EOY science

Y10 Science - ALL NOTES (EOY Revision Guide)

All the topics in Y10 Science crammed together in one big doc for EOY exams, hope this helps! 

All terms will be linked under each topic heading (they are Quizlet flashcards)
Let me know if I am missing anything, just email me or dm on Discord (eddie._._.) :)

Y10 Social Studies Notes

Also if you need help pop me a dm fr 👍

Topic List:

Atoms, Ions and Reactions
Atoms, Ions and Reactions Terms Flashcards
Atoms, Ions and Reactions Topic Flashcards

Genetics and Evolution
Genetics and Evolution Terms Flashcards
Genetics and Evolution Topic Flashcards

Forces and Motion
Forces and Motion Terms Flashcards
Forces and Motion Topic Flashcards

Acids and Bases
Acids and Bases Terms Flashcards
Acids and Bases Topic Flashcards

Electricity and Magnetism

Electricity and Magnetism Terms Flashcards
Electricity and Magnetism Topic Flashcards

Metals and Materials

Medical Science

Atoms, Ions and Reactions

Atoms, Ions and Reactions Terms Flashcards
Atoms, Ions and Reactions Topic Flashcards

1. List the lab rules

• Closed toed shoes

• No food or drink in the lab

• No tasting chemicals or direct smelling (waft instead)

• No running

• Safety glasses on

• Hair tied back + no loose clothing

• Report any broken glass

• Don't leave experiments unattended

• Don't play with the fire

• Pay attention to instructions

• Pay attention to instructions

• No bags
  
  

2. Describe the specialist science areas

• Biology

  • the study of the living world

• Chemistry

  • Study of matter

• Physics

  • Study of physical world / how matter moves through time and space

• Astronomy

  • The study of the universe and space
    
    

3. Identify and state the functions of common lab equipment

• This should be pretty self explanatory; can’t be bothered doing this
  
  

4. To correctly draw scientific equipment

• Scientific Drawing Rules:

  • Use a sharp pencil

  • No sketching (sharp, continuous lines)

  • Use 2D drawings

  • Use a ruler

  • No shading

  • Horizontal labels
    
    

5. Describe the structure of the atom

   • Atom

     • The smallest unit of matter that retains the properties of an element

   • Structure

     • Protons and neutrons are in the nucleus 

     • Electrons are found surrounding the nucleus

     • Standard electron configuration (from the innermost shell out) is 2, 8, 8, 18…

     • Valence shell is the outermost shell of an atom 

       • Valence electrons are electrons found in the valence shell
         
         

6. Describe the key differences between the three subatomic particles

   • Protons have a positive charge, electrons have a negative charge, neutrons have a neutral charge

   • Protons and neutrons have a relative atomic mass (RAM) of 1, while electrons have a RAM of 1/1840
     
     

7. Determine the structure of the atom (number of p, n, e-) based on data from the periodic table

   • Mass number = neutrons + protons

   • Atomic number = number of protons or electrons

     • eg. Sodium (mass no. 23, atomic no. 11)

       • Protons = 11

       • Electrons = 11

       • Neutrons = 23-11 = 12

8. Draw the arrangement of electrons around any given atom

   • 2, 8, 8, 18… (usually they don’t ask you for the 4th shell, only 2, 8, 8 should be needed)
     
     

9. Define an ion as an electrically charged atom or group of atoms

   • An electrically charged atom/group of atoms

   • Formed when atoms gain/lose electrons
     
     

10.       Describe the roles of electrons in chemical reactions. 

    • Non-metal elements form anions 

      • Formed by gaining electrons

      • Negatively charged

    • Metal elements form cations 

      • Formed by losing electrons

      • Positively charged
        
        

11.       Explain why elements form ions of a specific charge (link to number of valence electrons)

    • Elements need to gain/lose electrons in order to have a full valence shell. A full valence shell means that the elements become stable.

    • Metal elements lose electrons when forming ions, meaning that they have more protons than electrons, giving them a positive charge. 

    • Non-metal atoms, however, gain electrons, resulting in more electrons than protons - this gives them a negative charge.
      
      

12.       Determine the structure of simple monatomic ions (number of p, n, e-) based on data from the periodic table

    • Monatomic ions

      • Ions with only one type of atom

    • Polyatomic ions

      • Ions with more than one type of atom

    • Structure example:

      • Li consists of

        • Protons:     3+
          Electrons:  3-
          Neutrons⁴: 0
                -----
                  0

        • There is only 1 electron in the valence shell but it needs a full valence shell, which means it needs to lose that one electron to become stable. Now there are:

        • Protons:     3+
          Electrons:  2-
          Neutrons⁴: 0
                -----
                  1+

        • Since the Lithium ion has one more proton than electron, it has a charge of 1+, making the ion Li⁺
          
          

13.       Draw the electron arrangement around any given mono-atomic ion

    • Same concept - 2, 8, 8, except that you have to make sure the ion has a full valence shell.
      
      

14.       State the number of atoms of each element / total number of atoms in any given chemical formula

    • The subscript number determines the number of atoms of each element in a chemical formula

    • If there is a bracket, the subscript of the element of the bracket is multiplied by the number outside the bracket.

      • eg. Al₂(SO₄)₃ has 2x Aluminium, 3x Sulphur and 12x Oxygen
        
        

15.       State the chemical name of an ionic compound from a given formula

    • Naming ionic compounds 

      • Identify the cation and anion

      • Name the cation by its element name

      • Name the anion by changing the last part of its element name to ide

      • Write the name of the cation first and the name of the anion second

        • eg. NaCl

          • Na = sodium, Cl = chlorine

          • Cation is sodium

          • Anion is chlorine → chloride

          • NaCl is sodium chloride
            
            

16.       Explain why elements combine in exact ratios to make electrically neutral compounds

    • Elements combine in exact ratios due to their need for stability. In order for elements to be stable, they need a full valence shell, which can be obtained by forming compounds with other elements.

      • eg. Magnesium Fluoride (use dot and cross diagram, dots for one and crosses for the other)

        • Magnesium has 12 electrons, meaning that it has 2 valence electrons. In order for magnesium to be stable, it needs to lose these two electrons.
          Fluorine has 9 electrons, meaning that it has 7 valence electrons. It needs to gain one electron to be stable.

        • Since magnesium needs to gain two electrons and fluorine needs to gain one, a combination of one magnesium ion and two fluoride ions must be formed. Each of magnesium’s two valence electrons are given to each of the two fluoride ions, making them all stable, as both the fluoride and magnesium have a full valence shell

17.       Apply information from the table of ions to construct chemical formulae

    • Straightforward, you’ll be given a table of ions in the test and you just use it to construct the formulae you’re asked in the test.
      
      

18.       Define the terms 'reactants' and 'products'

    • Reactants

      • Chemicals reacting together in a chemical reaction

    • Products

      • Chemicals produced by the reaction
        
        

19.       State that matter is conserved during chemical reactions

    • In a chemical reaction, matter is conserved - atoms in reactants rearrange themselves in new combinations to form new products
      
      

20. Write word equations for chemical reactions

    • Reactants on left, products on right

    • ‘+’ indicates “and”

    • → indicates when the chemical reaction has occurred

      • eg. Potassium iodide + lead nitrate → lead iodide + potassium nitrate
        
        

21.       Explain the point of 'balancing' a chemical equation

    • Law of conservation of matter - matter cannot be created or destroyed. In a chemical equation, elements on both sides of the equation may not be conserved, which is why the equation needs to be balanced
      
      

22. Apply knowledge of chemical formulae to balance simple equations limited to formation of one product

    • All about practice, the more equations you balance the better you get at it. 

    • Balancing Chemical Equations Practice

Genetics and Evolution

Genetics and Evolution Terms Flashcards
Genetics and Evolution Topic Flashcards

1. Label diagrams of male and female reproductive organs

   • Male reproductive organs:
     

   • Female reproductive organs:
     
     
     

2.       Explain the functions of the main parts of each system:

   • Male reproductive system

     • Testes

       • Where sperm and testosterone is made

     • Scrotum

       • Sack that holds the testes outside of the body - this is so the testes are kept cool and are able to make sperm

     • Sperm ducts/Vas Deferens

       • Transfers mature sperm to urethra in preparation for ejaculation 

     • Prostate gland

       • Makes seminal fluid that contains nutrients to keep sperm healthy

     • Urethra

       • The tube through which urine and semen exit the body

     • Penis

       • The male external sex organ

     • Seminal vesicle

       • Stores semen

   • Female reproductive system

     • Ovary

       • Stores and releases eggs (ovum - plural = ova)

     • Oviduct/Fallopian tube

       • Connects ovary to the uterus

       • Where fertilisation occurs

     • Uterus

       • Where the foetus develops

     • Cervix

       • Opening between uterus and vagina

     • Vagina

       • Tube that runs between cervix and the vulva (external female sex organ)
         
         

3.       State what gametes are and what happens during fertilisation

   • Gamete

     • A gamete is a male/female sex cell that can fertilise during sexual reproduction to form a zygote

     • eg. Male - sperm, Female - ovum/egg

   • Fertilisation

     • The fusing of gametes

     • The sperm's nucleus fuses with the egg's nucleus to form a zygote

     • Occurs in the fallopian tube
       
       

4.       Briefly describe the stages of embryo development

   • Embryogenesis: Embryo development

     • Embryo - first 8 weeks of development

     • Foetus - 8-40 weeks of development

     • Baby 40 - birth

   • Embryo development

     • Zygote travels down the fallopian tube

     • Divides to become an embryo and implants in uterine wall

     • Placenta/Umbilical cord provides oxygen and nutrients to the foetus, and removes CO₂

     • Foetus develops; exits through vagina
       
       

5.       Describe haploid and diploid cells

   • Haploid cells

     • Contains 1 set of chromosomes (23)

     • Produced by meiosis

     • n (only one type)

     • gametes (eg. sperm/ovum)

   • Diploid cells

     • Contains 2 sets of chromosomes (46)

     • Produced by mitosis

     • 2n (one from mother, one from father)

     • body cells (eg. skin, liver, lungs)
       
       

6.       Show the link between DNA, genes and chromosomes

   • The DNA double helix coils up to form a chromosome

   • Each chromosome contains a number of genes
     
     

7.       State the location of DNA/genes in a cell

   • DNA is mainly found in the nucleus of a cell

   • Multiple genes are found in a chromosome, which is formed by coiled up DNA
     
     

8.       Give a brief description of DNA

   • DNA stands for Deoxyribonucleic Acid, and is the molecule that carries our genetic information

   • It contains the instructions we need to develop, live and reproduce

   • DNA ladder

     • Each strand of DNA binds to the opposite strand using the complementary base pairing rule

       • Cytosine (C) always binds with Guanine (G)

       • Adenine (A) always binds with Thymine (T)

       • These are joined together by hydrogen bonds
         
         

9.       Explain what the human genome is

   • Genome is all of an organism’s DNA, so a human genome is all of someone’s DNA
     

10.       Explain the importance of DNA making exact copies of itself

    • Ensures for the exact replication of genetic information, preserving genetic traits
      
      

11.       Define a mutation as a change in genetic code

    • A permanent change in the base sequence of DNA

    • Can lead to the formation of new alleles, which result in different proteins being produced
      
      

12.       Give examples of mutations

    • Cystic Fibrosis, Haemophilia, Sickle Cell Disease
      
      

13.       List the causes of mutations

    • UV radiation, chemicals, diet, solar radiation
      
      

14.       Give examples of how mutations can be useful or harmful

    • Mutations can be useful in humans for stuff like disease resistance, but can be harmful due to things like cancer, sickle cell disease, haemophilia etc.

    • Mutations also allow a species to adapt to an environment
      
      

15.       Define genotype and phenotype

    • Genotype

      • For every gene, an organism inherits an allele from each parent. These might be the same, or might be different

      • An organism's genotype is the set of alleles that it carries - normally represented by upper/lowercase letters

    • Phenotype

      • An organism's phenotype is its physical characteristics

        • eg. whether you are a tongue roller or not

      • Phenotype is the expression of the organism's genotype
        
        

16.       State that all cells (except gametes) have 2 genes/alleles for each characteristic

    • All cells have 2 genes for each characteristic - one from the mother and one from the father
      
      

17.       Explain the difference between dominant and recessive genes/alleles

    • Let's use the example of tongue rolling (T and t)- alleles can be shown by a capital or lowercase letter, it doesn't matter which letter as long as both the capital and lowercase are the same. Capital letters always go first in a genotype.

    • Dominant allele (T)

      • If you have a dominant allele, it will always show up in your phenotype

        • eg. if you have TT or Tt, it would be dominant. Even though Tt contains a recessive allele, the T overrules the t and therefore is dominant.

    • Recessive allele (t)

      • Recessive alleles will only how in your phenotype if there is no dominant allele present

        • eg. the only way your phenotype will show a recessive allele is when both alleles in a genotype are lowercase (tt)

    • Homozygous DOMINANT genotype (TT)

      • Where alleles from both parents are dominant (homo means same)

    • Heterozygous genotype (Tt)

      • Even though you have a recessive allele in this genotype, the dominant allele trumps over the recessive allele.

    • Homozygous RECESSIVE genotype (tt)

      • Where alleles from both parents are recessive
        
        

18.       Use Punnett squares to show how genes are inherited

    • Punnett Squares

      • Used to show how genes are passed on

      • eg. If your mother is a heterozygous tongue roller (Tt) and your father is homozygous recessive for tongue rolling (tt), then your offspring would:

        • have 50% chance of being a tongue roller

        • have 50% chance of not being a tongue roller
          
          

19.       State what variation is and what causes it

    • Variation

      • Variation is the differences between individuals

      • It is caused by an individual's genes and environment

        • eg. diet, culture, pollution

      • Variation is extremely important as it helps a species survive

        • eg. disease resistance, climate change
          
          

20. Describe the two types of variation; discrete and continuous

    • Discrete Variation

      • distinct categories

      • usually represented by a bar graph

      • eg. blood groups (A, B, AB, O), tongue rolling (yes/no)

    • Continuous Variation

      • No distinct categories

      • Usually represented by a line graph

      • eg. height, weight, heart rate
        
        

21.       Describe mitosis: normal cell division

    • Mitosis

      • A process of nuclear reproduction in body cells that produces two daughter cells that are genetically identical to the parent cell.
        
        

22. Describe meiosis: cell division important for sexual reproduction

    • Meiosis

      • A process of reduction division in which the chromosome number is halved from diploid to haploid, resulting in genetically different cells.

      • Meiosis is used to produce gametes
        
        

23. Explain the difference between haploid and diploid cells with examples

    • Haploid cells

      • Contains 1 set of chromosomes

      • Produced by meiosis

      • n (only one type)

      • gametes (eg. sperm/ovum)

    • Diploid cells

      • Contains 2 sets of chromosomes

      • Produced by mitosis

      • 2n (one from mother, one from father)

      • body cells (eg. skin, liver, lungs)
        
        

24. Define evolution

    • Evolution

      • The change in adaptive features of a population over time as the result of natural selection
        
        

25. Explain selective breeding and give examples

    • Selective breeding

      • Involves humans choosing organisms with desirable characteristics to breed together and produce offspring with more desirable characteristics.

      • Selective breeding has to continue over many generations before the advantageous traits that are chosen become fixed

    • Examples

      • Chickens get selectively bred to become bigger and plump.

      • Sheep that yield more wool get selectively bred
        
        

26. Discuss Darwin’s idea of evolution by natural selection

    • Natural selection

      • When organisms that are fitter tend to survive and produce more offspring, passing their alleles onto the next generation
        
        

27.      Explain the importance of variation as a key feature of natural selection

    • As a species continues to reproduce, variation between these species will be more common. This variation means that some individuals have traits better suited to the environment than others. Individuals with adaptive traits—traits that give them some advantage—are more likely to survive and reproduce.
      
      

28. Explain that evolution led to diversification of species like a tree, not a ladder

    • Species evolve from a common ancestor, not linearly
      
      

29. Define fitness in the context of natural selection

    • Evolutionary fitness

      • Natural variation means that some individuals are more successful than others

      • They have inherited features (adaptations) that increase their fitness

    • Fitness

      • probability of surviving and reproducing in environment in which organisms are found
        
        

30. Explain the meaning of ‘scientific theory’

    • Scientific theory

      • Explanation for a particular phenomenon, supported by evidence
        
        

31.       Discuss evidence that supports the theory of evolution

    • Bone evidence
      

      • The bones in most vertebrates share the same overall construction, with a 1-2-5 arrangement of arm/leg bones

    • Embryonic evidence

      • Early-stage embryos are similar in all vertebrates which suggests that all vertebrates are related

    • Chemical evidence

      • At the most basic level, all living organisms share the same:

• genetic material (DNA)

• Same, or highly similar, genetic codes

• Fossil evidence

  • Fossils document the existence of now-extinct species, showing that different organisms have lived on earth during different periods of the planet's history

Forces and Motion  

Forces and Motion Terms Flashcards
Forces and Motion Topic Flashcards

1.      Collect and record data by recording the data in a suitable table

   • Table columns have a suitable label (remember units)

   • Contains data (must take up 50% of the x and y axis)
     
     

2.      Plot suitable distance-time graphs from data

   • Both axis are labelled, including the units

   • Both graph axis are scaled so that the data points cover more than half the graph axis

   • The points are plotted (x) with a sharp pencil
     
     

3.      Convert one unit of measurement into another unit of measurement

   • 1 hour = 60 minutes; 1 minute = 60 seconds

   • 1 day = 1440 minutes

   • Very simple, just multiply if needed
     
     

4.      Calculate speed from raw data 

   • Speed = distance / time
     
     

5.      Calculate speed from a distance-time graph

   • Speed = gradient of the line (rise/run)
     
     

6.      Draw a distance-time graph from raw data

   • yes
     
     

7.      Link graph slope to speed

   • Horizontal line = stationary object

   • Positive slope (slanting up to right) or negative slope (slanting down to the right) represents constant speed
     
     

8.      Recognise that the slope of a speed-time graph represents its acceleration

   • The slope of a speed-time graph represents acceleration

   • The greater the slope (higher gradient) = greater acceleration
     
     

9.      Use ticker timers to measure speed

   • The greater the distance between each dot, the greater the speed
     
     

10.      Analyse a ticker tape to calculate acceleration

    • As the distance between each dot increases as time continues, it is acceleration
      
      

11.      Recognise that there are different types of forces

    • Contact forces (eg. friction, air+water resistance)

    • Non-contact forces (eg. gravity, magnetic, electrostatic)
      
      

12.      Recognise Newton’s Third Law of Motion 

    • For every force, there is an equal and opposite force
      
      

13.      Recognise the apparatus needed to measure force

    • Force is measured with a Newtonmeter
      
      

14.      Recognise that the difference between mass and weight is that:

    • Mass

      • How much matter is in an object

      • Doesn’t change

      • Measured in kg

    • Weight 

      • How much force is exerted on an object by gravity

      • Varies depending on gravity

      • Measured in Newtons (N)

      • Weight = mass x gravitational force
        
        

15.      Recognise Newton’s First Law of Motion

    • An object will remain at rest or continue to move with constant speed as long as the forces acting on it are balanced

    • If forces are unbalanced, we get a change in motion (acceleration, positive or negative)

    • Resultant force

      • a single force that can replace all of the other forces acting on something

        • eg. ← 100N, 500N → = 400N →
          
          

16.      Recognise the link between force, mass and acceleration

    • Force = mass x acceleration (f = ma)
      
      

17.      Recognise Newton’s Second Law of Motion

    • The force experienced by an object is a product of its mass and its acceleration: force = mass x acceleration (f = ma)

    • A force of one Newton will accelerate a mass of 1kg at a rate of exactly 1m/s²

    • For a given force, the greater the mass, the lower the acceleration

    • For a given mass, the greater the force, the greater the acceleration

    • The acceleration of an object is the ratio of the force and its mass: acceleration = force/mass (a = f/m)
      
      

18.      Recognise deceleration

    • Negative acceleration; the slowing down of an object

    • The force acting on the object is acting in the opposite direction to its motion
      
      

19.      Understand what “energy” means in science

    • Energy - the ability to do work

      • is required to make things move or change

      • Not a substance but is in everything

      • Cannot be made or destroyed

      • Measured in joules (J) or kilojoules (kJ)
        
        

20. Recognise the Law of Conservation of Energy

    • Energy comes in different forms (eg. gravitational potential, nuclear, kinetic, electrical, chemical potential)

    • Energy cannot be created or destroyed

    • Energy can be changed into other forms of energy

    • Energy is usually measured in joules (J) or kilojoules (kJ)
      
      

21.      Understand that any energy change in an object is associated with work

    • Work

      • The amount of energy transferred when an object is moved

      • Because work is describing energy used, it is also measured in joules and kilojoules
        
        

22. Understand that work is the amount of energy transferred when an object is moved

    • Work is the amount of energy transferred when an object is moved
      
      

23. Understand that if an object moves when a force is applied, the energy change or work done is equal to the applied force multiplied by the distance moved

    • Work = force x distance (W = fd)

      • Force needs to be in the same direction as the way the object moves

24. Recognise that power is the rate at which work is done

    • Power

      • The rate at which work is done

        • Power = work / time (p = w/t)

      • Measured in Watts (W)
        
        

25. Recognise that power is the ratio of energy change and the time taken for the energy change

    • Power = energy change / time taken
      
      

26. Know that power is measured in watts (W) or Joules per second (J/s or Js^-1)

    • Power is measured in watts (W) or joules per second (J/s or Js^-1)
      
      

27.      Measure your power output

    • This is just applying the equation to questions, glhf

Acids and Bases

Acids and Bases Terms Flashcards
Acids and Bases Topic Flashcards

1.      Classify acids and bases as chemicals with distinct properties and uses

   • Properties of acids and bases

     • Acids

       • Sour

       • Release H⁺ when dissolved in water

       • Turn blue litmus paper red

       • PH below 7

       • Turns universal indicator red, orange, yellow

     • Bases

       • Bitter 

       • Release OH^- when dissolved in water

       • Turn red litmus paper blue

       • PH above 7

       • Turns universal indicator blue, purple

   • Strength

     • Strong acids release many H⁺ in water while weak acids release few H⁺

     • Strong bases release many OH^- in water while weak bases release few OH^-
       
       

2. State the name and formulae of some common acids and bases

   • Acids

     • Hydrochloric acid - HCl

     • Sulfuric acid - H₂SO₄

     • Nitric acid - HNO₃

   • Bases

     • Sodium hydroxide - NaOH

     • Potassium hydroxide - KOH

     • Calcium hydroxide - Ca(OH)₂
       
       

3.      State that acids and bases neutralise each other

   • Acids and bases react with each other to create a neutral salt and water
     
     

4.      Use the pH scale to compare the acidity and alkalinity of different solutions

   • The pH scale runs from 0-14, with 0 the most acidic and 14 the most basic

   • pH Scale

     • 
       
       

5.      Use indicators to classify solutions as acidic, basic, or neutral

   • Define indicators

     • An indicator is a natural dye that changes colour depending on whether it is placed in an acid or an alkali
       
       

   • Indicator colour changes

     • Phenolphthalein

       • Colourless in acid, pink in base

     • Methyl orange

       • Red in acid, yellow in base

     • Red litmus

       • Normally red, turns blue in base

     • Blue litmus

       • Normally blue, turns red in acid

     • Universal indicator

       • Changes colour depending on strength of acid/base

       • Red in strong acid, yellow in weak acid

       • Purple in strong base, blue in weak base

   • The pH scale is linked to the colours of universal indicator
     
     

6.      State that salt is a compound of a metal ion and one or more non-metal ions

   • Salt is a compound of a metal ion and one or more non-metal ions (not oxide)
     
     

7.      State that salts are neutral substances that can be formed during neutralisation reactions

   • Salts are neutral substances that can be formed when acids and bases neutralise each other
     
     

8.      Explain how water is formed from H⁺ and OH^- ions during neutralisation reactions

   • During neutralisation reactions the acids and bases separate when in water

   • The OH^- and H⁺ ions form water while the other molecules form a salt
     
     

9.      State the general equation for acid and base neutralisation

   • Acid + Base → Salt + Water
     
     

10.      Describe the preparation, separation, and purification of salts using laboratory equipment

    • Making Salts

      • Pour HCl into a beaker, and add dilute NaOH a few drops at a time

      • Every 10-15 drops, stop adding the NaOH and transfer a drop of the solution to the spotting dish. Then test its pH using Universal Indicator - keep repeating this until the colour of the indicator is green

      • Pour the neutral solution into an evaporating dish to evaporate the water out of the solution

    • Making Salts II 

      • Add sulfuric acid to a beaker, and heat the acid until it reaches 70 degrees

      • Add small portions of copper oxide to the beaker until no more will dissolve

      • Filter the contents of the beaker through a funnel, and then evaporate the solution with an evaporating dish and a bunsen burner

      •  After the solution in the evaporating has reduced by half, leave it to cool - blue copper sulphate crystals should form.
        
        

11.      Construct word equations for neutralisation reactions

    • Eg. Sulfuric acid + Sodium hydroxide → Sodium sulphate + Water

    • The first word from the basic compound becomes the first word in the salt

    • The second word in the salt depends on the acid used

      • Sulfuric acid → sulphate

      • Nitric acid → nitrate

      • Hydrochloric acid → chloride
        
        

12.      Write balanced symbol equations for acid-base neutralisation reactions

    • Make sure both sides of the equation have the same number of the same type of atoms

    • Eg. HCl + NaOH → NaCl + H₂O

    • Eg. H₂SO₄ + Ca(OH)₂ → CaSO₄ + 2H₂O
      
      

13.      State the general equation for acid-carbonate reactions

    • Acid + Carbonate → Salt + Water + Carbon dioxide
      
      

14.      State the names and formulae of some common carbonates

    • Sodium carbonate - Na₂CO₃ - found in indigestion tablets

    • Calcium carbonate - CaCO₃ - found in limestone, marble, chalk

    • Sodium hydrogen carbonate - NaHCO₃ - found in baking soda
      
      

15.      Write word and balanced symbol equations for acid-carbonate reactions 

    • Same principle for salt name as neutralisation reactions

    • Eg. Hydrochloric acid + Calcium carbonate → Salt + Water
      + Carbon dioxide

    • Eg. 2HCl + CaCO₃ → CaCl₂ + H₂O + CO₂
      
      

16.      State collision theory

    • In order for a reaction to occur, particles must collide, be in the right orientation, and have enough energy

    • Reaction rate is the rate a reaction occurs
      
      

17.      Explain the effect of temperature on reaction rate using collision theory

    • The higher the temperature of the molecules, the more they move meaning they are more likely to collide resulting in more collisions per second. When they collide they will also have more energy resulting in more successful collisions per second.
      
      

18.      Explain the effect of surface area on reaction rate using collision theory

    • The larger the surface area of the particles involved in the reaction, the more molecules are available to collide, resulting in more collisions per second
      
      
      

19.      Make your own indicators from plants

    • Boil 100 ml of water in a beaker using a bunsen burner

    • Add three tea bags into the water once it is taken off the bunsen burner

    • Wait for the tea to finish
      
      

20. Find your indicator’s change point

    • Add 5 ml of your indicator to a test tube

    • Slowly add drops of HCl or NaOH depending if your indicator changes colour in acid or base

    • Once your indicator changes colour measure it’s pH using universal indicator

Electricity and Magnetism

Electricity and Magnetism Terms Flashcards
Electricity and Magnetism Topic Flashcards

1.      Explain that electricity is a form of energy, and identify some useful energy transfers involving electrical energy

   • Electrical energy

     • Type of kinetic energy

     • Produced by charged particles

     • Highly convenient, because it can be converted into almost any other form of energy (eg. light, heat, sound)
       
       

2.      Describe the difference between static and current electricity

   • Static electricity

     • Imbalance of electrical charges that build up on the surface of an object

     • Can cause lightning, electric shocks, clingy clothes

     • Same charges repel, opposite charges attract

   • Current electricity

     • Flow of electrons through an electrical conductor

     • Used to power our homes and electrical devices
       
       

3.      Explain what a conductor is

   • A conductor is a material where some electrons are free to move and can flow in an electric current (eg. metals, graphite)
     
     

4.      Explain what an insulator is

   • An insulator is a material where electrons are tightly held and cannot move, so electric currents cannot flow through them (eg. plastics)
     
     

5.      Explain static electricity as the buildup of charge on an insulator

   • Static electricity

     • The buildup of charge on an insulator

     • Electrons can move, but positive charges are fixed

       • If two insulating objects are rubbed together, the force of friction can cause the electrons to be scraped off one object and onto the other object

     • The object which gains electrons becomes negatively charged

     • The object which loses electrons becomes positively charged
       
       

6.      Describe some uses of static electricity

   • Photocopiers

   • Powder coating

   • Defibrillator
     
     

7.      Explain why static electricity can be dangerous

   • Static build up on planes and helicopters can cause an electric shock

   • Lightning
     
     

8.      State the conditions required for electrons to move along a conductor

   • For an electric circuit to work, you need:

     • An energy source

     • A component that transfers electrical energy into another form

     • A complete and unbroken path for electrons to flow through
       
       

9.      Use standard circuit symbols in drawing an electrical circuit

   • 
     
     

10.      Explain the difference between a series and parallel circuit

    • Series

      • components are connected end to end in a loop (if one bulb breaks, the whole circuit will not work as there is no complete path for electrons to flow through)

    • Parallel

      • components are connected side to side, which gives the current several paths to flow through (if one bulb breaks, other bulbs remain lit as circuit is still complete)
        
        

11.      Explain electric current as the flow of electric charge

    • Current (I) is the measure of the rate of electrical charge in a circuit

    • Measured in Amps (A) using an ammeter

    • Ammeters are connected in series
      
      

12.      Recall that current is measured in amps

    • Current is measured in amps
      
      

13.      Use the law of conservation of charge

    • In a closed system, the total charge neither increases nor decreases - it remains constant

    • Charge cannot disappear so it will move from one point to another
      
      

14.      State that energy is carried by electrons

    • Energy is carried by electrons
      
      

15.      Understand that voltage measures the energy carried by electrons

    • Voltage

      • The amount of energy provided to electrons that flow through the circuit
        
        

16.      Understand that voltmeters measure energy differences

    • Voltmeters measure the difference in electrical potential energy between two points in a circuit
      
      

17.      Define power as the amount of energy converted per second

    • Power

      • Amount of energy converted per second

18.      Calculate power using voltage and power data

    • Power = voltage x current (P = IV)
      
      

19.      Explain what a kilowatt-hour is

    • The kilowatt-hour is what the energy from the mains supply is measured in

    • It is how many kilowatts are used per hour (kW x no. of hours)

    • 1 Watt = 1 Joule per second
      
      

20. Calculate the cost of electricity using power and time data

    • Cost = kWh x cost per kilowatt-hour
      
      

21.      Describe methods of controlling current

    • Fuses

      • A fuse contains a wire - if it is overheated, then the wire melts, and there is no longer a path for electrons to flow through to complete the circuit

    • Circuit breakers

      • The current flows through an electromagnet and when the current gets too high the electromagnet is strong enough to pull a switch that stops the current.
        
        

22. List safety measures for electrical accidents

    • Turn off source of current

    • Pour water over burns

    • Alert emergency services

    • Cold compress

    • CPR if the person is not breathing
      
      

23. Understand magnetic attraction and repulsion 

    • Opposite charges attract, like charges repel
      
      

24. Describe an experiment to identify the pattern of field lines around a bar magnet

    • Take a bar magnet, put it underneath a piece of paper. Then carefully and slowly sprinkle iron filings around the bar magnet. The iron around the bar magnet will arrange itself in the pattern of the field lines around the magnet.
      
      

25. State which types of materials are magnetic

    • Magnetic materials must contain Iron, Cobalt or Nickel

    • Steel can be magnetic because it is abundant in iron
      
      

26. Describe what happens inside a magnet in terms of domains

    • Inside a magnet there are small regions inside it called domains

    • In a magnet, they can all line up and face the same way

      • This gives the magnet an overall magnetic polarity
        
        

27.      Describe a method to test magnet strength

    • The strength of a magnet can be tested by attaching paper clips to the end of the electromagnet. You can attach multiple paper clips end to end until no more paper clips can be attracted onto the previous paper clip.
      
      

28. Describe methods of magnetisation in order to make a magnet

    • Get an existing magnet and rub it on an iron nail, making sure to only rub in one direction (hold it above the nail when going the other), then test the nail with the paperclip test
      
      

29. State that electricity and magnetism are linked

    • When electrical charges flow in a wire, a magnetic field is formed around the wire

    • Electricity is a type of energy

    • Magnetism is a type of force
      
      

30. Describe a method to make a simple electromagnet and test its strength

    • A simple electromagnet can be made by coiling wire around an iron nail, then connecting both ends of the wire to a battery or power pack. When an electric current flows, the iron nail becomes magnetised.
      
      

31.      State some factors that affect the strength of a simple coil electromagnet

    • Increasing current flow

    • Increasing the number of coils on the wire

    • Adding more iron to the core
      
      

32. Recall and explain some applications of electromagnets

    • Scrapyard magnetic "crane"

      • When the crane operator wants the electromagnet to collect magnetic material (eg. iron), they will turn on the electromagnet. This causes it to be magnetic, and will enable it to attract magnetic material.

    • To lock doors

      • Typically, electromagnets are off when when the door is unlocked, but when the door is locked, the electromagnet turns on and attracts ferromagnetic material on the door, holding it in place

Metals and Materials

1.     List the properties of metals

   • Lustrous (shiny)

   • Dense

   • Good conductors of electricity and heat

   • Malleable (change shape easily)

   • Ductile (can be made into wire)

   • Sonorous (rings when hit)

   • Typically high melting points

   • Can be hard (not brittle)

   • Can be strong
     
     

2.     Explain the uses of metals relating to their properties

3.   State that metals can be arranged in a reactivity series

   •  Metals can be arranged in a reactivity series
     
     

4.     Arrange metals in descending order of reactivity

   • Potassium

   • Sodium

   • Lithium

   • Calcium

   • Magnesium

   • Aluminium 

   • Zinc 

   • Iron 

   • Nickel 

   • Tin 

   • Copper

   • Silver

   • Gold

   • (PoSt a LoCk in a MAZe In a Tall CaSe of Gold)
     
     

5.     Relate reactivity to corrosion

   • The more reactive a metal is the higher its tendency to react with oxygen and oxidise
     
     

6.     Describe rusting as a special case of corrosion for iron

   • Rusting is when iron corrodes and forms iron oxide
     
     

7.     Summarise reactions of metals with oxygen, water, and acid

   • Water

     • Metals that react with water are the most reactive

     • These metals are stored in oil to prevent reactions with atmospheric water

     • These metals also react with acids

     • Metal  +  Water → Metal hydroxide + hydrogen gas

   • Oxygen

     • Rusting is a type of oxidation

     • Rusting is a relatively slow reaction

     • Other metals react much faster with oxygen such as Mg

     • Metal + Oxygen → Metal oxide

   • Acid

     • Metal + Acid → Metal salt + Hydrogen gas

     • Metals salt names are similar to neutralisation reactions

     • Eg. Magnesium + Sulfuric acid → Magnesium sulphate
       + hydrogen gas
       
       

8.     Write word and balanced symbol equations for these reactions

   • Eg. Magnesium + Sulfuric acid → Magnesium sulphate + hydrogen 

   • Eg. Mg + H₂SO₄ → MgSO₄ + H₂
     
     

9.     State that organic compounds are carbon-based

   • Organic compounds are carbon based

     • This is because they can form different molecules to form long chains

10.     Define a hydrocarbon

    • Organic compounds containing only carbon and hydrogen

    • A source of hydrocarbons is crude oil - made from the bodies of plants and animals that have decayed millions of years ago

      • Crude oil is a mixture of different hydrocarbon molecules
        
        

11.     Name the first four alkanes and draw their structures

    • 
      
      

12.     State that plastics are polymers

    • Plastics are polymers

    • Polymers

      • Poly = many

      • Polymers are large molecules made of many repeating units (or molecules). These smaller repeating units are called monomers

      • Mono = one
        
        

13.     State the differences by thermosetting plastics and thermoplastics

    • Thermosetting plastics

      • Plastics that aren’t affected by heat once they have set

        • These plastics can be heated without melting, difficult to recycle

    • Thermoplastic plastics

      • Plastics that become soft when heated, and can be remoulded

        • Easy to recycle
          
          

14.     List common plastics (naming the monomer and polymer) and their uses

15.     Describe the uses of plastics and problems with plastics

    • Problems:

      • Does not biodegrade 

      • Hard to recycle 

      • Can become microplastics and get in many things

    • Uses:

      • above

Medical Science

1.     Recall the differences between cells, tissues and organs

   • Cells

     • The smallest unit of a living organism which contains parts to carry out life processes

   • Tissue

     • Group of one type of cells

   • Organ

     • Group of tissues working together to carry out a job
       
       

   • A cell is a the smallest unit which makes up all living organisms, tissues are a group of one specific type of cells, while an organ is a group of tissues
     
     

2.     Describe how oxygen gets to the cells (diffusion)

   • Diffusion

     • The movement of particles from an area of high concentration to an area of low concentration, until the concentration is equal

   • Oxygen diffuses from blood into cells, as the concentration of oxygen in blood is much higher than the concentration of oxygen in the cells, allowing diffusion to occur.
     
     

3.     Explain why oxygen is needed for life processes 

   • Respiration

     • Chemical reaction where cells break down nutrient molecules (usually glucose) to release energy

     • In aerobic respiration, oxygen is vital for it to occur.
       
       

4.     Recall the word equation for respiration

   • Glucose + Oxygen → Carbon Dioxide + Water + Energy (ATP)
     
     

5.     Name the key structures and functions for the respiratory system

   • • Nose and Mouth

       • Point of entry and exit for respiratory gases

     • Epiglottis

       • Protects airway from food particles

         • Closes over trachea when swallowing

     • Trachea

       • Takes respiratory gases from mouth and nose to lungs

         • Lined with cartilage

     • Diaphragm

       • Muscle involved in ventilation

     • Bronchus (bronchi plural)

       • Takes respiratory gases to either right or left lung

     • Bronchiole

       • Delivers respiratory gases to alveoli

     • Alveoli (alveolus singular)

       • Site of gas exchange

     • Intercostal muscles

       • Muscles between ribs, involved in breathing

6.     Label a diagram of a mammalian lung

   • above
     
     

7.     Describe the importance of the respiratory system

   • The respiratory system allows life processes to occur, providing organs with oxygen.
     
     

8.     Define gas exchange

   • Process by which oxygen enters our blood and carbon dioxide is removed from our blood

   • Occurs in alveoli in our lungs
     
     

9.     Describe the process of breathing

   • Air enters into our nose and mouth, goes through the pharynx, then larynx, through the trachea and into our bronchus and bronchioles. Then they reach the alveoli, where they diffuse into our blood
     
     

10.     Explain the role of the ribs, the internal and external intercostal muscles and the diaphragm in producing volume and pressure changes in the thorax leading to the ventilation of lungs

    • Ribs

      • Protects the lungs

    • External Intercostal muscles

      • lifts and expands the rib cage, allowing for exhalation (breathing out).

    • Internal Intercostal muscles

      • pull down on the rib cage and push air out of the lungs.

    • Diaphragm

      • When you inhale, the diaphragm contracts and is pulled downwards, allowing your lung to inflate

      • When you exhale, the diaphragm relaxes and is pushed upwards, which squeezes the air out of your lungs

    • Volume of thorax

      • When inhaling, volume increases

      • When exhaling, volume decreases

    • Pressure

      • When you inhale, the pressure in your lungs is lower than the air pressure, drawing air in

      • When you exhale, the pressure in your lungs is higher than the air pressure, which pushes air out
        
        

11.     Describe the effects of smoking on the respiratory system

    • Smoking damages the alveoli in your lungs, effectively making breathing much more difficult
      
      

12.     Identify and describe some long-term effects of smoking; Emphysema, Cancer, stroke and heart attack

    • Emphysema

    • Cancer

    • Stroke

    • Heart Attack
      
      

13.     Define the terms; Carcinogenic and Addictive

    • Carcinogen

      • A substance that causes cancer

    • Addictive

      • The more you use them, the more you rely on and need them

14.     Name the key structures and functions of the circulatory system 

    • Tube networks (vessels)

    • Valves (one-way blood flow)

    • Heart (pump)
      

      • Pulmonary artery

        • Carries deoxygenated blood from right ventricle to lungs

      • Pulmonary vein

        • Carries oxygenated blood from lungs to left atrium

      • Vena Cava

        • Carries deoxygenated blood from the body to right atrium

      • Aorta

        • Carries oxygenated blood from left ventricle to body

    • Artery

      • Away from heart

    • Vein

      • To heart
        
        

15.     Describe the importance of the circulatory system

    • The circulatory system:

      • takes oxygen and essential nutrients to cells

      • removes carbon dioxide and waste products from cells

      • distributes heat

16.     Label a diagram of a mammalian heart to show direction of blood flow

    • Mammals have a double circulatory system, where the blood goes through the heart twice on a complete circuit (ignore valves)
      

17.     Describe how exercise affects the rate of the heartbeat

    • During exercise, your heart typically beats faster so that more blood gets out to your body.
      
      

18.     Describe the difference between aerobic and anaerobic respiration

    • Aerobic Respiration

      • Lots of ATP is produced

      • Mitochondria

      • Requires oxygen

      • Produces CO₂ + H₂O

      • Glucose + oxygen -> Carbon dioxide + water + energy                                                                  (ATP)

    • Anaerobic Respiration

      • Few ATP

      • Cytoplasm

      • No oxygen required

      • Produces lactic acid (which needs to be broken down)

    • GLUCOSE → Lactic acid + ATP
      
      

19.     Identify the 3 different types of blood vessels

20. Compare and contrast the structures and functions of different blood vessels

21.     Describe the importance of blood

    • Blood is important because:

      • It provides organs with circulation

      • Distributes heat throughout the body

      • Carries nutrients from small intestine to cells

      • Removes waste products

      • Carries hormones from gland to organs

22. Identify and describe the functions of the four components of blood

    • Plasma (55%)

      • Yellowish liquid

      • Mostly water

      • Carries nutrients and hormones around the body

      • Carries carbon dioxide back into the lungs

    • Red  blood cells (44%)

      • Carries oxygen around the body

    • White blood cells 

      • Fights infection

    • Platelets

      • Tiny parts of cells

      • Allows blood to clot to heal blood and wounds