Back in 1995 (when I were a lad!), ecstasy was still a relatively new but very popular drug. There was a great deal of fear as to the effect this drug was having on society and on young people in the media and in government at the time.
Leah Betts had just turned 18 and died of water intoxication after taking an ecstasy tablet. Her parents produced a video and poster campaign that, supported by popular media, was shown to every student in the country. The caption of the poster stated: Sorted: Just one ecstasy tablet took Leah Betts. This campaign has subsequently been criticised as too simplistic a message. It was, after all, not the ecstasy tablet that killed Leah Betts. This is an article from the Times shortly afterwards. http://www.urban75.com/Drugs/drugxtc1.html You need to post at least one comment on each of the questions above. As part of 2.3, you should be able to discuss "environmental factors that affect transpiration".
This isn't particularly hard but is often used for analysis of data questions on exams. This exercise should help prepare you for this. Due by Wednesday 5th March. This is NOT a quick 5 minute homework. This is preparing you for the BY6 coursework in Dale Fort as well as covering the syllabus. Use this website: click here. 1. Run the experiment with all 4 of the available plants in each condition. (You can click and drag the plants and equipment to the front table) 2. Click on the timer to run the experiment 3. Record the results in a table. When you have finished collecting results, answer these questions: 1. List the independent, dependent and control variables for each experiment you model. Discuss the validity, reliability and precision of the results. Use this to help. 2. Which plant had the highest rate of transpiration overall? What adaptations might this plant have that might explain this? 3. Explain and compare the effect of each environmental variable. We're up to date with the syllabus so, over half term, I want you to watch (at least) this:
http://www.youtube.com/watch?v=fxhJthA3DtA ready for a discussion at the beginning of the first lesson back. Enjoy. Watch this:
http://bcove.me/jnmju7ax and make sure you know all the key words in the video for a quiz at the start of the first lesson back. Due for the first lesson back after half term. Finish your microscope drawings using WJEC criteria (in the word document) and complete the work to satisfy the grading listed below. The photograph is below if you need it.
Grade C
Draw and label the microscope drawing. Grade B Use page 174 to describe the function of each layer and the adaptations that enable it to do so. Grade A Use “eyepiece units” to indicate the size of two layers in your drawing Grade A* In what ways have insects and angiosperms demonstrated convergent evolution in regards to gas exchange? Watch this:
http://www.youtube.com/watch?v=WtrYotjYvtU&feature=player_embedded and this: http://www.youtube.com/watch?v=qfWx8msgHqM and produce a large (A3 if possible) mind map that describes what happens to substances as they pass through the kidney. Use pages 86 to 89 to guide you as to the level of detail you require. Make sure to include all key words that are highlighted in bold on these pages. Due for the first lesson back after half term.
You are a red blood cell.
Your job is to carry oxygen and carbon dioxide around the body. It’s like being a taxi driver. Tell your story: When do you pick up oxygen? When does the blood pick up carbon dioxide? What can you see on your journey? Look at the powerpoint for all the instructions and the marking criteria. |
Homework PageYou should find homework set on this page. Archives
April 2016
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