The Body at War
In this topic the students learn about THE
BODY’S DEFENCE SYSTEMS. The content and skills you have studied in this topic
are covered below. You may be tested on any of these.
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CAN DO:
Y / N
YEAR 9 – Exam Revision Semester 2 2012
Define health and disease
Name some common diseases and outline what causes disease (e.g. microbes,
environment, genetic causes, lifestyle, nutrition)
Distinguish between infectious and non-infectious diseases and describe a
range of each type prevalent in society (i.e. causes, symptoms, treatments)
Outline the main pathogens in terms of how they cause disease and the types
of diseases they cause (i.e. virus, bacteria, fungi, protozoans, parasites)
Explain how the microscope has influenced our understanding of disease
Understand the body’s defense barriers to infection
Describe / discuss the role of the immune system in responding to pathogens
invading the body
Outline how antibiotics work and understand the historical significance of
their discovery
Outline the importance of scientist’s work on health and disease.
Describe / discuss avenues for transmission of pathogens (i.e. how they are
spread)
Describe and report on ways in which medical, lifestyle, technological and
societal advancements have minimised the spread of infectious diseases.
Explain how an immune response can be elicited through vaccinations and how
vaccines are produced.
Distinguish between passive and active immunity
Assess the impact of the development of vaccines.
Discuss the importance of a balanced diet.
Changes in Us
In this topic the students learn about REPRODUCTION. The content and skills you
have studied in this topic are covered below. You may be tested on any of these.
 Understand that genetic information is passed on through DNA.
 Describe the biological necessity for continuation of a species by sexual
reproduction; the fusion of male and female gametes (sperm and egg in humans)
 Distinguish between mitosis and meiosis (only basics required here) mitosis
results in a zygote forming an embryo; meiosis results in the formation of
gametes
 Distinguish and Describe Sexual and Asexual reproduction
CAN DO:
Y / N
Key Words:
Health, Disease, Pathogen, Microbe, Bacteria, Virus, Antibody, Antigen,
Communicable - Contagious (infectious), Non-communicable - Non- contagious (noninfectious), Degenerative, Vaccine, Vector, Antibiotic, Passive Immunity, Active
Immunity, Epidemic, Pandemic, Plague Infection
 Draw and label the male and female reproduction system
 Relate the organs involved in human reproductive systems to their function
 Discuss the physical changes that occur during puberty including secondary sexual
characteristics
 Discuss the process of menstruation, ovulation and fertilisation
 Relate the menstrual cycle to ovulation and discuss how this knowledge has led us
to birth control techniques
 Illustrate the changes that take place in the early embryo after fertilisation
 Discuss some of the techniques used to prevent pregnancy
 Explain the occurrence of identical and fraternal twins
 Investigate the types of sexually transmitted diseases (STDs)
 Debate the ethics of using scientific technology and knowledge for birth control
 Evaluate the application of Assisted Reproductive Technologies (A.R.T.) and
discuss whether ethics plays a role in choosing to use reproductive technology.
Simple Machines
In this topic the students learn about HOW
SIMPLE MACHINES HELP US TO DO WORK. The content and skills you have
studied in this topic are covered below. You may be tested on any of these.
These formulas will be provided to you in the exam, so that you can refer to
them when completing questions relating to calculations.
 Recall that a machine makes work easier and describe how these simple
machines made moving large loads easier
 Define the term force and work as using a force over a distance
 Recall that an inclined plane is also called a ramp and list common situations
where inclined planes are used
 Recall that touching inclined planes are called wedges and list four common
examples of wedges
CAN DO:
Y / N
Key Words:
Gamete, fusion, sperm, semen, ova, zygote, intercourse, fertilisation, puberty, genitals, testes,
epididymis, prostate, seminal vesicle, vas deferens, ureter, urethra, cervix, clitoris, fallopian
tube, labia, ovary, uterus, vagina, menstruation, embryo, foetus, placenta, gestation period,
trimesters, hormones, umbilical cord, meiosis, haploid cell, diploid cell, menopause
 Describe the affect of the length of the wedge on the effort required to use it
 Recall that a screw (or bolt) is a wedge wrapped around a central rod, and nut
has a wedge inside it
 Describe the effect of changing the angle of incline on the effort required to
move a load
 Define the term mechanical advantage and calculate mechanical advantage
 Define the terms effort and load
 Identify the effort, pivot and load positions from diagrams of levers, and list
three common examples of each order of lever and explain how moving the
position of the pivot in relation to the load and effort affects the way a lever
operates
 Predict the effect of moving the position of the pivot on the effort required to
move a load and Recall that a wheel is a lever that spins around a central pivot
point (the axle)
 Relate the size (or circumference) of a wheel to the impact it has on moving a
load and define the terms driving wheel and driven wheel
 Recall that gears can be used to magnify and/or change the direction of a force
 Define the terms driving gear and driven gear and explain how gears on a
pushbike are used as force magnifiers and distance magnifiers
 Recall that a pulley is a grooved wheel and a rope, cord or chain, and list three
common examples of pulleys and recall that the effort and load may act in
different directions when using a pulley
 Identify the direction of the effort and load on single pulley systems – fixed
and movable and identify any relationship that exists between the size of the
effort and load when using single pulleys and identify any relationship that
exists between the size of the effort and load when using pulley systems
Kitchen Chemistry
In this topic the students learn about
CHEMICAL COMPOUNDS AND CHEMICAL REACTIONS. The content and skills
you have studied in this topic are covered below. You may be tested on any of these.
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Draw electron dot (Bohr) diagrams
Identify elements by their name, atomic number and atomic mass
State the three sub-atomic particles
Identify the ion formed by an element
Name simple ionic compounds
Identify types of chemical reactions; combustion, precipitation, decomposition,
combination (synthesis)
Balance simple chemical equations and write word equations
Identify evidence (signs) of a chemical reaction
Define pH
Identify the pH common, household substances on this scale.
CAN DO:
Y / N
Key Words: Machine, Simple machine, Complex machine, Energy, Effort, Load, Fulcrum (pivot),
Lever (first, second, third class), Inclined plane, Ramp, Wedge, Screw, Friction, Work, Force
multiplier, Speed multiplier, Distance multiplier, Pulley, Wheel and axle, Torque, Gears, Cogs,
Cams, Force, Mass, Weight, Spring balance
Identify how acids and bases counteract each other and can lead to
neutralisation
Generalised reaction of acid + base  salt + water
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Distinguish between products and reactants
Demonstrate an understanding of the various experiments you conducted in this
unit
Reaction: acid + carbonate  salt + water + carbon dioxide
Reaction: acid + metal  water + hydrogen gas
Naming chemical compounds. Recognising ionic compounds have a metal and nonmetal ion. Name a ionic compounds from formula. (familiar with chemical
symbols for the all elements 1-20 plus Cu, Fe, Sn, Pb, I Br and ions such as
hydroxide, carbonate, nitrate, sulphate).
Recall ionic and covalent bonding, model of the atom, ions, cation, anion,
electronic configuration, elements, molecules and compounds
Recount the standard tests for hydrogen, salt and carbon dioxide.
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Key Words:
Physical change, chemical change, Law of Conservation of Mass, reactants, products,
decomposition reaction, combination reaction, precipitation reaction, neutralisation reaction,
acid + base reaction, acid + carbonate reaction, acid + metal reaction, combustion reaction,
geosequestration/ carbon capture, biogas, pH, acid, base, indicator, titration, ionic compounds,
carbonate, hydroxide, sulphate, nitrate, pop-test, limewater test,
NOTE – when using these sheets to study for your test, it is important to understand what is meant by
the bolded words (command terms) and hence the type of response required to attain the marks
allocated. These other command terms that may also be on the exam are explained here;
Apply
Use, utilise, employ in a particular situation
Define
State meaning and identify essential qualities
Describe
Provide characteristics and features
Evaluate
Make a judgement based on criteria; determine the value of
Outline
Sketch in general terms; indicate the main features of
YEAR 9 – Skills: Data Tables & Graphing
EPI: Designing Experiments (eg. identifying variables)
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Refer to your skills booklets and your EPI report format to help you revise.
There are soft copies available from our wiki.
http://aiss-science-9.wikispaces.com
On your examination, you will be assessed on the MYP criteria;
Criterion C (Knowledge & Understanding) and Criterion E (Processing Data)