YEAR 10 PATHWAY 1 HOMEWORK

TERM 1 2024

Some of the homework this year will be a practice of study skills that are
important to develop going into year 11 and 12, and other pieces of
homework may be structured questions revising work from class.

Some of the study skills will be the same for subsequent weeks, this is
because we believe it is important to practice these skill multiple times.

Homework will alternate fortnightly between Life Sciences (even weeks) and
Physical Sciences (odd weeks).

All homework should be written into a lined exercise book, which may be
collected by your teacher. This will help you to create good study notes that
you can refer back to for tests and exams. Your teacher may ask to check
your homework or ask you to hand in your book for marking and feedback.

Week Homework due

2 Microscopes
3 Structured glossary
Vector and scalar worksheet
4 Structured Glossary
Note taking: DNA, genes, chromosomes
5 Comparison tables
Speed, velocity and acceleration worksheet
6 Cornell Notes: Replicating Cells
7 Comprehension, predicting questions
Motion revision worksheet
8 Microscopes
9 Annotated diagrams
Gravity problems Worksheet
 YEAR 10 LIFE SCIENCES HOMEWORK DUE WEEK 2
Microscope Calculations

1. Calculate total magnification: Ocular x Objective

Ocular Objective Total Magnification
10X 4X 40x
15X 10X 150x
5X 12X 60x
10X 10X 100x
10X 40X 400x

2. What are the possible magnifications of a microscope with an ocular marked 10X
and objectives marked 5X, 15X, 30X and 60X?
50x,150x,300x,600x

3. Convert the following measurements: 1mm = 1000μm

a. 9.2 mm = 9200μm
b. 5900 μm =5.9mm
c. 0.083 mm =830μm
d. 61000 μm=61mm

4. Estimating cell size: Divide the field of view by the number of cells that occupy the
diameter.
a. The field of view is 2500um. If a cell takes up 1/5 of the field of view, how
long is the cell? 500um,0.5mm
b. A student counts 50 cells across the diameter of the field of view, and there
are 70 rows of cells. If the diameter of the field of view is 3500 μm, what is
the length and width of the cells? 70um
5.
 YEAR 10 PHYSICS HOMEWORK DUE WEEK 3

Study Skill – Structured Glossary

Using the format shown in the example below, use your Pearson textbook to
create a structured glossary for the new physics terminology covered so far:
vector, scalar, distance, displacement.

Leave space in your glossary to add new words during the rest of the physics
topic.

Example of a structured glossary

Term definition diagram sentence

Force: a force is a push or A force was

a pull. It is a vector applied to a
quantity and is measured box, causing it
in Newtons (N). to move toward
the door.

Weight: the force acting The girl had a

on an object due to weight of 400
gravity. It is a force so it is N on Earth but
measured in Newtons (N) her weight was
and is a vector quantity. only 65 N on
Weight can be measured the moon.
with a spring balance.

Vector: a quantity that has The weight of

both magnitude (size) and an object on
direction your hand
pushes down
on to you, so
weight is a
vector quantity
as it has
direction.
 Vector and Scalar Quantities Worksheet

1. Use all of the words in the box to complete the notes below:
speed, mass, magnitude, velocity, displacement, direction, magnitude, time, distance, acceleration

Vectors are quantities that have both direction and magnitude

eg

Scalars are quantities that have direction only

eg

2. a) Bruce walked steadily at 2.7ms-1 for 3km but his displacement was zero. How is
this possible?

b) Joy thought that Bruce’s speed and velocity were the same (2.7ms-1). Do you
think she is correct? Give an explanation for your answer.

3. Mark walked his dog 500m east and then the dog led him 200m west to sniff
something smelly.
a) Use a ruler to draw a scale diagram that would represent their journey.

b) What distance did they walk in total?

c) What was their displacement?

d) How could you use the diagram you drew in 3a) to calculate their displacement?

4. Jessie road her bike 3km north and then turned and rode 4km south.
a) Draw a vector diagram showing Jessie’s route.

b) Calculate the distance Jessie rode.

c) Calculate Jessie’s final displacement. Show full working. Remember to include

the direction.
 YEAR 10 LIFE SCIENCES HOMEWORK DUE WEEK 4 (two pages)

Study Skill – Structured Glossary

Using the format shown in the example below, use your Pearson textbook to
create a structured glossary for the DNA and Cell Division terminology
covered so far: nucleotide, DNA, gene, chromosome, sperm cell, egg cell,
red blood cell, karyotype

Leave space in your glossary to add new words during the rest of the DNA
and Cell Division period (2 weeks)

Example of a structured glossary

Term definition diagram sentence

Brain stem: the part of the The brain stem

brain where the spinal cord can be injured
enters the skull; it controls during a car
the body’s vital functions crash.
such as breathing.

Metabolism: all the If you have a

chemical reactions fast
occurring in the cells metabolism,
this means your
body’s cells is
carrying out
chemical
reactions
quickly.
Neuron: a nerve cell A neuron is an
important cell
that transmits
messages and
responses to
stimuli to and
from the brain.
 Study Skill- Note taking: DNA, Genes and Chromosomes

Use your text and other resources to take simple notes on each of these
questions in your book. Notes can include dot points, diagrams, key words
and more. If you cannot find answers to these questions in your book,
research using the internet, but ensure to use scientific websites that suit the
context of what you are learning. You can even ask friends/siblings/family
members to assist you if you think they might know!

Where is DNA located in organisms?

What is DNA made of?
What is the DNA double helix?
Who discovered DNA?
What is the relationship between DNA and nucleotides?
In the context of a human body, why would DNA be important?
How does the DNA sequence produce proteins in the human body?
Why are proteins important to the functioning of organisms?
What is a gene made of?
Why would genes be important to living organisms?
How does a gene differ from a chromosome?
What is a chromosome made of?
What do chromosomes do?
How many chromosomes do humans have?
Do all living things have the same types of chromosomes?
Do males and females have the same chromosomes?
How were chromosomes discovered?
 YEAR 10 PHYSICS HOMEWORK DUE WEEK 5

Study Skill – Comparison Tables

Creating a table is a useful strategy for representing information, particularly when comparing two
or more objects or ideas. When a table is used to compare or contrast, it is called a comparison
table. You may have seen comparison tables used to compare products eg mobile phones,
televisions.

A key step in creating a comparison table is deciding on the row and column names.

1. Think about the features or characteristics of the objects or ideas that are being compared in
the topic of study.

2. Construct a table. Consider how many rows and columns you need to draw.
 Items being compared are headings of columns
 Features being compared are headings of rows.

3. Complete the table by inserting information about the objects or ideas into the grid. Answers
may include numbers, symbols, single words, ticks and crosses, diagrams or sentences.

Example – Comparison table for light and sound

Items being compared

Light Sound
Type of wave transverse longitudinal
Features being compared

Travels in vacuum yes no

What amplitude tells intensity volume

you
What wavelength tells colour pitch
you
Speed in air 3.00 x 108 ms-1 330 ms-1

Medium it travels vacuum solid

fastest in

Physics Homework – Create a comparison table for speed, velocity and acceleration
 Motion Revision Worksheet

PART A
1. Average velocity can be calculated using the formula below:
s
v av = a) Rearrange the formula to find: s =
t

b) Rearrange the formula to find: t=

c) vav stands for ___________________ and is measured in ___________

s stands for ___________________ and is measured in ___________
t stands for ___________________ and is measured in ___________
d) Acceleration can be calculated using the formula below:

v−u a) Rearrange the formula to find: t =

a=
t
b) Rearrange the formula to find: v=
c) a stands for ___________________ and is measured in ___________
t stands for ___________________ and is measured in ___________
v stands for ___________________ and is measured in ___________
u stands for ___________________ and is measured in ___________
PART B
Use the steps for correct setting out to solve the following problems in your notebook.

5. A greyhound takes 80 seconds to complete one lap of a 1 km track. What is its

average speed? Give answer in ms-1.

6. Determine the average velocity of a plane which travels 720 km NNW in 80 mins.
Give answer in ms-1.

7. Determine the time taken for a horse running with an average speed of 14.0ms-1 to
complete one circuit of an 840m track.

8. Kate is on patrol at the beach. She walks 300m north, 50m east and then 300m
south. The walk takes her 15 minutes in total. Calculate her distance, speed,
displacement and velocity. (Hint: You will need to draw a diagram to determine
distance and displacement, then two calculations to find speed and velocity.)

9. A cute salmon swimming at 1ms-1 sees a shark. Five seconds later, the salmon is
swimming at 11ms-1. What is the acceleration of the salmon?

10. The same fish has escaped the shark. Phew! It slows down to 1ms-1 again over 10
seconds. Calculate the acceleration of the fish over that 10 seconds.

11. A soccer ball rolls down a hill from rest. It accelerates at 3.5ms-2. What velocity is it
travelling at after 12s?
 YEAR 10 LIFE SCIENCES HOMEWORK DUE WEEK 6

Study Skill – Flow chart DNA replication

Creating a flow chart can be very beneficial for organising a sequence of

events for a topic, especially in human biology/biology. Read the following
sequence of events for digestion in the human body on the provided flow
charts and create your own similar sequence of events for DNA replication.
Include diagrams with your flow chart. Your flow chart should have
headings and two to three dot points about the process of each step
 YEAR 10 PHYSICS HOMEWORK DUE WEEK 7

Study Skill – Comprehension, predicting questions

Reading strategies to try:

 Before you read the article, predict what it might be about.

 The first time you read the article, skim read it, looking for key words and ideas.
 The second time you read the article, use a highlighter or underline key ideas or phrases. Think about the questions
that might be asked about what you are reading.

Cheetah tracking study reveals incredible acceleration Define the key physics words
used.
By Pallab GhoshScience correspondent, BBC News Published 12 June 2013

The fastest animal on land rarely uses its top speed to capture prey, according to a new
analysis.
A study of cheetahs has shown that instead, the animal uses incredible acceleration and rapid
changes in speed when hunting. The animals get this acceleration by exerting nearly five times more
power than that of famed sprinter Usain Bolt during his record-breaking 100m run.

The findings amazed the scientist who led the research, Prof Alan Wilson of the Royal Veterinary
College in Hatfield, UK. "They are remarkable athletes - not just in terms of their speed, but also
with their ability to accelerate and manoeuvre in capturing the prey," he told BBC News.
Predict three physics questions
The top speed for a cheetah is often quoted is 65miles per hour (105km/h) - a result measured in that could be asked about this
1965 and published in the Journal of Zoology three decades later by a scientist in Kenya. He was
timing the run of a semi-domesticated cheetah running in a straight line on a firm dirt track. article.
1.
But a well-fed zoo cheetah is not accustomed to running very fast - it does not need to. As a result,
few measurements of zoo cheetahs found speeds greater than that of a greyhound, about 40mph
(64km/h). So, for years, researchers wondered whether cheetahs might run much faster than 65mph
in the wild in order to capture prey.

Prof Wilson and his team at the college's Structure and Motion Laboratory decided to find out by
following five animals in the wild for a year using tracking collars fitted with movement detectors 2.
and GPS systems.

They found that the cheetahs did indeed run very fast at times - close to 60mph (miles per hour) - but
only occasionally. On most hunts, they attained about 30 to 35 mph but they were accelerating and
changing direction much more rapidly than has been seen in any other land animal.

They found that cheetahs could increase their speed by nearly 7mph (10km/h) in a single stride. 3.
"They've arranged to have a low gear so they can accelerate very rapidly up to their top speed," said
Prof Wilson.

The researchers also found that cheetahs also have a very strong grip, so much so that they rip up the
ground as they run. They found it was the use of the animals' claws that enabled them to turn very
sharply and to accelerate and decelerate very quickly.

Summarise the key ideas in the article.

 Motion problems worksheet

PART A
Use the steps for correct setting out to solve the following problems in your notebook.
1. A student travels between classrooms. Form their initial classroom, they travel west
100m, then north 50m, and finally 100m east, to arrive at the intended classroom.
a) Represent this journey in a diagram.
b) Calculate the distance travelled by the student.
c) Calculate the displacement of the student, remembering to give a direction.
2. Consider two runners who are competing in a 100m hurdles event. Runner 1
finishes in a time of 12.5s. Runner 2 runs the race with an average speed of 7ms -1.
a) Who wins the race?
b) How long does it take runner 2 to cross the finish line?
3. Consider the motion of a dirt bike.
a) If it accelerates from rest to 54kmh-1 in a straight line in 3 seconds, calculate the
acceleration.
b) If that same bike travelling at 54kmh-1 comes to a stop in a straight line within 5
seconds, what is the acceleration?
c) If better brakes were installed on the bike, it could decelerate at a quicker rate of
10ms-2. Calculate how long it would take to stop if it was initially travelling at a
speed of 72kmh-1.

PART B
Use the motion graphs to answer the questions.
1. The graph below shows the motion of a cyclist during the first 40 seconds of their
journey.

a) What was the cyclist’s displacement after 20

seconds?
b) Calculate the cyclist’s velocity during the first
20 seconds of his ride.
c) Calculate the cyclist’s velocity in the part of
her journey from 20 seconds to 40 seconds.
d) What was the cyclist’s displacement after 40
seconds.

2. The graph below shows the motion of a race car over seven seconds.

a) At what times can the car stationary?

b) What was the car’s maximum
velocity?
c) Calculate the car’s acceleration in the
first two seconds.
d) Calculate the car’s final displacement.
 YEAR 10 LIFE SCIENCES HOMEWORK DUE WEEK 8

Study Skill – Cornell Notes (replicating cells)

You will try this new note taking method to write notes about DNA replication
process from your Pearson textbook into your homework book. Divide your
page into 4 — or sometimes only 3 — different sections: Two columns, one
area at the bottom of the page, and one smaller area at the top of the page.
The notes column can sometimes be used to place diagrams not just words
You can mix up the headings if other headings work for you. I sometimes
place key words in the smaller column to the right of the page and diagrams
with notes. Get creative and see what works for you, maybe even colour code
sections! This should just be a brief snap shot of ideas.
 YEAR 10 PHYSICS HOMEWORK DUE WEEK 9

Study Skill – Annotated Diagrams

Annotated diagrams include a combination of notes and labelled drawings that can be used to
provide an explanation for a scientific concept or process. Diagrams are useful when making study
notes to summarise concepts and to show how ideas link together.

Two examples

Physics Homework – Create two annotated diagrams

Re-draw and annotate

both of the diagrams
to show:
(a) the motion of a
ball being dropped off
a cliff
(b) the motion of a
ball being thrown
straight up in the air.

Your diagrams should

show velocities,
acceleration and
displacement.

Remember vector
quantities should be
shown using arrows.
 Gravity Problems Worksheet
PART A
Use the words and numbers provided to complete the sentences.

accelerate downward smaller gravity

velocity second constant rest
19.6 3.7 9.8 29.4

When objects fall under the influence of _____________, they

_______________. If an object is dropped from ____, it will reach a
_______________ of 9.8ms-1 ______________ after one
_________. After the next second, its velocity will have increased to
______ms-1 and after the third second it will reach a velocity of
_______ms-1. The gravitational acceleration is __________. Near
the Earth’s surface, the value of gravitational acceleration, g, is
_______ ms-2. On the surface of Mars the gravitational acceleration
is _____ ms-2 as Mars is a much __________ planet than the Earth.

PART B
Use the steps for correct setting out and all of the motion equations you have learnt to
solve the following problems in your notebook.

1. A child dropped a toy car from his apartment window. It fell freely for 4s before
landing on an unsuspecting cat. At what velocity did it hit the cat?

2. A crash test dummy fell from a helicopter. At what velocity did it hit the ground if it
fell for 7.5 seconds?

3. Another dummy fell from the helicopter. It hit the ground at 32ms-1. How long did it
fall for?

4. A scared criminal throws the murder weapon at 15ms-1 straight down into a river
from the top of a bridge. At what velocity does it hit the water if it is falling for 2.2
seconds?

5. A bullet if fired vertically upwards at 600ms-1. What is the velocity of the bullet after
20s?