DOCSLIB.ORG

Year 9 Information Presentation Year 9 Families Welcome to Cambridge Academy for Science and Technology Key Senior Staff

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Year 9 Information Presentation Year 9 Families Welcome to Cambridge Academy for Science and Technology Key Senior Staff Year 9 Information Presentation Year 9 Families Welcome to Cambridge Academy for Science and Technology Key Senior Staff Danielle Pacey Principal Key Senior Staff Colin Bashford Assistant Principal - STEM Key Senior Staff Alex Caley Assistant Principal – Life Sciences Key Senior Staff Alistair Easterfield Assistant Principal – Wider curriculum Key Senior Staff Tracy Brogan SLT Associate – Head of English and Sixth The team Margarita Jiggins Fiona Donelly (Head of year 9) (Head of Pastoral Care) [email protected] [email protected] Barry Cooper Christine Rookes (SENCO) (Student Services) [email protected] [email protected] The form tutors - Anning Yvonne Hogskin ICT and Computer science teacher [email protected] Mary Anning (1799 - 1847) Mary Anning was a pioneering palaeontologist and famous fossil collector in Lyme Regis during the Georgian years and to this day remains a public figure for explorers and paleontologists around the world. Area of Science: Earth Science Notable Achievements: The first complete Ichthyosaur, discovery of Plesiosaurus (sea dragon) in 1823 and Pterodactyls in 1828. The form tutors - DaVinci Ronald Davies Chemistry teacher Leonardo Da Vinci (1452 - 1519) [email protected] Leonardo Da Vinci is notoriously famous for his art and paintings, including the Mona Lisa and the Last Supper, which revolutionized Renaissance art. His art was created through dedicating his time to study several fields of science, including human anatomy to understand musculature, physics for light reflection (object reflection) and chemistry for producing the best paints. Area of Science: Art, Engineering Sculpting, Architecture. Notable achievements: The Mona Lisa (1503), The Last Supper (1495) and many more. The form tutors - Galileo Mike Mathews Head of Year 9 & 10 Maths Galileo Galilei (1564 - 1642) [email protected] Galileo was a highly influential Italian astronomer, physicist and philosopher and mathematician known for improving and producing his own telescope. He used this to revolutionise astronomy and pave the way for acceptance of “The Copernican heliocentric system” (the earth was not the center of the solar system, but the sun). Alongside this, he was also known for changing natural philosophy from verbal qualitative account to a mathematical one. Area of Science: Physics, Astronomy, Mathematics, Engineering Notable Achievements: Discovery of 4 Jupiter moons (named the Galilean moons), phases of Venus, craters on the Moons, publication of “Sidereus Nuncius” and many more. Pastoral Structure • First point of contact for any • Fiona Donnelly is the Head of issues is your child’s tutor Pastoral Care and works with students where external service • Second point of contact is support may be needed. the Head of Year 9, Margarita Jiggins • Student Services can help both students and parent with day to day enquires e.g. forgotten lunch, lost folders Conduct and Rewards Using Go4Schools, you will be able to track positive and negative behaviour entries for your children. Punctuality and Attendance • We have an expectation that your child’s attendance will be above 96%, less than the equivalent of 7 days absence in a year. Every lesson counts! • Covid 19 related absences from school will not count against attendance figures . • With many students travelling on public transport, we know at times trains or buses can be cancelled or delayed. We request that students provide evidence as to why they are late e.g. photo of a train announcement board showing cancelled trains to avoid sanctions for lateness. Timetable • Year 9 lessons finish at 2:50 every day. • With the Covid 19 situation students should leave the building immediately. • Year 9 have 2 private study periods each week, this is to allow them time to work on any Home Learning they have been given. Microsoft Teams • Every student has an Office 365 account ending @cap.education •Accessed through office.com •A Microsoft Team has been created for each subject and the students have been assigned to them •Teachers will be using that platform to share electronic resources including PowerPoints, handouts and home learning tasks This Photo by Unknown Author is licensed under CC BY-SA Microsoft Teams Assessment and feedback •Student learning •Each half term the student receives more assessed at the start extensive written feedback on what they of lessons and have done well, how they can improve, throughout. their literacy and their numeracy in each •Out of lesson subject. learning is set each •Students act on the feedback and week for each subject make those improvements. This work is and marked in lesson kept in their subject's feedback and the following week. assessment folder. Assessment and feedback •Exams happen twice a year •Year 9 exam start •Revision is needed in addition to home learning dates •Happens over two weeks with exams in each subject •Wednesday 6th •Held in the hall under examination conditions January •They cover all the work done up to that point in each subject •Monday 14th June •Written feedback given and acted upon. Assessment and feedback •Results from assessments will •Written reports for each be added to Go4Schools three subject, challenge and tutor weeks after the exams have time will be given once a year in finished. Go4School. •The progress of all students is •Year 9 Reports analysed, and intervention is put •Thursday 8th July in place where necessary Wider Curriculum Challenge (Learning the skills needed to be a scientist) Careers guidance Wider curriculum days (personal, social & health education/spiritual, moral, social and cultural development) Extra curricular (sports, arts & crafts, performing arts, science, etc.) Health and Safety – Covid19 Please do not send students into College if they have Covid19 symptoms: • Raised temperature • Persistent cough • Loss of taste or smell Unless they have received a negative Covid19 test result Health and Safety – Covid19 • Sanitise/wash hands at start and end of lessons • Hand sanitiser and tissues in all classrooms • Use face coverings in communal areas • Use tissues • Avoid sharing equipment • Tables cleaned between lessons • Staggered breaks and lunches with different areas for students to go Key Dates • Assessment weeks, first starting 6th January 2021, second starting 14th June 2021 • Year 9 parents evening Monday 30th November • Year 9 Reports published 8th July 2021 Booking an appointment with the tutor • The message sent with this presentation contains a link to a Microsoft Form that allows you to request an appointment with your child’s tutor on Monday 28th September between 5pm and 6.30pm •This will be a 5 minute call and once we have received all requests (by Wednesday 23rd September) times will be allocated and you will receive an e-mail with confirmation. •You have an option for either a video call or a telephone call.
Load more

Recommended publications
  • Phases of Venus and Galileo
    Galileo and the phases of Venus I) Periods of Venus 1) Synodical period and phases The synodic period1 of Venus is 584 days The superior2 conjunction occured on 11 may 1610. Calculate the date of the quadrature, of the inferior conjunction and of the next superior conjunction, supposing the motions of the Earth and Venus are circular and uniform. In fact the next superior conjunction occured on 11 december 1611 and inferior conjunction on 26 february 1611. 2) Sidereal period The sidereal period of the Earth is 365.25 days. Calculate the sidereal period of Venus. II) Phases on Venus in geo and heliocentric models 1) Phases in differents models 1) Determine the phases of Venus in geocentric models, where the Earth is at the center of the universe and planets orbit around (Venus “above” or “below” the sun) * Pseudo-Aristoteles model : Earth (center)-Moon-Sun-Mercury-Venus-Mars-Jupiter-Saturne * Ptolemeo’s model : Earth (center)-Moon-Mercury-Venus-Sun-Mars-Jupiter-Saturne 2) Determine the phases of Venus in the heliocentric model, where planets orbit around the sun. Copernican system : Sun (center)-Mercury-Venus-Earth-Mars-Jupiter-Saturne 2) Observations of Galileo Galileo (1564-1642) observed Venus in 1610-1611 with a telescope. Read the letters of Galileo. May we conclude that the Copernican model is the only one available ? When did Galileo begins to observe Venus? Give the approximate dates of the quadrature and of the inferior conjunction? What are the approximate dates of the 5 observations of Galileo supposing the figure from the Essayer, was drawn in 1610-1611 1 The synodic period is the time that it takes for the object to reappear at the same point in the sky, relative to the Sun, as observed from Earth; i.e.
    [Show full text]
  • SFSC Search Down to 4
    C M Y K www.newssun.com EWS UN NHighlands County’s Hometown-S Newspaper Since 1927 Rivalry rout Deadly wreck in Polk Harris leads Lake 20-year-old woman from Lake Placid to shutout of AP Placid killed in Polk crash SPORTS, B1 PAGE A2 PAGE B14 Friday-Saturday, March 22-23, 2013 www.newssun.com Volume 94/Number 35 | 50 cents Forecast Fire destroys Partly sunny and portable at Fred pleasant High Low Wild Elementary Fire alarms “Myself, Mr. (Wally) 81 62 Cox and other administra- Complete Forecast went off at 2:40 tors were all called about PAGE A14 a.m. Wednesday 3 a.m.,” Waldron said Wednesday morning. Online By SAMANTHA GHOLAR Upon Waldron’s arrival, [email protected] the Sebring Fire SEBRING — Department along with Investigations into a fire DeSoto City Fire early Wednesday morning Department, West Sebring on the Fred Wild Volunteer Fire Department Question: Do you Elementary School cam- and Sebring Police pus are under way. Department were all on think the U.S. govern- The school’s fire alarms the scene. ment would ever News-Sun photo by KATARA SIMMONS Rhoda Ross reads to youngsters Linda Saraniti (from left), Chyanne Carroll and Camdon began going off at approx- State Fire Marshal seize money from pri- Carroll on Wednesday afternoon at the Lake Placid Public Library. Ross was reading from imately 2:40 a.m. and con- investigator Raymond vate bank accounts a children’s book she wrote and illustrated called ‘A Wildflower for all Seasons.’ tinued until about 3 a.m., Miles Davis was on the like is being consid- according to FWE scene for a large part of ered in Cyprus? Principal Laura Waldron.
    [Show full text]
  • Make up Lab: Phases of Venus Introduction Galileo Is Justifiably Famous for Many Discoveries in Both Physics and Astronomy
    PHYS 1401: Descriptive Astronomy Summer 2016 Make Up Lab: Phases of Venus Introduction Galileo is justifiably famous for many discoveries in both physics and astronomy. While he was fascinated by gravity and kinematics, his most valuable discovery is arguably the phases of Venus. By carefully observing and recording the progression of Venus through phases similar to our own moon, he was able to demonstrate the impossibility of the Ptolemy’s increasingly complicated geocentric model. 4. Orient yourself: Toggle on the constellation outlines and labels. Locate one or two constellations whose shapes you know. Are the constellations of 1610 recognizable to you? Face north and locate Polaris. Comment on the location of Polaris compared to its position today. Synodic Period of Venus The synodic period of an object is a measure of its motion with respect to Earth. We are most familiar with this idea as applied to the moon: to measure its synodic period, we count the time between successive full moons (or new moons, or whichever phase you like). As Galileo discovered, we can do precisely the same thing for Venus. 5. Change the date and locate Venus: Advance your date to May 01, 1610. Keep the time set to 00:00:00. Locate Venus, and zoom in to notice its phase. Advance your day until Venus Using the Stellarium program, we can replicate his is fully illuminated (100.0%) and record the date. Use the table observations by placing ourselves in the same time and place below as a model for recording your data. as Galileo himself. 6.
    [Show full text]
  • NASA and Planetary Exploration
    **EU5 Chap 2(263-300) 2/20/03 1:16 PM Page 263 Chapter Two NASA and Planetary Exploration by Amy Paige Snyder Prelude to NASA’s Planetary Exploration Program Four and a half billion years ago, a rotating cloud of gaseous and dusty material on the fringes of the Milky Way galaxy flattened into a disk, forming a star from the inner- most matter. Collisions among dust particles orbiting the newly-formed star, which humans call the Sun, formed kilometer-sized bodies called planetesimals which in turn aggregated to form the present-day planets.1 On the third planet from the Sun, several billions of years of evolution gave rise to a species of living beings equipped with the intel- lectual capacity to speculate about the nature of the heavens above them. Long before the era of interplanetary travel using robotic spacecraft, Greeks observing the night skies with their eyes alone noticed that five objects above failed to move with the other pinpoints of light, and thus named them planets, for “wan- derers.”2 For the next six thousand years, humans living in regions of the Mediterranean and Europe strove to make sense of the physical characteristics of the enigmatic planets.3 Building on the work of the Babylonians, Chaldeans, and Hellenistic Greeks who had developed mathematical methods to predict planetary motion, Claudius Ptolemy of Alexandria put forth a theory in the second century A.D. that the planets moved in small circles, or epicycles, around a larger circle centered on Earth.4 Only partially explaining the planets’ motions, this theory dominated until Nicolaus Copernicus of present-day Poland became dissatisfied with the inadequacies of epicycle theory in the mid-sixteenth century; a more logical explanation of the observed motions, he found, was to consider the Sun the pivot of planetary orbits.5 1.
    [Show full text]
  • Morphology and Dynamics of the Venus Atmosphere at the Cloud Top Level As Observed by the Venus Monitoring Camera
    Morphology and dynamics of the Venus atmosphere at the cloud top level as observed by the Venus Monitoring Camera Von der Fakultät für Elektrotechnik, Informationstechnik, Physik der Technischen Universität Carolo-Wilhelmina zu Braunschweig zur Erlangung des Grades eines Doktors der Naturwissenschaften (Dr.rer.nat.) genehmigte Dissertation von Richard Moissl aus Grünstadt Bibliografische Information Der Deutschen Bibliothek Die Deutsche Bibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über http://dnb.ddb.de abrufbar. 1. Referentin oder Referent: Prof. Dr. Jürgen Blum 2. Referentin oder Referent: Dr. Horst-Uwe Keller eingereicht am: 24. April 2008 mündliche Prüfung (Disputation) am: 9. Juli 2008 ISBN 978-3-936586-86-2 Copernicus Publications, Katlenburg-Lindau Druck: Schaltungsdienst Lange, Berlin Printed in Germany Contents Summary 7 1 Introduction 9 1.1 Historical observations of Venus . .9 1.2 The atmosphere and climate of Venus . .9 1.2.1 Basic composition and structure of the Venus atmosphere . .9 1.2.2 The clouds of Venus . 11 1.2.3 Atmospheric dynamics at the cloud level . 12 1.3 Venus Express . 16 1.4 Goals and structure of the thesis . 19 2 The Venus Monitoring Camera experiment 21 2.1 Scientific objectives of the VMC in the context of this thesis . 21 2.1.1 UV Channel . 21 2.1.1.1 Morphology of the unknown UV absorber . 21 2.1.1.2 Atmospheric dynamics of the cloud tops . 21 2.1.2 The two IR channels . 22 2.1.2.1 Water vapor abundance and cloud opacity . 22 2.1.2.2 Surface and lower atmosphere .
    [Show full text]
  • Venus Phases
    Venus Phases Why Does Venus Look Like the Moon? About the Activity You've seen the phases of the Moon. Did you know we also see the phases of two planets? Here is a great way to explain why we see phases of Venus when looking through the telescope. Topic Covered • Why we see the phases of Venus and Mercury Materials Needed • 2 "Planet balls": 1"-2" dylite balls work well. See Helpful Hints for more information. • Skewers or toothpicks for holding your planet • Lamp without a shade or other set up for a clear bulb Sun Participants Use this activity with families, the general public, and school or youth groups ages 7 and up. Location and Timing This activity takes about 5 minutes and can be used in a darkened room. It can also be used at a star party if the light does not bother other astronomers. Included in This Packet Page Detailed Activity Description 2 Helpful Hints 3 Background Information 3 © 2008 Astronomical Society of the Pacific www.astrosociety.org Copies for educational purposes are permitted. Additional astronomy activities can be found here: http://nightsky.jpl.nasa.gov Detailed Activity Description Venus phases – Why does Venus look like the Moon? Leader’s Role Participants’ Role (Anticipated) Presentation Tip: Sometimes a person will look into your telescope at Venus and say “It looks like the Moon!” This explains why. To Do: Turn on the light bulb, representing the Sun. Have visitors stand in a semi-circle. To Say: You are viewing Venus from Earth. Venus is closer to the Sun than Earth is.
    [Show full text]
  • The Universe: an Overview
    1 Draft by Paul E. Johnson 2012, 2013 © for UW Astronomy class use only ________________________________________________________________________ Chapter 1 - The Universe: an Overview I roamed the countryside searching for answers to things I did not understand. Why shells existed on the tops of mountains along with the imprints of coral and plants and seaweed usually found in the sea. Why the thunder lasts a longer time than that which causes it and why immediately on its creation the lightning becomes visible to the eye while thunder requires time to travel. How the various circles of water form around the spot which has been struck by a stone and why a bird sustains itself in the air. These questions and other strange phenomena engaged my thought throughout my life. -- Leonardo di Vinci, Renaissance Man Chapter Preview This chapter provides an overview of the Universe and the study of astronomy that will follow in subsequent chapters. You will look at astronomy from multiple perspectives, as a science, from an historical point of few, and from the aspects of time and space. No other branch of science has the overall scope of astronomy: from the subatomic particle to the Universe as a whole, from the moment of creation to the evolution of intelligent life, and from Aristotle to space-based observatories. Key Physical Concepts to Understand: The Scales of Time and Space I. Introduction The purpose of this book is to provide a basic understanding of astronomy as a science. This study will take us on a journey from Earth to the stars, planets, and galaxies that inhabit our Universe.
    [Show full text]
  • Terrestrial Planets (Bennett Et Al
    Earth and the Geology of the Terrestrial Planets (Bennett et al. Ch. 9) Major Ideas In This Chapter ● Terrestrial planets looked (largely) the same when they were formed. Differences due to geological processes. ● Geological activity is driven by internal heat ● Planetary size plays a large role in retaining heat ● Distance from the Sun, rotation affects erosion ● Crater density can indicate surface age ● Earth has a unique geology Terrestrial Planets ● Compared to Jovian planets: – Smaller size/mass – Large “core” to atmosphere ratio – Higher density – Closer to Sun and closer together – Warmer – Few or no moons – No rings (NASA) Planetary Surfaces and Interiors ● Terrestrial planets + Moon were similar when young – Subjected to heavy bombardment – Differences due to processes that occurred after formation ● Understanding the surface features: planetary geology ● Processes in the interior drive activity at the surface Your book uses “terrestrial worlds” to refer to the terrestrial planets + the Moon. (from Bennett et al.) (from Bennett et al.) How Do We Learn About Planetary Interiors? ● Average density determinations ● Local gravity variations as measured with artificial satellites ● Magnetic fields: molten core/convection ● Lava flow: internal composition ● Earthquakes: internal structure Earthquakes: Seismic Waves ● Earthquakes generate vibrations – Typical wavelength ~ several km – Reconstruct interior ● Two types of waves: – P-waves: compressional waves – S-waves: shear waves ● S-waves cannot pass through liquid (from Bennett et
    [Show full text]
  • GALILEO and the PHASES of VENUS Abstract
    GALILEO AND THE PHASES OF VENUS Charles-Henri Eyraud Institut National de Recherche Pédagogique (France) Abstract In this article we use Galileo’s letters and drawings to understand his observations of the phases of Venus in 1610-1611. Our article is presented as an exercise for students to understand the conclusions of the great astronomer. PERIODS OF VENUS • Synodical period and phases The synodic period is the time that it takes for the object to reappear at the same point in the sky, relative to the Sun, as observed from Earth; i.e. returns to the same elongation and planetary phase. This is the time that elapses between two successive conjunctions with the Sun. An inferior conjunction occurs when Venus and the Earth lie in a line on the same side of the Sun. When Venus is on the opposite side of the Sun, it is a superior conjunction. The synodic period of Venus is 584 days. The superior conjunction occured on 11th May 1610. Calculate the date of the quadrature, of the inferior conjunction and of the next superior conjunction, supposing the motions of the Earth and Venus are circular and uniform (Figure 2). In fact the next superior conjunction occured on 11th December 1611 and inferior conjunction on 26th February 1611. • Sidereal period The sidereal period is the time that it takes the object to make one full orbit around the Sun, relative to the stars. The sidereal period of the Earth is 365.25 days. Calculate the sidereal period of Venus. PHASES OF VENUS IN GEO AND HELIOCENTRIC MODELS • Phases 1) Determine the phases of Venus in geocentric models, where the Earth is at the center of the universe and planets orbit around (Mercury and Venus “above” or “below” the Sun).
    [Show full text]
  • Astronomy for Educators Daniel E
    University of Arkansas, Fayetteville ScholarWorks@UARK Open Educational Resources 1-30-2019 Astronomy for Educators Daniel E. Barth University of Arkansas, Fayetteville Follow this and additional works at: https://scholarworks.uark.edu/oer Part of the Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons, Secondary Education and Teaching Commons, Stars, Interstellar Medium and the Galaxy Commons, and the The unS and the Solar System Commons Recommended Citation Barth, Daniel E., "Astronomy for Educators" (2019). Open Educational Resources. 2. https://scholarworks.uark.edu/oer/2 This Activity/Lab is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Open Educational Resources by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected], [email protected]. 1 Astronomy for Educators Daniel E. Barth, PhD Assistant Professor of STEM Education University of Arkansas, Fayetteville © 2018 Special Thanks to the Editors: Anne Dalio, Fullbright College, University of Arkansas Thomas A. Mangelsdorf, CV-Helios Worldwide Solar Observing Network, Association of Lunar and Planetary Observers Unless otherwise credited, all photographs and illustrations are © 2018 by Daniel Barth. This text is licensed under Creative Commons. This is a human-readable summary of (and not a substitute for) the license. Disclaimer. You are free to: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made.
    [Show full text]
  • Sharing the Power of Words and Changing Lives Through College-Level Instruction in Grammar and Mechanics
    Sharing the Power of Words and Changing Lives Through College-Level Instruction in Grammar and Mechanics by Carol Ann Tillema A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts Department of English College of Arts and Sciences University of South Florida Major Professor: Phillip J. Sipiora, Ph.D. Laura Runge-Gordon, Ph.D Sheila Diecidue, Ph.D Date of Approval: December 12, 2008 Keywords: editing, teaching, rhetoric, computers, writing centers, classrooms, literacy Copyright 2008, Carol Ann Tillema Acknowledgements Though I am fond of the many able instructors who have taught me the art of speaking and writing at the University of South Florida in Tampa, Florida, I especially acknowledge my thesis committee. Dr. Phillip J. Sipiora, author, editor, international lecturer, and beloved professor, has directed me to study profound theories I never studied before and to seek greater rhetorical precision in my writing and in my life. It was he who offered me my first teaching position, changing my life forever. His counseling and his patience with me as a student writer who struggles in the process of producing a product is deeply appreciated. I am indebted to Dr. Laura Runge-Gordon for giving me hope about completing my master’s degree in rhetoric and composition and for agreeing to assist me, a distraught student who had worked years on one project I could not perfect, a student who had long needed help and could not find it, a student who had failed in the endeavor a number of times before. I appreciate her educational and philosophical viewpoints, particularly regarding working across the disciplines in collaborative efforts in the university with the Department of Education.
    [Show full text]
  • Astronomy? Astronomy Is a Science
    4-H MOTTO Learn to do by doing. 4-H PLEDGE I pledge My HEAD to clearer thinking, My HEART to greater loyalty, My HANDS to larger service, My HEALTH to better living, For my club, my community and my country. 4-H GRACE (Tune of Auld Lang Syne) We thank thee, Lord, for blessings great On this, our own fair land. Teach us to serve thee joyfully, With head, heart, health and hand. This project was developed through funds provided by the Canadian Agricultural Adaptation Program (CAAP). No portion of this manual may be reproduced without written permission from the Saskatchewan 4-H Council, phone 306-933-7727, email: [email protected]. Developed: December 2013. Writer: Paul Lehmkuhl Table of Contents Introduction Overview ................................................................................................................................ 1 Achievement Requirements for this Project ......................................................................... 1 Chapter 1 – What is Astronomy? Astronomy is a Science .......................................................................................................... 2 Astronomy vs. Astrology ........................................................................................................ 2 Why Learn about Astronomy? ............................................................................................... 3 Understanding the Importance of Light ................................................................................ 3 Where we are in the Universe ..............................................................................................
    [Show full text]