knowledge organiser · 2020-01-06 · poppies poet: jane weir form: 4 stanzas - uneven lengths 6...
TRANSCRIPT
KNOWLEDGE organiserYear 9
Half Term 2
CORE
English Literature Knowledge Organiser
Year 9: Power and Conflict Poetry 2
Poppies
Poet: Jane Weir
Form: 4 stanzas - uneven lengths 6 lines, 11, 12, 6.
The poem is a monologue. There is a conversational
tone. Heavy use of enjambment (flow of thoughts) and
caesura (trying to hold emotions together. There is no
rhyme or rhythm.
Structure: The poem is chronological – preparation for
the son leaving, his departure and what she does after.
Context: The poem is written from the perspective of a
mother whose son is away fighting – it does not specify
when or which war. Weir wrote the poem as a
commission for a collection of war poems in 2009. Jane
Weir is a living poet and textile designer – hence the
references to sewing and fabric.
Setting: In England / UK around Armistice Day
Themes: war and conflict, loss, absence, memory
identity
Language features
Imagery of war: ‘blockade’ ‘poppies’ ‘ reinforcements’
Imagery of injury: ‘spasms’ ‘bandaged’ ‘graze’
Domestic (home) imagery: ‘white cat hairs’ ‘making
tucks, darts, pleats’ ‘playground voice’
Senses: ’hoping to hear’ ‘smoothed down your collar’
‘run my fingers through’
Symbolism: ‘a songbird from its cage’, ‘ a single dove’
Metaphor: ‘the gelled blackthorns of your hair’
Simile: ‘like a wishbone’
Alliteration: ‘steeled the softening’
Repetition; ‘before’
1st person: ‘I went into your room’
Other quotations: ‘in a split second you were away,
intoxicated.’
‘Play at being Eskimos”
‘crimped petals, spasms of paper red’
Kamikaze
Poet: Beatrice Garland
Form: Narrated in the third person but includes the 1st
person narrative of the daughter in the final three stanza.
There is no pilot’s voice suggesting he is cut off from
society. There is no rhythm or rhyme.
There 7 stanzas all of six lines.
Structure: The first 5 stanzas are all one sentence
covering the flight as the daughter imagines it. The final
two stanzas deal with the reaction to the pilot / father’s
actions. There is enjambment throughout.
Context: Japan was a hugely patriotic country and in
WW2 pilots were encouraged to become Kamikaze pilots,
committing suicide at the end of their missions to bomb
the enemy. The return of the father would have brought
great shame on the family, despite the fact that he
returned because he loved his family.
Beatrice Garland is a living poet who is also a clinician
and researcher for the NHS. ‘Kamikaze’ was published in
2013
Setting: Japan
Themes: war, identity, honour, family, memory
There are many referenced to nature and light.
Language features
Simile: like bunting on a green-blue translucent sea
Symbolism: at sunrise, like a huge flag
Domestic imagery: ‘bringing their father's boat safe’ ‘ he
and his brothers on the shore’
Imagery of war: ‘a Samurai sword’ ‘one way journey into
history’
Language of patriotism: ‘a shaven head full of powerful
incantations’
Imagery of nature / beauty: ‘green-blue translucent sea ‘
‘Cairns of pearl-grey pebbles,’ ‘flashing silver’
Sibilance: ‘silver …swivelled towards the sun’
Irony: looking at fishing boats when he should have been
looking for battleships
Repetition: ‘safe’
Other key Quotations:
‘my mother never spoke again in his presence’
They treated him as though he no longer existed’
‘we too learned to be silent’
‘the better way to die’
The Émigrée
Poet: Carol Rumens
Form: 1st person narrative in three stanzas. Stanza
1 and 2 have 8 lines whereas stanza 3 has 9. there
is no rhyme or rhythm although each stanza
finishes with the word ‘sunlight’
Structure: The opening stanza captures the
narrator’s memory. The second stanza fleshes out
the memory. The third stanza is about the reality of
her existence now in the dark city. The poet uses
enjambment to create a flowing pace of a narrative
speaker.
Context: Émigrée relates to the word emigrate, the idea that a
person goes and settles in another country,
sometimes not feeling welcome to return.
The poet bases many of the ideas on modern
examples of emigration from countries like Russia
or the Middle East where people are fleeing
corruption and tyranny, or those countries change
in their absence to some from of dictatorship.
Setting: - unspecified but two locations
Themes: Conflict of emotions and memory. Political
conflict. Identity and isolation
Language features
Pathetic fallacy: sunlight clear
Aside: ‘I am told’
Personification: ‘sick with tyrants’ ‘I comb its hair
and love its shining eyes’
Metaphors: ‘I have every coloured molecule’ ‘It lies
down in front of me’
Language of war: ‘ time rolls it tanks’
Alliterations: ‘time rolls its tanks’
Contrast; ‘my shadow falls as evidence of sunlight’
Other Key Quotations:
‘I am branded by the impression of sunlight’
‘There once was a country’
‘The white streets of that city, the graceful slopes’
‘Frontiers rise between us’
‘Being dark in their free city’
War Photographer
Poet: Carol Ann Duffy
Form: Written as a third person narrative. 4
stanzas featuring rhyming couplets and non
rhyming lines
Structure: Regular structure representing the
process of developing the photos and how they
are seen by others. Use of enjambment and
caesura.
Context: The development of films is an old
fashioned process – now digital. The red light
and chemical processes create a sinister feel.
The poem shows the contrast between the war
zone and home. A war photographer’s job is a
dangerous one.
Themes: conflict of war but also the conflict
between home and war. It also deals with his
emotional conflict and need for detachment.
Memory.
Language features
Sibilance: spools of suffering
Juxtaposition: war images and ‘a Mass’
Metaphor: ‘All flesh is grass’
Irony: did not tremble then’
Couplet: ‘beneath the feet / nightmare heat’
Caesura: ‘Belfast. Beirut. Phnom Penh.’
Pun: ‘ a hundred agonies in black and white’
Internal rhyme: ‘prick with tears between the
bath and pre lunch beers’
Collective pronoun: ‘they do not care’
Key Quotations:
‘Rural England’
‘twist before his eyes’
‘blood stained into foreign dust’
‘Spools of suffering set out in ordered rows’
‘fields which don’t explode beneath the feet’
Key vocabulary is
highlighted in yellow
English Literature Knowledge Organiser
Year 9: Power and Conflict Poetry
Poppies
Who is the poem by?
How many stanzas does it have and
how do they vary?.
Where is the poem set and how
does it develop?
What is Armistice Day?
What are the main themes of the
poem?
Write an example of the following:
Metaphor
Repetition
Simile
Senses
Alliteration
Symbolism
Domestic imagery
War imagery
What does ‘intoxicated’ suggest?
What does ‘a single dove’
represent?
What does ‘released a songbird
from its cage’ mean?
Explain what is meant by ‘the
ending of the poem.
How does the poem deal with the
theme of loss and absence?
Kamikaze
Who is the poem by?
How many stanzas does it have?
Where is the poem set?
How are the ideas organised?
What did Garland base the poem on?
What was a Kamikaze pilot?
What are the main themes of the
poem?
Write an example of the following
Simile
Natural imagery
Patriotism
Imagery of war
How the father was treated
Symbolism
Domestic imagery
Sibilance
National Identity
How do you thing the daughter feels
about her father and the way he was
treated now?
How does the poem deal with the
theme of loss?
The Émigrée
Who is the poem by?
What form is used?
What structural devices does the
poet use to show movement from
the past to the present?
What were the poet’s experiences
of conflict?
When is poem set and what is it
about?
What are the main themes of the
poem?
Write an example of the
following:
Alliteration
Personification
Metaphor
Contrast
Why is ‘sunlight’ repeated?
What does ‘I have no passport ’
mean?
Why does the poem start with
‘There was a country’?
What are the poet’s feelings for
her country?
What is the evidence that the
poet feels she doesn’t fit in?
War Photographer
Who is the poem by?
How many stanzas does it
have?
What structural devices are
used?
What is the poem about?
What are the main themes?
Write an example of the
following:
Sibilance
Metaphor
Caesura
Juxtaposition /contrast
What does ‘spools of
suffering’ mean?
How does the poet show their
criticism of people back in
England?
What does ‘fields which don’t
explode beneath the feet’ tell
you about the realism of war?
What is a war photographer?
What are the photographers
most powerful memories?
KEY VOCABULARY/TERMS Electron Microscope Microscopy Adaption Mitosis Eukaryotic Organelle
Prokaryotic Synthesise Permeable Replicate Differentiate Embryonic
Centimetre (cm)
Millimetre (mm)
Micrometre (μm)
Nanometre (nm)
Magnitude
Bacterial Cell
Section 1- Cell Structure
Eukaryotic Cells Prokaryotic Cells
Structure Function Animal Cells
Plant Cells
Bacterial Cells
1. Nucleus Contains the genetic information that controls the functions of the cell. Y Y
2. Cell Membrane Controls what enters & leaves the cell. Y Y Y
3 Cytoplasm Where many cell activities & reactions happen. Y Y Y
4 Mitochondria Provides energy from aerobic respiration. Y Y
5 Ribosomes Make proteins- site of protein synthesis. Y Y Y
6 Chloroplast Where photosynthesis occurs. Y
7 Vacuole Use to store water & other chemicals as cell sap. Y
8 Cell Wall Strengthens & supports the cell (made of cellulose in plants)
Y Y
9 DNA Loop A loop of DNA NOT in a nucleus. Y
10 Plasmid A small circle of DNA, may contain genes associated with antibiotic resistance.
Y
Diffusion No energy required
Movement of particles in a solution or gas from a high to a
low concentration
Osmosis No energy required
Movement of water from a dilute solution to a more
concentrated solution across a partially permeable membrane
Active transport ENERGY required
Movement of particles from a low concentration to a high
concentration
Human Embryonic stem cells
Can be cloned and made to differentiate into most
cell types
Adult bone marrow
stem cells
Can form many types of human cells e.g. blood
cells
Meristems (plants)
Can differentiate into any plant cell type throughout
the life of the plant.
Independent variable – concentration of solution Dependent variable –
change in mass Control variable – volume of solution,
temperature, time, surface area of potato
The potato in the sugar solution will lose water so will have less mass
at the end; the potato in the pure water solution
will gain water.
Osmosis Microbiology Required Practicals
Place paper disks that have been soaked with different antibiotics on an agar plate that has bacteria on it. The antibiotics should diffuse on to the agar. Most effective
antibiotic at killing the bacteria will have the largest
clear zone. Use a control that has sterile water on the disk. Leave in an incubator
for 48 hours at 25°C.
Micrometre (μm) to millimetre (mm): divide by 1000 Standard form: 0.003 = 3x 10-3
Microscopy
Biology Knowledge Organiser Year 9: Cell Biology
Year 9: Cell Biology
KEY VOCABULARY Learn the spelling of key words by using the look, cover, write, check method.
Practise converting between centimetre, millimetre, micrometre and nanometre.
Look each word up in a dictionary. Write the dictionary definition down. Try to reword it in your own words. Use the word in a new sentence of your own.
Write a summary of the story using at least 10 of the key words/phrases.
Challenge – find out the etymology and morphology of some of the key vocabulary for this topic
1. Draw and label an animal cell, describing the function of each structure.
2. Draw and label a plant cell, describing the function of each structure.
3. Draw and label a bacterial cell, describing the function of each structure.
4. What is a specialised cell?
5. Give the function and adaptations of 3 specialised animal cells. CHALLENGE: give additional examples.
6. Give the function and adaptations of 3 specialised plant cells.
7. Required Practical: Describe how you would use a light microscope to draw a cell specimen.
8. How do you calculate the actual size of the cell?
9. Express 0.00005 in Standard form. CHALLENGE: Practise converting different numbers in standard form e.g. 6 x 10-3
10. Describe the process of diffusion.
11. Explain the need for energy in active transport.
12. Required Practical: Write a method for investigating the effect of osmosis on potato.
13. Give the variables for the osmosis practical.
14. Describe three different types of stem cells.
15. Explain the use of stem cells. CHALLENGE: why are some people for and against stem cell use?
16. Describe the structure of an alveoli and how it is adapted for gas exchange.
17. Describe the process of mitosis.
18. Required Practical: Describe how to investigate the effects of different antibiotics on bacteria.
19. How do you calculate the area of the inhibition zone around the antibacterial disc?
20. Why is important to prepare an uncontaminated culture?
What I need to know:
Atomic structure and periodic table part 2
Metals and non metals
Dev
elop
men
t of
the
Perio
dic
tabl
e
The Periodic table
Group 0
Gro
up 1
Gro
up
7
Transition metals
H
Li
Na
K
Rb
Cs
Fr
Be
Sc Ti
Mg
V Cr Mn Fe Co Ni Cu Zn Ga Ge Se Br Ca Kr
Y Zr Nb Mo Tc Ru Pd Ag Cd In Sn Sb Sr Te Rh
Ba Hf Ta W Re Os Ir Au Hg Tl Pb Bi Po La At Pt
Ra Rf Db Sg Bh Hs Mt ? ? Ac ?
Al P
N O
S Cl
F Ne
Ar
Rn
I
Si
Xe
He
B C
As
1 2 3 4 5 6 7 0 Elements arranged in order of atomic number
Elements with similar properties are in
columns called groups
Elements in the same group have the same number of outer shell electrons and elements in the same period (row) have
the same number of electron shells.
Metals to the left of this line, non metals to the right
Noble gases Alkali metals Halogens
Transition metals
Befo
re d
isco
very
of
pro
tons
, ne
utro
ns a
nd
elec
tron
s
Elements arranged in order of atomic weight
Early periodic tables were incomplete, some elements were placed in
inappropriate groups if the strict order atomic weights was followed.
Men
dele
ev
Left gaps for elements that hadn’t been
discovered yet
Elements with properties predicted by Mendeleev were discovered and filled in
the gaps. Knowledge of isotopes explained why order based on atomic weights was
not always correct. Metals To the left of the Periodic
table
Form positive ions. Conductors, high melting and
boiling points, ductile, malleable.
Non metals
To the right of the Periodic
table
Form negative ions. Insulators, low melting and
boiling points.
Nob
le g
ases
Unreactive, do not form
molecules
This is due to having full outer shells of
electrons.
Boiling points
increase down the
group
Increasing atomic
number, down the
group
Alka
li m
etal
s Very reactive with oxygen, water and chlorine
Only have one electron in their outer shell. Form +1 ions.
Reactivity increases down
the group
Negative outer electron is further away from the positive nucleus so is
more easily lost.
With oxygen
Forms a metal oxide
Metal + oxygen metal oxide
e.g. 4Na + O2 2Na2O
With water
Forms a metal hydroxide and
hydrogen
Metal + water metal hydroxide +
hydrogen
e.g. 2Na + 2H2O 2NaOH + H2
With chlorine
Forms a metal chloride
Metal + chlorine metal chloride
e.g. 2Na + Cl2 2NaCl
Halo
gens
Consist of molecules made of a pair of atoms
Have seven electrons in their outer shell. Form -1 ions.
Melting and boiling points increase down the group (gas liquid
solid) Increasing atomic mass number.
Reactivity decreases down the group
Increasing proton number means an electron is more easily gained
With
met
als
Forms a metal halide
Metal + halogen metal halide
e.g. Sodium + chlorine sodium chloride
e.g. NaCl metal atom loses
outer shell electrons and halogen gains
an outer shell electron
With
hy
drog
en
Forms a hydrogen halide
Hydrogen + halogen hydrogen halide
e.g. Hydrogen + bromine hydrogen bromide
e.g. Cl2 + H2 2HCl
With
aqu
eous
so
lutio
n of
a
halid
e sa
lt A more reactive halogen will
displace the less reactive halogen
from the salt
Chlorine + potassium bromide potassium
chloride + bromine
e.g. Cl2 +2KBr 2KCl + Br2
Compared to group 1
• Less reactive • Harder • Denser
• Higher melting points
Typical properties
• Many have different ion possibilities with different charges • Used as catalysts
• Form coloured compounds
Key vocab = Purple
GCSE Chemistry Knowledge Organiser Atomic structure and the periodic table 2
Self Quizzing Questions
1. What order are elements of the modern periodic table arranged in?
2. What does the group number tell us? 3. How are elements in the same group similar? 4. What does the period number (row), tell us? 5. Where are the metal elements found? 6. Describe some properties of metallic elements. 7. EXT: What do malleable & ductile mean? 8. Where are the non-metal elements found? 9. Describe some properties of non-metallic
elements. 10. How were elements arranged in early periodic
tables? EXT: What problems did this cause? 11. What did Mendeleev do differently with his
periodic table? 12. How did Mendeleev’s periodic table solve the
problems caused in earlier periodic tables? 13. What name is given to group 1 metals? 14. What do all group 1 metals have in common? 15. How does the reactivity of group 1 metals
change as you go down the group? EXT: explain why.
16. Describe the reaction between group 1 metals with oxygen, write a word and symbol equation.
17. Describe the reaction between group 1 metals with water, write a word and symbol equation.
18. Describe the reaction between group 1 metals with chlorine, write a word and symbol equation.
19. Where are transition metals found in the periodic table?
20. Compare transition metals with group 1 metals. 21. What are the typical properties of transition metals.
EXT: give a use of them. 22. Give the colours and charges of common transition
metal ions. 23. Which group are the noble gases in? Name 4. 24. What are the properties of the noble gases? EXT:
explain the properties. 25. What do we call the elements in group 7? Name 4 as
you go down the group. 26. Which one will have the highest melting and boiling
point? What state will it be? 27. Which one is the most reactive? Explain why? 28. Describe the molecules of group 7 elements. 29. What do all group 7 elements have in common? 30. Describe the reaction between group 7 element with
group 1 metal, write a word and symbol equation. 31. Describe the reaction between group 7 element with
hydrogen, write a word and symbol equation. 32. Describe the reaction between group 7 element with
a solution of a halide salt, write a word and symbol equation.
BONDING, STRUCTURE AND THE PROPERTIES
OF MATTER 1
The
thre
e st
ates
of
mat
ter
Ioni
c Particles are oppositely charged
ions
Occurs in compounds formed from metal and non metal elements
combined. Co
vale
nt
Particles are atoms that share pairs of
electrons
Occurs in most non metallic elements and in compounds of
non metals.
Met
allic
Particles are atoms which share
delocalised electrons
Occurs in metallic elements and alloys.
Ionic bonding
Ionic compounds
Met
allic
bon
ding
Prop
ertie
s of i
onic
co
mpo
unds
Chemical
bonds
Electrons are transferred so that all atoms have a noble gas configuration (full outer
shells).
Metal atoms lose electrons and
become positively charged ions
Group 1 metals form +1 ions Group 2 metals form +2 ions
Non metals atoms gain electrons to become negatively charged ions
Group 6 non metals form -2 ions Group 7 non metals form -1 ions
Dot and cross
diagram
Giant structure
Na+ Cl-
Structure
• Held together by strong
electrostatic forces of attraction between
oppositely charged ions • Forces act in all directions in
the lattice
High melting and boiling points
Large amounts of energy needed to break the bonds.
Do not conduct electricity when solid
Ions are held in a fixed position in the lattice and cannot move.
Do conduct electricity when molten or
dissolved
Lattice breaks apart and the ions are free to move.
Giant structure of atoms
arranged in a regular pattern
Electrons in the outer shell of metal atoms are
delocalised and free to move through the whole structure. This sharing of electrons leads to strong
metallic bonds.
Prop
ertie
s of
met
als a
nd a
lloys
Metals as conductors
Good conductors of electricity
Delocalised electrons carry electrical charge
through the metal.
Good conductors of thermal energy
Energy is transferred by the delocalised
electrons.
High melting and boiling
points
This is due to the strong metallic
bonds.
Pure metals can be bent and shaped
Atoms are arranged in layers that can slide over each
other.
Alloys
Mixture of two or more
elements at least one of
which is a metal
Harder than pure metals because atoms of different sizes
disrupt the layers so they cannot slide over each other.
s solid
l liquid
g gas
Solid, liquid,
gas
Melting and freezing happen at
melting point, boiling and
condensing happen at boiling point.
The amount of energy needed for a state change depends on the strength of forces between
particles in the substance.
(HT only) Limitations of simple model: • There are no forces in the
model • All particles are shown as
spheres • Spheres are solid
Pure metal Alloy
Na Na Cl Cl x
x x
x x x x
x x
x x
x x x [ [ ] ] - +
(2, 8, 1) (2, 8, 7) (2, 8) (2, 8, 8)
Key vocab = Purple
GCSE Chemistry Knowledge Organiser Structures and bonding 1
Self Quizzing Questions 1. Which elements are held together by ionic
bonds? 2. Which elements are held together by covalent
bonds? 3. Which type of substances are held together by
metallic bonds? 4. Ionic bonds are between which type of particles? 5. What do the particles do with their electrons
when they bond covalently? 6. In metallic bonding: describe a feature of the
electrons in 1 word. 7. Name 2 processes that occur at the melting point. 8. Name 2 processes that occur at the boiling point. 9. The amount of energy needed for a state change
depends on what? 10.Name the three states of matter. 11.Why are metals good conductors of electricity? 12.Why are metals good conductors of heat,
(thermal energy)? 13.What is an alloy? 14.Why are alloys harder that pure metallic
elements? 15.Why can pure metallic elements be bended and
shaped, (malleability)? 16.Why do metals have high melting and boiling
points?
17. In metallic bonding, what is meant by delocalised electrons?
18.How do delocalised electrons make metallic bonds strong?
19. Ionic bonding leads to atoms which all have a what?
20.In ionic bonding, metal atoms lose or gain electrons?
21.In ionic bonding, metal atoms become positive or negative ions?
22.In ionic bonding, non-metal atoms lose or gain electrons?
23.In ionic bonding, non-metal atoms become positive or negative ions?
24.Group 1 metals become what type of ions? 25.Group 2 metals become what type of ions? 26.Group 6 non-metals become what type of ions? 27.Group 7 non-metals become what type of ions? 28.Describe how a bond occurs between sodium
and chlorine to make sodium chloride. {3} 29.Why do ionic compounds have high melting and
boiling points? {2} 30.Why do ionic compounds not conduct electricity
when solids? 31.Why do ionic compounds conduct electricity
when molten or dissolved?
Work done = Force x distance (W = F x s); Kinetic energy = 0.5 x mass x (velocity)2 (EK = 0.5 x m x v2); Efficiency = useful/total; Density = mass / Volume ( = m / V) G
ravi
tati
on
al p
ote
nti
al E
ne
rgy
= m
ass
x gf
s x
he
igh
t (E
P =
m x
g x
h);
Po
we
r =
Wo
rk(E
ne
rgy)
/ t
ime
(P
= W
/t =
E/t
)
Power = Potential difference x Current (P = I x V); Power = Current2 x Resistance (P = I2 x R); Energy transferred = Charge flow x Potential difference (E = Q x V)
Ch
arge = C
urre
nt x tim
e (Q
= I x t); Po
ten
tial diffe
ren
ce = C
urre
nt x R
esistan
ce (V
= I x R)
GCSE Physics
KEYWORDS in RED
wo
rk
po
we
r
force
Useful energy
Wasted energy
dissipate
efficiency
Specific Heat
Capacity
Ene
rgy
Pat
hw
ays
extension
mass
Energy stores
mechanical
electrical
heat
radiation
Kinetic energy
Elastic potential
energy
Gravitational potential
energy
Work done = Force x distance (W = F x s); Kinetic energy = 0.5 x mass x (velocity)2 (EK = 0.5 x m x v2); Efficiency = useful/total; Density = mass / Volume ( = m / V) G
ravi
tati
on
al p
ote
nti
al E
ne
rgy
= m
ass
x gf
s x
he
igh
t (E
P =
m x
g x
h);
Po
we
r =
Wo
rk(E
ne
rgy)
/ t
ime
(P
= W
/t =
E/t
)
Power = Potential difference x Current (P = I x V); Power = Current2 x Resistance (P = I2 x R); Energy transferred = Charge flow x Potential difference (E = Q x V)
Ch
arge = C
urre
nt x tim
e (Q
= I x t); Po
ten
tial diffe
ren
ce = C
urre
nt x R
esistan
ce (V
= I x R)
Self Quizzing Questions
1. State the 4 Energy pathways.
2. What is meant by ‘radiation’ [as an Energy
pathway]?
3. Define Kinetic energy.
4. Give 2 examples of systems storing or transferring
elastic energy.
5. State the equation for finding gravitational potential
energy.
6. List the 8 Energy stores.
7. What is meant by ‘work done’? Give the unit.
8. What is Power? State the equation and give the
unit.
9. What is specific heat capacity?
10. State 3 factors affecting shc.
11. How can you reduce the amount of energy
wasted?
12.What is efficiency? State the equation to
calculate it.
13. State the principle of conservation of energy.
14. What happens to energy which is wasted?
(where does it go?)
15. Give the unit for the spring constant.
16. State 2 ways of reducing friction.
17. What is meant by an open [Energy]system?
18. Give the unit of Temperature.
19.Name the 4 ways to transfer Energy.
20. What is the unit for Energy?
21. Why is this the same as the unit for Work
done?
Physics Knowledge Organiser - Paper 1 Energy 1
Work done = Force x distance (W = F x s); Kinetic energy = 0.5 x mass x (velocity)2 (EK = 0.5 x m x v2); Efficiency = useful/total; Density = mass / Volume ( = m / V) G
ravi
tati
on
al p
ote
nti
al E
ne
rgy
= m
ass
x gf
s x
he
igh
t (E
P =
m x
g x
h);
Po
we
r =
Wo
rk(E
ne
rgy)
/ t
ime
(P
= W
/t =
E/t
)
Power = Potential difference x Current (P = I x V); Power = Current2 x Resistance (P = I2 x R); Energy transferred = Charge flow x Potential difference (E = Q x V)
Ch
arge = C
urre
nt x tim
e (Q
= I x t); Po
ten
tial diffe
ren
ce = C
urre
nt x R
esistan
ce (V
= I x R)
GCSE Physics
KEYWORDS in RED
National Grid
Global Energy
Resources Renewable Resources
Non-enewable Resources
Nuclear
Biofuel
Fossil Fuel (Coal, Oil and Gas)
Tidal
Wave
Hydroelectric
Wind
Solar
Geothermal
ADVANTAGES DISADVANTAGES
CABLES Step-down
transformer
Step-up transformer
National Grid
Work done = Force x distance (W = F x s); Kinetic energy = 0.5 x mass x (velocity)2 (EK = 0.5 x m x v2); Efficiency = useful/total; Density = mass / Volume ( = m / V) G
ravi
tati
on
al p
ote
nti
al E
ne
rgy
= m
ass
x gf
s x
he
igh
t (E
P =
m x
g x
h);
Po
we
r =
Wo
rk(E
ne
rgy)
/ t
ime
(P
= W
/t =
E/t
)
Power = Potential difference x Current (P = I x V); Power = Current2 x Resistance (P = I2 x R); Energy transferred = Charge flow x Potential difference (E = Q x V)
Ch
arge = C
urre
nt x tim
e (Q
= I x t); Po
ten
tial diffe
ren
ce = C
urre
nt x R
esistan
ce (V
= I x R)
Self Quizzing Questions
1. How is energy used for transport?
2. State the 2 ways energy is used for heating.
3. Where does most of our energy used for electricity
come from?
4. Give 2 examples of non-renewable energy
resources.
5. What is meant by a renewable energy source?
6. What is the role of a power station?
7. What is the role of the National Grid?
8. Give 2 uses of fossil fuels.
9. State how fossil fuels are used to generate
electricity.
10. List 2 positives and 3 negatives with fossil fuel
energy.
11. How does a nuclear power station work and
what process does it use?
12. Give 2 positives and 2 negatives of nuclear
power.
13. What is Biofuel? Give one positive and
negative with Biofuel.
14. Sate 3 ways water can be used to generate
electricity.
15.Give an advantage and disadvantage of each.
16. How is wind used to generate electricity?
17. State 2 Advantages and 2 disadvantages of
wind power.
18.Where does the energy for Geothermal power
come from?
19.What do all sources other than solar have in
common?
20.State 2 ways solar energy is used.
Physics Knowledge Organiser - Paper 1 Energy 2
Mathematics Knowledge Organiser
Year 9 : Autumn 2nd Half Term
KEY VOCABULARY/TERMS
Ratio, proportion, multiplication, multiply, division, divide, currency, conversion, graph Integer, number, digit, decimal, decimal place, significant figure, check, rounding, inequality, error interval Decimal place, significant figure, rounding, estimation
Exchange Rates
To convert from British pounds to a foreign currency, you
multiply by the exchange rate.
To convert from a foreign currency to British pounds, you
divide by the exchange rate.
Estimation
Sometimes it is a good idea to estimate a calculation
rather than work it out exactly, if you don’t need to know
the exact value. In this situation, round the numbers in
the question before performing the calculation. Usually,
numbers are rounded to one significant figure. The
'approximately equal to' sign, ≈, is used to show that
values have been rounded.
Rounding and Error Intervals
The basics:
Upper bound – the largest value that a number can be
(to a specified degree of accuracy)
Lower bound – the smallest value that a number can
be (to a specified degree of accuracy)
Error interval – the range of values (between the
upper and lower bounds) in which the precise value
could be.
Mathematics Knowledge Organiser
Year 9 : Autumn 2nd Half Term
KEY VOCABULARY/TERMS
Ratio, proportion, multiplication, multiply, division, divide, currency, conversion, graph Integer, number, digit, decimal, decimal place, significant figure, check, rounding, inequality, error interval Decimal place, significant figure, rounding, estimation
Exchange Rates
Estimation Rounding and Error Intervals
Mathematics Knowledge Organiser
Year 9 : Autumn 2nd Half Term
KEY VOCABULARY/TERMS
Decimal, percentage, inverse, multiplication, increase, decrease, multiplier, profit, loss
Compound interest, growth, decay, depreciation, multiplier
Powers, roots, brackets, squares, cubes, order of operations
Percentage of an Amount
Percentages of amounts can be calculated by writing the
percentage as a fraction or decimal and then multiplying it by
the amount in question
This example could also be worked out by converting the
percentage to a decimal. However, this method may be easier
to do if a calculator is available.
Use of a Calculator
Interest, Growth and Decay
Interest is money that is paid regularly at a particular percentage, usually when money has been lent or borrowed. For example, a bank will give its customers interest to reward them for saving money with them, but it will also charge interest to anyone who has borrowed money from them. As the name suggests, simple interest is a quick
way of calculating interest. Simple interest is
worked out by calculating the percentage
amount and multiplying it by the number of
periods that the money will be invested for.
Compound interest means that each time
interest is paid onto an amount saved or owed,
the added interest also receives interest from
then on.
Put simply, compound interest changes the
amount of money in the bank each time and a
new calculation has to be worked out.
Mathematics Knowledge Organiser
Year 9 : Autumn 2nd Half Term
KEY VOCABULARY/TERMS
Decimal, percentage, inverse, multiplication, increase, decrease, multiplier, profit, loss
Compound interest, growth, decay, depreciation, multiplier
Powers, roots, brackets, squares, cubes, order of operations
Percentage of an Amount
Use of a Calculator
Interest, Growth and Decay
Mathematics Knowledge Organiser
Year 9:Working towards - Types of number
KEY VOCABULARY/TERMS
sum units hundreds tens thousands million place value add
subtract difference total calculate round significant figures
decimal place approximate ascending descending positive negative
FACTORS
"Factors" are numbers we can multiply
together to get another number.
When we find the factors of two or more
numbers, and then find some factors are
the same ("common"), then they are the
"common factors".
Example: 12 and 16
• The factors of 12 are:
1, 2, 3, 4, 6 and 12
• The factors of 16 are:
1, 2, 4, 8 and 16
So the common factors of 12 and 16 are:
1, 2 and 4
SQUARES & ROOTS
When a number has been multiplied
by itself, we say that it is a square
number. Square numbers are linked
to area.
The square root of a number n is a
number that, when multiplied by itself,
equals n.
MULTIPLES AND PRIMES
Multiples are……………………….
CUBES AND ROOTS
Mathematics Knowledge Organiser
Year 9:Working towards - Types of number
KEY VOCABULARY
Learn the spelling of key words
by using the look, cover, write,
check method.
types of number
SUPER STRETCH!!!!
A square plate has an area of 81cm2. What is its
side length?
A cube has a volume of 64 cm3, what is the length
of it’s side?
Ebacc
GCSE Computer Science Topic 1.2 Memory
Computer memory is a physical device capable of storing information temporarily or permanently.
RAM stands for Random Access Memory. RAM is volatile, this means that without power, data is lost. RAM is editable, this means that what is stored in RAM read from and written to. e.g. data moved in and out.
ROM stands for Read Only Memory. ROM is non-volatile. This means that without power, data is retained (safe/stored). ROM is read-only. This means that the data inside ROM is fixed. It can only be read, not written to.
ROM stores the instructions required to boot up the computer. These instructions are called the BIOS (Basic Input Output System). The BIOS checks the hardware is functioning and loads the operating system into RAM.
RAM stores the Operating System once the computer has booted up. RAM also stores any program instructions and data that are open / running or in use. *any program/app that is open on your computer system is moved into RAM.
Virtual memory is an area of the hard-drive used as temporary RAM, when RAM is full.
If there are too many programs open at once or a particularly memory intensive program is open, there may not be enough space in RAM to hold all of the program data. The OS swaps out some of the data from RAM to secondary storage (hard drive) to make room for the new data. If there was no virtual memory the OS would have to say: "Sorry, you can not load any more applications. Please close another application to load a new one." Usually the LEAST recently used data is swapped out to virtual memory. When the data is needed again it is transferred back to RAM to be accessed by the CPU. The more RAM a computer system has, the less virtual memory will be needed. Adding more RAM can significantly improve the performance of a computer.
The read-write speeds of a hard drive is much slower than RAM. Therefore it takes longer to fetch data to the CPU to be processed. There will be a significant drop in system performance if the system has to rely heavily on virtual memory. If the OS is constantly swapping data between RAM and the hard drive, programs will run more SLOWLY. This is called disc thrashing.
What I need to know:
GCSE Computer Science - Topic 1.2 Memory
Define memory.
State what RAM stands for.
State what ROM stands for.
Describe the main differences between ROM and RAM.
Explain RAM’s purpose in a computer system.
Explain ROM’s purpose in a computer system.
Define virtual memory.
Explain why virtual memory is needed.
Describe the main disadvantage of using virtual memory.
Explain why adding more RAM could improve the performance of a computer system.
French Knowledge Organiser GCSE core information
Year 9/Theme 1 IDENTITY AND CULTURE
Friendships Family Going out
Prior Knowledge
French Knowledge Organiser GCSE core information
Year 9/Theme 1 IDENTITY AND CULTURE
Qu’est-ce qu’il y a dans la photo? Écris quatre phrases.
Want more practice? CGP French workbook. Page 28 & 29.
Want more practice? CGP French workbook. Page 30.
Want more practice? CGP French workbook. Page 45.
Unit 1c AQA GCSE Geography Physical landscapes of the UK
(Part 1 - Processes)
Relief of the UK
Relief of the UK can be divided into uplands and lowlands. Each have their own characteristics.
Key
Lowlands
Uplands
Areas +600m: Peaks and ridges cold, misty and snow common. i.e. Scotland
Areas -200m: Flat or rolling hills. Warmer weather. i.e. Fens
Types of Erosion
The break down and transport of rocks – smooth, round and sorted.
Attrition Rocks that bash together to become smooth/smaller.
Solution A chemical reaction that dissolves rocks.
Abrasion Rocks hurled at the base of a cliff to break pieces apart or scraped against the banks and bed of a river.
Hydraulic Action
Water enters cracks in the cliff, or river bank, air compresses, causing the crack to expand.
Types of Transportation
A natural process by which eroded material is carried/transported.
Solution Minerals dissolve in water and are carried along.
Suspension Sediment is carried along in the flow of the water.
Saltation Pebbles that bounce along the sea/river bed.
Traction Boulders that roll along a river/sea bed by the force of the flowing water.
What is Deposition?
When the sea or river loses energy, it drops the sand, rock particles and pebbles it has been carrying. This is called deposition. Heaviest
material is deposited first.
Mass Movement
A large movement of soil and rock debris that moves down slopes in response to the pull of gravity in a vertical direction.
Rock slides occur when there is a failure along the bedding plane.
Slumping occurs when there is a downward rotation of sections of cliff. Often occur after heavy rain.
Rockfall is the rapid free fall of rock from a steep cliff face because of gravity.
How do waves form?
Waves are created by wind blowing over the surface of the sea. As the wind blows over the sea, friction is created - producing a
swell in the water.
Why do waves break?
1 Waves start out at sea.
2 As waves approaches the shore, friction slows the base.
3 This causes the orbit to become elliptical.
4 Until the top of the wave topples over (breaks).
Mechanical Weathering Example: Freeze-thaw weathering
Stage One Water seeps into cracks and fractures in the rock.
Stage Two When the water freezes, it expands about 9%. This wedges
apart the rock.
Stage Three With repeated freeze-thaw cycles, the rock breaks off.
Types of Waves
Constructive Waves
This wave has a swash that is stronger than the backwash. This therefore builds
up the coast.
Destructive Waves
This wave has a backwash that is stronger than the swash. This therefore erodes the
coast.
Size of waves
Affected by: • Fetch how far the wave has travelled • Strength of the wind. • How long the wind has been blowing
for.
Types of Weathering
Weathering is the breakdown of rocks where they are.
Biological
Breakdown of rock by plants and
animals e.g. roots pushing rocks apart.
Mechanical
Breakdown of rock without changing its
chemical composition e.g.
freeze thaw
Name four types of erosion
Name four types of transport
Name three types of mass movement
Name two types of weathering
Define erosion
Define deposition
Define mass movement
Define weathering
Define the terms ‘lowland’ and ‘highland’
Describe two types of erosion
Describe two types of transport
Explain why waves can have different sizes
Describe the difference between constructive and destructive waves
Describe the process of freeze-thaw weathering
Explain how a rockfall occurs
Explain why waves break at the coast
Explain why material is deposited
With the help of diagrams explain how a slump and a rock slide are different.
Research the names of some lowland and highland areas o f the UK
Un
it 1
c A
QA
GC
SE G
eo
grap
hy
Ph
ysic
al la
nd
scap
es o
f th
e U
K
(Par
t 1
– P
roce
sse
s)
Unit 1c AQA GCSE Geography Physical landscapes of the UK (Part 2 – Coastal landscapes)
Formation of Coastal Spits - deposition
1) Formed where waves approach the coast at an angle.
2) Swash moves up the beach at the angle of the prevailing wind.
3) Backwash moves down the slope of the beach at 90° to coastline, due to gravity.
4) This zigzag / saw-tooth movement (Longshore Drift) transports material along the beach.
5) When there is a sudden change in direction of the coastline deposition occurs due to a loss of energy when hitting ‘slack’ (slow moving ) water
6) Over time the deposited material will extend out from the coastline . This is called a spit.
7) Sand blown from the spit is deposited in the sheltered area behind the spit. This is called a salt marsh.
8) A change in prevailing wind direction forms a hook.
Example: Spurn Head, Holderness Coast.
Formation of Bays and Headlands - erosion
1) Formed where there are alternating bands of harder and sorter rock along the coast.
2) Waves attack the coastline. 3) The softer rock is eroded more quickly than the
harder rock forming a bay. 4) The harder (more resistant) rock is eroded more
slowly. It is left jutting out into the sea and is called a headland.
5) The water in the bay is calm and this causes deposition. As a result a beach s created.
Formation of Coastal Stack - erosion
1) Formed where a headland juts out from the coast
2) Erosion (hydraulic action and abrasion) widens cracks in the cliff face over time.
3) Eventually the crack develops into a cave
4) Caves from both sides of the headland break through to form an arch.
5) The top of the arch is weakened by weathering and the base is widened by erosion until the arch collapses to form a stack
6) Further weathering and erosion turns the stack into a stump.
Example: Old Harry Rocks, Dorset
Bay
Formation of a cliff and wave-cut platform -
erosion
1) Formed where the coast rises from the sea 2) Erosion (hydraulic action and abrasion) attack the base of the cliff at high tide. 3) Eventually a wave-cut notch develops at the base of the cliff 4) As the notch gets bigger the cliff is undercut 5) When the weight of the cliff can no longer be supported the cliff collapses – it retreats
inland leaving a platform of rock called a wave-cut platform which is exposed at low tide 6) For a while the fallen rock prevents erosion of the cliff. It is eroded by attrition and will
eventually be removed. It also erodes the wave-cut platform by abrasion. 7) The process repeats as another notch begins to form
Name three landforms created by erosion.
Name a landform created by deposition
Put these landforms in the right sequence to show how a stack is formed: arch, stack, crack, stump, cave.
Name the feature of the coastline which is needed for a Headland to form
Name the feature of the coastline which is needed for a spit to form
Name the feature of the coastline which is needed for a cliff to form
Describe how a spit is formed
Describe how a stack is formed
Describe how a wave-cut platform is formed
Describe the process of longshore drift
With the help of a diagram identify the features of a coastline with headlands and bays
With the help of a diagram identify the features of a spit
With the help of a diagram identify the features of a cliff and wave -cut platform
Define the term ‘headland’
Define the term ‘bay’
Define the term ‘stack’
Define the term ‘spit’
Describe how a wave-cut platform will change over time
Define the term ‘wave-cut notch’
Explain why a saltmarsh forms behind a spit
Explain why bay s often have beaches
With the help of a diagram describe the features of a coastline with caves, arches and stacks.
Un
it 1
c A
QA
GC
SE G
eo
grap
hy
Ph
ysic
al la
nd
scap
es o
f th
e U
K
(Par
t 2
– c
oas
tal l
and
scap
es)
History Knowledge OrganiserKey people Britain: Health and the people
Other key peopleGilbert Eagles, Ibn-al-Nafis, Albucasis, Frugardi, Hugh and Theodoric of Lucca, John of Arderne, Leonardo da Vinci, King Charles II, Thomas Sydenham, Lady Mary Wortley Montague, Humphry Davy, Horace Wells, Queen Victoria, Florence Nightingale, Paul Ehrlich, Aneurin Bevan, Wilhelm Rontgen William Beveridge.
Harvey Louis Pasteur
Dr John Snow
James Simpson
Edward Jenner
John Hunter
Hippocrates ParéVesaliusIbn-SinaAl-RaziGalen
Joseph Lister Florey & Chain
Alexander Fleming
Joseph Bazalgette
Edwin Chadwick
Robert Koch
History Knowledge OrganiserKey people Britain: Health and the people
Key person Role in the development of medicine 😁 😐 ☹
History Knowledge OrganiserBritain: Health and the People 1. Medicine Stand Still
KEY VOCABULARY/ TERMSBad air, gong farmer, pilgrimage, trepanning, sanitation, monk, cesspit, Theory of the Four Humours, Theory of Opposites, Church, Islam, Christianity, dissection, purging, vomiting, bloodletting, apothecary, urine chart, planets, Black Death, superstition, cauterisation, flagellation, privies, buboes,infirmary, monastery, barber surgeon, prayer.
Key datesc1230 Compendium Medicine written by
Gilbert Eagle. A medical book of European and Arab knowledge.
1348 The Black Death arrives in England. Bubonic and Pneumonic. No understanding of cause or known cure.
Islam Both ChristianityDoctors in hospitals‘For every disease Allah has given a
cure’Mental illness treated
with compassionSettled empireIbn-Sina’s book
documented 760 drugs
Medical books
No human dissection
Universities at Padua
and BolognaObservation
Care not cureIllness comes from sinning.
Use Galen and Hippocrates’
ideas700 hospitals - mostly small
and centres of rest
Key individuals
Hippocrates Claudius Galen
Al-Razi Ibn-Sina (Rhazes) (Avicenna)
Surgery● Albucasis● Frugardi● Hugh and Theodoric of
Lucca● Mondino● Guy de Chauliac● John of Arderne
Public health TownsBuilt near rivers for both drinking water and waste disposal.Rubbish thrown onto the street.Privies were usually over cesspits that were emptied by gong farmers.No knowledge of germs and infection believed in bad air.
MonasteriesBuilt near rivers in isolated areas.They had systems of pipes for water, a lavatorium to wash and an infirmary to care for the sick. Keeping clean was part of the daily routine of monks. Monks copied books including medical books. Care not cure.
Key beliefsThe Theory of the Four Humours and use of opposites.
Diagnosis included checking urine using taste and urine charts. Treatments included purging by vomiting and bloodletting. People used wise women, doctors, monasteries, prayer, the apothecary and barber surgeons.
History Knowledge OrganiserBritain: Health and the people 1. Medicine stands still
KEY VOCABULARY/ TERMS - use these in your answers to the above questions
Bad air, gong farmer, pilgrimage, trepanning, sanitation, monk, cesspit, Theory of the Four Humours, Theory of Opposites, Church, Islam, Christianity, dissection, purging, vomiting, blood letting, apothecary, urine chart, planets, Black Death, superstition, cauterisation, flagellation, privies, buboes,infirmary, monastery, barber surgeon, prayer.
Explain the significance of… 8 marks
Explain the significance of the Four Humours on Medieval medical knowledge.Explain the significance of Christianity on the development of public health in Medieval England.Explain the significance of Islam on Medieval medicine.
How useful is Source… to a historian studying… 8 marks
How useful is this source to a historian studying the impact of the Black Death in England?
Miniature of the Three Living and the Three Dead, with the Anglo-Norman poem 'Le dit des trios morts et trios vifs' below, from the De Lisle Psalter, England (East Anglia), c. 1308 – c. 1340,
Factor question 16 marks 4 SPaG
Was religion the main factor in the development of public health in the Middle ages? Explain your answer with reference to religion and other factors.
Compare… In what ways were they similar/different? 8 marks
Compare public health in a Medieval town with public health in a Medieval monastery. In what ways were they different?Compare the beliefs of Hippocrates and Galen. In what ways are they similar?
innovation
ARTIST INFORMATION
ART Knowledge Organiser Year 9 : Term 1:2
ARTIST – MICHAEL ENGLISH
Relevant dates 1941 - 2009
Artist information British illustrator who devoted his time to making people look again at objects that they usually took for granted. He enjoyed the use of colour, the intricacies of folds and facets and the play of light on surfaces, all of which combine to make his images look so realistic.
Description of work In the 1970s he started to develop Hyper Realist work, using an airbrush to produce enlarged, highly detailed versions of everyday objects. To produce his work he copied from photographs as well as real life, often producing pencil drawings before starting the final airbrushed picture.
KEY VOCABULARY Illustration– A visual image based upon text, an object or theme, designed for use in published media such as books and magazines. Intricate – Something that is very complicated or detailed. Hyper realism – A style of painting that represents a high quality photograph
WORK EXAMPLE
ASSESSMENT CRITERIA ASSESSMENT OBJECTIVE 1 - Develop ideas through investigations, demonstrating critical understanding of sources.
ASSESSMENT OBJECTIVE 2 - Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
ASSESSMENT OBJECTIVE 3 - Record ideas, observations and insights relevant to intentions as work progresses.
ASSESSMENT OBJECTIVE 4 - Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
ARTIST INFORMATION
ART Knowledge Organiser Year 9 : Term 1:2
Write 3 relevant facts about the artist
1.
2.
3.
Write the definitions for these words
Illustration – Intricate – Hyper realism -
Write about your likes/dislikes of the artist’s
work
Likes: Dislikes:
Copy the picture in your book
ARTIST INFORMATION
ART TEXTILES Knowledge Organiser Year 9 : Term 1:2 Free machine embroidery
Key Vocabulary Embroidery foot- this allows the fabric to be moved around the sewing machine easily. Reinforced/stabilised – the fabric is strengthened using bondaweb or interfacing so that it doesn’t crease when being sewn. Bobbin – the piece of equipment that holds the lower thread Feed dog – the part of the sewing machine that moves up and down under the fabric and moves the fabric along and through the machine.
ARTIST INFORMATION
ART Knowledge Organiser Year 9 : Term 1:2
Answer the following questions in your reflection log.
Explain what an embroidery foot is used for.
Why is it important that the feed dogs are down when doing free motion embroidery?
Why does the fabric need to be stabilised when working on free motion embroidery?
Identify two other methods of stabilising fabric for free motion embroidery.
What is a bobbin?
Free machine embroidery challenge
Use free motion embroidery to recreate one of the sketches in your sketchbook, or use a biro to shade the image.
Extension task
Draw and label the parts of a sewing machine.
NCFE V-Cert - Health and Fitness Level 1/2 Combined. Health and Skill related components of fitness
3.2.1 Health related components of fitness
Component Definition Athlete who won benefit
Cardiovascular Endurance The ability of the heart, lungs and blood to transport oxygen. Marathon Runners
Muscular Endurance The ability of a muscle or muscle group to undergo repeated contractions avoiding fatigue.
Rower
Muscular Strength The ability to overcome a resistance. Types of strength; static - maximal strength that can be applied to an immovable, dynamic - repeated contractions applied to a moving object, explosive - sometimes called power. A combination of speed x strength.
Weightlifter
Body Composition The percentage of body weight which is fat, muscle and bone. Low BMI = GYMNAST
Flexibility The range of movement possible at a joint. Gymnast
3.2.1 Skill related components of fitness
t
Agility The ability to move and change direction quickly (at speed) while maintaining control. Badminton Player
Speed The maximum rate at which an individual is able to perform a movement or cover a distance in a period of time. It also defined as putting the body parts into action as quickly as possible. Marathon Runners
Coordination The ability to use different (two or more) parts of the body together smoothly and efficiently. Trampolinist
Power Explosive strength or anaerobic power is th product of strength and speed (strength x speed) Javelin
Balance The ability to maintain the body’s centre of mass above the base of support. Footballer
Reaction Time The time taken to respond to a stimulus. Boxer
Coordination - A trampolinist timing their arm and leg movements to perform the perfect tuck somersault Body Composition- The gymnast has a lean body composition to allow them to propel themselves through the air
Reaction Time - A boxer perceives a punch from their left and rapidly moves their head to avoid being struck Muscular Endurance - A rower repeatedly pulling their oar against the water to propel the boat towards the line
NCFE V-Cert - Health and Fitness Level 1/2 Combined. Health and Skill related components of fitness
Questions 1. State the 6 skill related components of fitness.
2. State the 5 health related components of fitness.
3. Write any 3 definitions of skill related components of fitness.
4. Write any 3 definitions of health related components of fitness.
5. Describe why a rugby player would need to use speed in their sport.
6. Suggest a health and fitness activity that would need good reaction time.
7. Explain why a badminton player would need good coordination.
8. Explain why a football player would need a mixture of fitness components.
9. Describe why BMI is a factor during health and fitness activities.
10. Compare
11. Name two sports where agility is needed? And justify your reasons why?
12. Explain the importance of muscular endurance and flexibility in gymnastics.
Key terms
CARDIOVASCULAR ENDURANCE FLEXIBILITY MUSCULAR
ENDURANCE MUSCULAR STRENGTH
BODY COMPOSITION
POWER COORDINATION REACTION TIME
AGILITY BALANCE
SPEED
ARTIST INFORMATION
Graphic Design Knowledge Organiser Year 9 (Illustration) : Term 1:2
Inspiration – Illustration
KEY VOCABULARY
Composition, Imagery, Alignment, Colour
Graphic Design components
Composition - is the area of graphic design where all the separate elements come together to form a whole. When all of your type, your images, your graphics and colours, come together to form one cohesive design. A successful composition means that you have arranged, distributed, aligned and compiled your design in a way that not only looks good but is also highly functional and effective.
Imagery - Using images to communicate ideas is essential to achieve successful graphic designs. Imagery is very common throughout the majority of graphic design areas:- • Logos and branding • Packaging • Advertising • Web and app design • Publication graphic design (books, newspapers, magazines) • Motion graphics • Environmental graphic design (signage, wall murals, window
graphics) • Art and illustration graphics (t-shirt design, book illustration and covers, video games, album art etc.) Imagery is a great tool in communication world wide as it can express feeling in information without using a language.
Saul Bass – 1920-1996 Saul Bass was most famous for creating simplistic but effective movie posters for directors like Alfred Hitchcock, Stanley Kubrick and Martin Scorsese.
Hattie Stewart Hattie Stewart is an artist and illustrator who is famous for her ‘doodle bombing” magazine covers her work has now become so successful she provides illustrations to help advertise Adidas and the iTunes festival.
Shepard Fairey – 1970 Street artist, graphic designer, illustrator and founder of Obey clothing. One of his most famous pieces of graphic design is his advertisement supporting Barak Obama’s presidential electoral push.
ASSESSMENT CRITERIA
Competence - How you complete and improve your work using the project activities.
Technical ability – How yow have used the Graphic design components to creatively produce a successful outcome.
ARTIST INFORMATION
Graphic Design Knowledge Organiser Year 9 : Term 1:2
Illustrators How do you think Saul Bass created his posters? ............................................................................................................................................................................................................................................ ……………………………………………………………………………………………………………….. What stands out about the work Hattie Stewart? ………………………………………………………………………………………………………………..……………………………………………………………………………………………………………….. ……………………………………………………………………………………………………………….. How does Shepard Fairey use tone in his work? ……………………………………………………………………………………………………………….………………………………………………………………………………………………………………..……………………………………………………………………………………………………………….
What must you consider when creating a graphic design with successful composition? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Name five areas of graphic design where imagery is essential. • • • •
Add an arrow to the composition mistakes in the poster below. There are seven mistakes. The first is done for you.
No space between the words.
What is meant by alignment in Graphic design? ………………………………………………………………………………………………………………………………………………………………………………………………………………..
A balanced diet consists of a variety of different types of food, providing adequate amounts of the nutrients necessary for good health – carbohydrates, fats, proteins, vitamins, minerals, fibre and water
CARBOHYDRATES Types of food: Bread, Rice, Pasta,
Potato Benefits: Main source of energy, stored and quick release. Good for endurance performers.
PROTEIN Types food: Eggs, fish, meat, cheese, nuts Benefits: energy source, growing new body tissue, body tissue repair
TYPE OF MACRONUTRIENT TYPE OF MACRONUTRIENT
GOOD FATS: Fish, nuts, olive oil, avocado BAD FATS: Fried food, chips, chocolate, butter, cheese Benefits: source of energy, all fats need to be eaten in moderation. TYPE OF MACRONUTRIENT
FATS
VITAMINS Types:
MINERALS WATER / FIBRE
Calcium – milk, cheese, broccoli Sodium – salt, bacon, fruit, vegetables Iron – red meat, chicken, broccoli, spinach, fish Benefits: Calcium – forms bones and teeth Sodium – regulates body fluid Iron – helps oxygen transportation
TYPE OF MACRONUTRIENT TYPE OF MACRONUTRIENT TYPE OF MACRONUTRIENT
Benefits: A – treats eye disorders and skin infections B – relief from Kidney and Liver disorders plus anaemia C – helps treat scurvy, common colds and cancer D – helps relieve arthritis and diabetes E – helps blood circulation and ageing process
A – Fruit and Vegetables B – Dairy, eggs, fish C – Fruit D – Dairy, fish E – Fruit, Vegetables, cheese, oil, dairy K – Fruit, vegetables, cheese, chicken
Types of food – cereals, bread, fruit and vegetables
Benefits: Water - hydrates the body, 70% of our body weight is water. Stops overheating, helps waste disposal. Fibre - regulates the digestive system and intestines helping with the removal of waste products
Too much salt High blood pressure (hypertension) Having high blood pressure puts strain on your heart that can lead to your blood vessels becoming damaged, making them more at risk of heart disease.
Too much saturated fat
High cholesterol High levels of cholesterol (a type of fatty substance) in the blood can build up in the walls of the coronary arteries, restricting blood flow to the heart and rest of the body.
Too much sugar
Diabetes The increased levels of blood glucose that can occur in type 1 and type 2 diabetes can damage the coronary arteries, increasing the chances of heart disease developing.
Too much fat Being overweight or obese Research shows that being overweight or obese can raise your blood cholesterol levels, increase your blood pressure and increase your risk of developing type 2 diabetes.
Macronutrientsare those nutrients required in large amounts that provide the energy needed to maintain body functions and carry out the activities of daily life. There are 3 macronutrients – carbohydrates, proteins and fats.
Year 9 KO 1:2 HOSPITALITY
Questions
1.What are the 7 nutrients that our bodies need to survive? 2. What is meant by Macronutrients ?
3. List all the vitamins our bodies need and explain how each one helps the body?
4. Explain which mineral our bones need and why?
5.What causes high blood pressure? 6. A diet which is high in fat causes what sort of health risks?
Year 9 KO 1:2 HOSPITALITY
KEY VOCABULARY
Consists - Be made up of or to compose. Strain - Putting pressure on something. Sources - where you get something from.
Faulty electrical systems
Heat generated from poor connections
Overloaded electrical sockets
Multiple appliances on the same socket
Smoking materials Discarded onto fuel source
Arson Deliberate fires
Poor storage and control of combustible materials
KO 1:2 – Year 9 CONSTRUCTION SOME CAUSES OF FIRE
KEY VOCABULARY/TERMS
Deliberate - Doing something intentionally. Extinguisher- a device containing water or a special gas, powder, or foam that is put onto a fire to stop it from burning Vapourised - When flames are smothered with liquid gas.
Use the following questions to check your knowledge.
What law states employees, public and employers must remain safe?
What signs should a new building have put inside and why?
What would happen if you put water on an electric fire?
What law states that chemicals should be locked away and why?
What should equipment and machines be fixed and what law covers this ?
What would the impact be if someone was seriously injured ?
List some causes of fire
What fire extinguisher would you use for putting out a paper fire?
What type of fire extinguisher has a blue band?
What fire extinguisher should you never use on an electric fire ?
g Organiser Year 9 1:2 1970s, 1980s and 1990s
KEY VOCABULARY - INSTRUMENTATION
Learn the spelling of key words by using the look, cover, write, check method.
BALLAD RIFFING VIBRATO FALSETTO RITARDANDO RUBATO VOCAL RANGE SYNCOPATION STROPHIC FORM MODULATION REVERB
KEYFACTS
Copy the following into your book - What rhythmic device was commonly used in the drum kit? What were the common types of texture used? Can you find a song as an example? What was the main type of technology used at this time? Research and explain what is meant by a ballad.
STRUCTURE
What is the typical structure of a verse/chorus song? What is the typical structure of a ballad? Where would a modulation occur?
FIND YOUR OWN
Give three of your own examples of songs from the
1970s/198/1990s
LISTENING TASKS
Write a short appraisal (description) for three artists/bands suggested on your K.O.
NOTATION
Pick a song that you are currently learning and notate the melody or accompaniment pitch
and/or rhythm. E.G Oasis Wonderwall