Download Science Revision: Biodiversity, Ecosystems, and Environmental Issues and more Cheat Sheet Mathematics in PDF only on Docsity!
Year 9 Big Test Revision
Name:
Class:
Teacher:
Contents
1 Biodiversity 7 Types of Waves
2 Feeding Relationships 8 Wave Calculations
3 Pollution and Global
Warming
9 Reflection and Refraction
4 Relative Formula Mass 10 Maths Skills – Uncertainty
5 Balancing Equations 11 Maths Skills – Percentage by Mass
6 Concentration 12 Maths Skills – SI Units
Review the topic
1 – Knowledge Organisers – These can be found on central online. Access
central online through the school website, using your school log in details
and go to the KS3 Zone. www.meacentral.org.uk
2 – Review Booklet (this booklet).
3 – www.educake.co.uk
4 – https://www.senecalearning.com/
5 – Use BBC Bitesize for free revision materials, clips, quizzes, and other
resources https://www.bbc.co.uk/bitesize/secondary
6 – The answers for all sections of this booklet can be found in the revision
section of Central Online. www.meacentral.org.uk
What do I do with this booklet?
Keep this booklet in your Knowledge Organiser Folder during revision week.
Bring this booklet to every revision lesson during revision week.
You will need this booklet for the Do Now.
Your Big Test Date is: Monday 27th^ March
On the table below – RAG rate each of the statements on the grid based on how confident you feel about it. (This means that you can target your revision on the areas that you are less confident with first!)
Section Target R A G
Biology
1 State the definition of biodiversity.
1 Decide whether an area is biodiverse or not.
1 Explain why biodiversity is important.
1 Suggest how humans can maintain biodiversity.
2 Construct simple food chains.
2 Describe the position of an organism in its food chain.
2 Explain why organisms are interdependent.
3 Suggest what can cause pollution.
3 Describe what pollution can lead to.
3 Suggest why global warming is getting worse.
Chemistry
4 Define the terms relative atomic mass and relative
formula mass.
4 Calculate relative formula mass.
5 Write symbol equations using the periodic table or word
equations.
5 Balance chemical symbol equations.
6 Define the term concentration and the units of
measurement used.
6 Calculate concentration of solutions.
Physics
7 Compare longitudinal and transverse waves.
7 Label the key features of waves.
8 Calculate the velocity of waves using the wave speed
calculation.
8 Calculate the wave period of a wave using the wave
period calculation.
9 State the law of reflection.
9 Draw and complete diagrams to show the law of
reflection.
9 Describe what happens in refraction.
9 Complete diagrams that show refraction.
Maths Skills
10 State what is meant by the term uncertainty.
10 Calculate the uncertainty from a set of data.
11 Calculate percentages of total numbers.
11 Use the ideas of relative formula mass and percentages
together.
12 Recall the standard (SI) units used in science.
12 Be able to convert between key units such as kg → g,
hours → s and km → m.
Task 2 – For each picture below, state if the ecosystem is biodiverse or not, and give your reason. Is this ecosystem biodiverse?
What is the reason for your answer?
Is this ecosystem biodiverse?
What is the reason for your answer?
Task 4 – Read the information about humans and biodiversity. Humans have a huge impact on biodiversity. Huge growth of the human population means more resources are used and more waste is produced. Some things humans have done / are doing to reduce biodiversity are: Introducing non-indigenous species because the new species may out-compete or kills indigenous species. This could mean the non-indigenous species: Is a predator to indigenous species. Outcompetes indigenous species for food. Destroys the habitats of indigenous species. Humans are also reducing the amount of land available to organisms in many habitats by:
- Building
- Quarrying
- Farming
- Waste disposal
- Deforestation Deforestation is used for cattle farming, rice farming and for growing crops used as biofuel. Task 5 – Using the information you have read and the data below, determine the impact on the environment and on farmers each year.
In 2010, the rate of deforestation was…
For farmers, this means that…
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For the environment, this means that…
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In comparison, the rate of deforestation in 2016 was…
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For farmers, this means that…
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For the environment, this means that…
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Humans can also preserve biodiversity. Here is an example answer to a question about maintaining biodiversity. This is what a good description looks like. Notice how they have not stated reasons for why this is done, they have simply recalled the steps – this is all we need to do, to describe something accurately. Describe how humans can maintain biodiversity. People can run, take part in or fund breeding programmes for endangered species. Humans can protect rare habitats such as mangroves and coral reefs to enable the habitats to regenerate. Governments and industries can reduce deforestation which will protect habitats and maintain biodiversity in the area. People at home can reuse and/or recycle resources to reduce landfill waste. Farmers can reintroduce hedgerows on their farms to provide new habitats and increase biodiversity. RAG:
Task 2 – Using this food web, produce a simple food chain and describe the organisms using the key terms below. An example has been done for you.
Mangoes → Fruit Fly → Thrush → Wolf → Eagle
Mangoes The mangoes can be described as producers. Producers start
every food chain.
Fruit Fly Fruit flies are primary consumers. They are also herbivores.
Since they are hunted by other animals, they are also prey.
Thrush The thrush is the secondary consumer. They are a predator,
because they consume the fruit fly, but they are also prey
because they are hunted by the wolves. From the food web it
appears that they are carnivores.
Wolf The wolf is the tertiary consumer. They are predators because
they consume thrush, and they are a prey because they are
consumed by the eagles. Since they only eat other animals, they
are a carnivore.
Eagle The eagles are the quaternary consumer. As well as this, they
are at the top of the food chain making them the apex predator.
They only consume other animals so they are a carnivore.
Key Terms: Herbivore, Carnivore, Prey, Predator, Primary Consumer, Secondary Consumer, Tertiary Consumer, Quaternary Consumer, Apex Predator.
Challenge: How does the food web above show that organisms are interdependent? (Use your key terms and knowledge organiser to help you). RAG:
Determine if the following statements are true or false: Global warming and climate change are the same.
Global warming is caused by increased levels of greenhouse gases.
Water vapour and oxygen are greenhouse gases.
Deforestation prevents global warming because it means there are fewer trees to emit carbon dioxide.
Consequences of global warming include flooding and extreme weather events.
Task 3 – Complete the extended writing answer about global warming. The projected global drop in carbon dioxide emissions as a result of the coronavirus pandemic is 5.5% from 2019, which would be the largest ever fall in emissions and far greater than any drops seen during economic recessions or war time. However even this drop is not enough. According to a number of different studies the global emissions would have to drop by 7.6% every year this decade in order to achieve the target of limiting global warming to 1.5 °C above pre-industrial temperatures. What will happen if global warming continues? –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Something a government could do is… –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Something individuals can do is… –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
4 – Relative Formula Mass Task 1 - Define the key terms. Use your knowledge organiser to help you. Atomic Number Mass Number Relative Atomic Mass (Ar) Relative Formula Mass (Mr) The “relative” simply refers to the fact that subatomic particles are so small we use measurements that compare them to one another. For example, the mass of a neutron is 1, and the mass of a proton is also one. This means that in comparison to each other, they are the same mass. How do we calculate it? Relative formula mass We can find the relative formula mass (Mr) of a molecule or compound by adding up the sum of all the mass numbers of all the atoms in a molecule. We can get these numbers either by using the Periodic Table, or sometimes in an exam situation, the masses will be given in the question. On the next page there are a couple of different examples with the steps set out. Element symbol Atomic number The number with the smaller value is the atomic number. The atomic number = number of protons Mass number (Ar) This is the largest number in the symbol square. The mass number = number of protons + number of neutrons
Task 2 - Use the steps to work out the Mr of the following compounds.
Steps Sodium Chloride NaCl
Step 1: Count up how many atoms of
each element are in the compound.
Step 2: Find the mass number of each
element.
Step 3: Multiply each elements mass
number by the number of its atoms in
the compound.
Step 4: Add the results up to get the
total mass in the compound.
Steps Glucose C 6 H 12 O 6
Step 1: Count up how many atoms of
each element are in the compound.
Step 2: Find the mass number of each
element.
Step 3: Multiply each elements mass
number by the number of its atoms in
the compound.
Step 4: Add the results up to get the
total mass in the compound.
Steps Magnesium Nitrate Mg(NO 3 ) 2
Step 1: Count up how many atoms of
each element are in the compound.
Step 2: Find the mass number of each
element.
Step 3: Multiply each elements mass
number by the number of its atoms in
the compound.
Step 4: Add the results up to get the
total mass in the compound.
RAG:
5 – Balancing Equations Salts can be made by reacting metals with acids, metal oxides and acids, metal carbonates and acids or acids with alkalis. Each of these reactions also produces different products. For example, metals and acids produce salt and hydrogen, metals oxides and acids produce salts and water, metal carbonates and acids produce salts, carbon dioxide and water and acids and alkalis produce a salt and water. Nitric Acid produces Nitrates. Hydrochloric Acid produces Chlorides. Sulfuric Acid produces Sulfates. All acids contain hydrogen, for example sulfuric acid → H 2 SO 4 , hydrochloric acid → HCl , nitric acid → HNO 3 We can use these formulae to help us write symbol equations, as well as using the symbol for the elements on the periodic table. Task 1 – Complete the general rules for how to make salts using different reactants. Metals + Acids → _________________ + _________________ Metal Oxides + Acids → _________________ + ________________ Metal Carbonates + Acids → ___________________ + __________________ + _________________ Acids + Alkali’s → _________________ + __________________ Task 2 – Using the general equations complete the word equations below. 1 – Calcium Hydroxide + Nitric Acid → Calcium Nitrate + ________________ 2 – Iron + Sulfuric Acid → _______________ + _________________ 3 – Copper Carbonate + Nitric Acid + → Copper Nitrate + __________________ +
4 – Potassium Hydroxide + Hydrochloric Acid → ______________________ + ________________ 5 – Lithium Hydroxide + Sulfuric Acid → ________________________ + ________________ 6 – Silver Oxide + Hydrochloric Acid → ___________________ + Water 7 – Sodium Hydroxide + _______________________ → Sodium Chloride + ________________ 8 – __________________________ + Sulfuric Acid → Magnesium Sulfate + _________________ 9 - _________________________ + Sulfuric Acid → Aluminium Sulfate + ___________________ 10 – Tin Carbonate + ________________ → Tin Nitrate + __________________ + _________________ Extend: Can you label the reactants and products?
- __ Fe + __ Cl 2 → __ FeCl 3
- __ Fe + __ O 2 → __ Fe 2 O 3 Challenge: __ C 4 H 6 O 3 + __ H 2 O → __ C 2 H 4 O 2 6 – Concentration Task 1 – Define the key terms. Use your knowledge organisers to look, cover, write and check. N = H = N = H = Fe = Cl = Fe = Cl = Fe = O = Fe = O = C = H = O = C = H = O =
Concentration Concentrated Dilute Solvent Solute Solution Task 2 – Explain which of these boxes shows a concentrated substance and which shows a dilute substance.
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Concentration is measured in mass per unit of volume. Therefore, if the unit is g/dm^3 (grams per decimetre cubed) we need to work out how many grams are in the volume of solution we have. This is done using the calculation Concentration (g/dm^3 ) = Mass (g) / Volume (dm^3 ). This means that the units must be in grams and in decimeters. We can convert from cm^3 to dm^3 by dividing by 1000. This is because a cm^3 is 1000 times smaller than a dm^3. Task 3 – Complete the concentration calculations using the support steps to help you.
