detail. ·        Identify any anomalies in the results. Evaluating Evidence ·        Evaluate the evidence: suggest some strengths and weaknesses with the evidence. ·        Decide if the data is sufficient to support the conclusion. ·        Explain in detail how the method could be improved.
8	Considering Evidence ·        Make a generalisation based on Christina and Declan’s evidence. ·        Explain your conclusion using scientific ideas to explain the evidence in detail. ·        State your conclusion. Make a quantitative generalisation based on the results. ·        Explain any anomalies in the results. ·        Discuss how certain you can be of the conclusions you have made Evaluating Evidence ·        Evaluate the evidence: suggest a range of strengths and weaknesses with the evidence. ·        Explain in detail how the method could be improved based on your evaluation. ·        Discuss if the data is sufficient to support the conclusion.
EP	Considering Evidence As for Level 8 but also: ·        Explain the relationship scientifically, where appropriate, offering alternative views, using scientific ideas and mathematical units appropriately. ·        Discuss how certain you can be of the evidence. Evaluating Evidence ·        Evaluate the evidence: suggest a range of strengths and weaknesses with the evidence. ·        Discuss how certain you are about the evidence. ·        Explain in detail how the method could be improved based on your evaluation. ·        Discuss if the data is sufficient to support the conclusion, explaining what additional could be collected.

wbsites to help with homework

plants & photosynthesis
http://www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/greenworld/photosynthesisrev1.shtml

food chains
http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/food_chains/revision/5/

food webs
http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/food_chains/revision/7/

toxic materials in the food chain
http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/food_chains/revision/9/

Revision poster homework due Monday 13th May

LAT homework due Tuesday 7th May

Christina and Declan investigated the factors that affected photosynthesis in leaves.

You need to write a report about their results.

1.Read their investigation and look at their results.

2.Was it a fair test?

3.Was it reliable?

4.Was it accurate?

5.What do the results tell us?

6.How well do the results support the conclusion and the prediction?

 

 

copper competition!

 

There’s still time to enter the Copper Poster Competition and win £500 for your school!

Copper Development Association is offering a prize of £100 to a student and £500 to their school for designing a winning poster that shows the vital role copper plays in our lives and explores the properties that make it so beneficial.  The deadline for entries is 31st May.

To get started, students can visit www.copperinfo.co.uk/education to view educational resources, including links to copper information on Schoolscience.

Prizes

•First prize in each category is £100 for the student and £500 for the school.  The runner-up prizes are £50 for the student and £250 for the school.

bring posters to miss timms before half term!

Homework Monday 29th April due Tuesday 7th May

 

Christina and Declan investigated the factors that affected photosynthesis in leaves.

You need to write a report about their results.

1.Read their investigation and look at their results.

2.Was it a fair test?

3.Was it reliable?

4.Was it accurate?

5.What do the results tell us?

6.How well do the results support the conclusion and the prediction?

HOMEWORK Monday 22nd April

Due Monday the 29th April

Make a poster about the structure of a leaf.

 

You need to:

•Describe the external and internal structure of a leaf

•Explain how the external and internal structure of a leaf are adapted for photosynthesis

 

see this website for help:

http://www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/greenworld/photosynthesisrev1.shtml

 

see images below for ideas:

 

photosynthesis notes

http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_21c/life_processes/plantfoodrev1.shtml

Model answers to test & balloon assessment task

complete by next monday 22nd April

Moments questions to revise

Birdmen homework due 25th March

Models and reports due on Monday 25th March

Models can be brought to me in the morning to save you carrying them- come to my room before P1.
reports can be emailed to rti@cheney.oxon.sch.uk

level ladder for birdmen task is below- email me for your target level if you cannot remember them

To get level	You might	APP Link
3	Research using a website or resource that has been given to you.	–
	Design a flying machine.	–
	Label the parts that will help it to fly.	1.3.1
	Suggest how the parts will help it to fly.	1.3.2
	Use scientific words and ideas to describe and explain your ideas.	3.3.2
4	Research using one website or resource.	–
	Design a flying machine.	–
	Use scientific ideas to explain how it will fly.	1.4.1
	Use a simple model to explain how it will fly (e.g. labelled force arrows).	1.4.2
	Use appropriate scientific words and ideas to describe and explain your ideas.	3.4.3
5	Research websites and books, using evidence rather than opinion to support your scientific ideas.	3.5.1
	Design a flying machine.	–
	Use the idea of forces to describe how it should fly.	1.5.1
	Use force diagrams to explain how it should fly.	1.5.2
	Use appropriate scientific words and units to communicate abstract ideas.	3.5.3
6	Research using websites and books; identify lack of balance in the presentation of information or evidence.	3.6.1
	Design a flying machine, using scientific ideas.	–
	Use the idea of forces to describe how it should fly, in more than one stage e.g. take off, flying and landing.	1.6.1
	Explain how your machine will fly, referring to your diagrams.	1.6.2
	Choose forms to communicate qualitative or quantitative data appropriate to the data and the purpose of the communication.	3.6.2
7	Research appropriate websites and books. Where appropriate, explain how information or evidence from various sources may have been manipulated in order to influence interpretation.	3.7.1
	Design a flying machine using a range of scientific ideas.	2.7.1
	Make explicit connections between your force diagrams and how your machine should fly.	1.7.1
	Use a systematic approach in deciding the relative importance of a number of factors when explaining how the machine will fly.	1.7.2
	Use a range of detailed scientific language and conventions appropriately and fluently.	–
8	Research appropriate resources and critically evaluate information and evidence from these sources, explaining limitations, misrepresentation or lack of balance.	3.8.1
	Design a flying machine using a range of scientific ideas.	–
	Describe or explain how the machine will fly, logically and in detail, drawing on a range of scientific ideas.	1.8.1
	Select and justify an appropriate approach to evaluating the relative importance of a number of different factors when explaining how the machine will fly.	1.8.2
	Use a range of detailed scientific language and conventions appropriately and fluently.	–

Birdmen task:

Every year, around the country, people design ‘Birdmen’ contraptions and try to fly a certain distance off the end of piers. The aim is to get as far as possible before falling into the sea!

Not many people are successful; do you think you can do any better?

Build a scale birdman model yourself, to fit a ‘Barbie doll’ sized pilot. You will test it in class to see the effectiveness of your design.

Consider what makes things fly and how you can include this in your design.

Include descriptions of why you made your model the way you did.

Try and identify the forces which will be acting on your birdman model to help it fly (or not!).