Knowledge Organiser Year 9 Term 1 and 2 2019-2020 Name: ………………………………... Try using these memorisation techniques with your Knowledge Organisers

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Autumn Term - Biology Knowledge Organiser 1

1. The importance of communities 2. Organisms in their environment 5. Competition in plants An ecosystem is the interaction of a community of living organisms with the non-living (abiotic) parts of their environment Abiotic (non-living factors) that effect Biotic (living factors) that effect commu- Plants often compete with each other for light, space, water communities of organisms nities of organisms and mineral ions from the soil Organisms require materials from their surroundings and other liv- ing organisms to survive and reproduce Light intensity Availability of food Light is needed for photosynthesis Within a community, each species depends on other species for Temperature New predators arriving Water is needed for photosynthesis and to keep their tissues food, shelter, pollination, seed dispersal. If one species is removed it rigid and supported Moisture levels New pathogens can affect the whole community. This is called interdependence Minerals are needed to make all the chemicals they need in A stable community is where all the species and environmental fac- Soil pH and mineral content New competitors their cells tors are in balance so that population sizes remain fairly constant. Wind intensity and direction Space allows them to grow—it allows their roots to take in water and minerals and their leaves capture sunlight Carbon dioxide levels for plants Plants have many adaptations that make them good com- Availability of oxygen for aquatic animals petitors for example different types of roots ; some have shallow roots to take in water from the surface and some 3. Distribution and abundance 4. Competition in animals plants have deep roots to absorb water from deep under- Ecologists study the effects of abiotic and biotic Best adapted organisms are those most likely to win the compe- 7. Adaptation in animals ground factors on the abundance and distribution of tition for resources Animals may have structural, behavioural Plants produce seeds with different adaptations to allow organisms Animals compete with each other for food, territories and mates or functional adaptations them to spread as far as possible, for example explosive seed Quadrats are a square frame used to investigate pods. This reduces competition. Animals have adaptations that make them successful competi- Structural adaptions include the shape or the population of plants and slow moving ani- tors colour of the organism or part of the or- mals ganism A successful competitor is an animal that is adapted to be better Quadrats should be placed at random areas and at finding food or a mate than the other members of its own Behavioural adaptations include migra- a suitable sample size should be chosen tion to move to a better climate for the species. 8. Adaptation in plants The mean, median and mode can be used to summer or winter, basking to absorb en- Plants may have adaptations to enable them to take in light, analyse data ergy from the sun and tool-using to ob- tain food water and mineral ions The mean is found by adding up all the samples 6. Adapt and survive Plants in dry areas reduce the surface area of their leaves to and dividing by the total number of samples Surface area to volume ratio can be used Plants need light, carbon dioxide, water, oxygen and mineral ions to as an adaptation, for example animals in reduce water loss. Some plants have thick fleshy stems or The median is found by placing the values in or- survive cold habitats reduce their surface area to leaves to store water. Some plants have a thicker waxy cuti- der and the middle value is found. cle to decrease evaporation from the leaf. Cacti are good ex- Animals need food from other organisms, water and oxygen to sur- reduce heat loss e.g. they have small ears The mode is the most frequently occurring value amples of plants that are well adapted to dry habitats vive Camouflage is used to hide from preda- A transect is used to study the distribution of Plants in dry habitats may have extensive root systems e.g. Some microorganisms need oxygen to survive, some do not, some tors organisms along a changing habitat e.g. a rocky long deep roots ,and or shallow roots that spread over a need light, some do not Animals in dry places have kidneys that shore. A transect can be made from a tape large area. produce very concentrated urine to re- measure placed between two points. Adaptations are features that allow an organism to survive duce how much water they need to drink. Extremophiles survive in extreme conditions e.g. very high tempera- tures. These organisms have adaptations to help them survive e.g. enzymes that do not denature at high temperatures.

Autumn Term - Biology Knowledge Organiser 2

1. Feeding relationships 2. Materials cycling Photosynthetic organisms are the producers of biomass for life on Earth Feeding relationships within an ecosystem can be represented by a food chain Material in the living world is recycled to provide building blocks for future organisms A food chain always starts with a producer. On land this is a green plant which synthesises glu- Decay is the breakdown of dead animals and plants by microorganisms and returns carbon to the atmosphere as cose by photosynthesis carbon dioxide and mineral ions to the soil Producers are eaten by primary consumers which in turn may be eaten by secondary consum- Detritus feeders are invertebrates such as maggots, that start the process of decay ers and then tertiary consumers Microorganisms, fungi and bacteria are called decomposers Carbon dioxide in the atmosphere is used by plants in photosynthesis. The water cycle provides fresh water for plants and animals on land before draining into the seas. Water is con- tinuously evaporated, condensed and precipitated.

Con- sumers that eat other animals are often predators and those that are eaten are prey In a stable community, the numbers of predators and prey rise and fall in a cycle.

3. The carbon cycle The carbon cycle returns carbon from organisms to the atmosphere as carbon dioxide to be used by plants in photosynthesis. Pho- tosynthesis is how plants make their own food The decay of dead plants and animals by microorganisms returns carbon to the atmosphere as carbon dioxide when the microor- ganisms respire All living organisms respire and release carbon dioxide into the atmosphere Burning fossil fuels (combustion) has increased the amount of carbon dioxide being released into the atmosphere. This is contrib- uting to global warming and climate change 4. Rates of decomposition The carbon cycle Factors that affect the rate of decay of organic matter are – temperature, oxygen availability and moisture levels. Decay occurs quicker in warmer conditions, in the presence of oxygen and when it is moist—these provide the optimum conditions for the microorganisms Gardeners and farmers try to provide the optimum conditions for the rapid decay of waste organic matter. The compost produced is used as a natural fertiliser Anaerobic decay (decay without oxygen produces methane gas. Biogas generators can be used to produce methane gas as a fuel.

5. The human population explosion High biodiversity helps ensure the stability of ecosystems by reducing the dependence of one species on another for food, shelter and the maintenance of the physical environment Biodiversity is a measure of the variety of all the different species of organisms on Earth Humans reduce the amount of land available for other animals and plants by building, quarrying, farming and dumping waste The future of the human species on Earth depends on us maintaining a good level of biodiversity. Many human activities are reducing biodiversity and only recently have measures been taken to address the problem. Rapid growth in the human population and an increase in the standard of living mean that in- creasingly more resources are used and more waste is produced.

6. Land, water and air pollution Unless waste and chemical materials are properly handled, more pollution will be caused Pollution can occur on land, from landfill and toxic chemicals such as pesticides and herbicides, which may also be washed from land to water. Pesticides are chemicals used to kill pests and herbicides are chemicals used to kill weeds Pollution can occur in water from sewage, fertilisers, or toxic chemicals. These chemicals can build up in food chains to toxic levels (bioaccumulation)

Bioaccumulation of toxic chemicals in a food chain Air pollution leading to acid rain Pollution can occur in the air from smoke and from acidic gases, such as sulfur dioxide Pollution kills animals and plants, which can reduce biodiversity.

Trilogy Chemistry Knowledge Organiser: Atomic Structure

An atom has a tiny nucleus at its centre, surrounded by electrons. Balancing an equation You can NEVER change a Elements contain only one type of atom. But compounds contain more than one chemical formula while type of atom. balancing an equation.

Law of conservation of mass The total mass of products formed in a reaction is equal to the total mass of the reactants.

Mixtures can be separated by: Filtration Crystallisation Distillation Chromatography Trilogy Chemistry Knowledge Organiser: Atomic Structure

History of the atom Structure of the atom

Rutherford’s alpha particle scattering experiment led to the plum-pudding model being replaced by the nuclear model. Results showed: 1)The nucleus of an atom has a Shells The plum-pudding model relatively small diameter compared with that of the atom. suggested that the atom was a ball Electronic structure of positive charge with negative 2) Most of the mass of the atom is The first shell can hold up concentrated in the nucleus. electrons embedded in it. The sum of the to 2 electrons. protons and The second and third shells can hold up to 8 neutrons in an electrons. atom is its The electronic structure mass number. of sodium is 2,8,1 or The number of protons in an atom of an element is its atomic number.

Neutrons= Mass number–

Atomic number Physics Knowledge Organiser Unit 1

Term 1—English Knowledge Organiser— Year 9—Poetry

Poetry analysis: poetic techniques Poetry analysis; form Metaphor – comparing one thing to another Speaker – the narrator, or person in the poem. Simile – comparing two things with ‘like’ or ‘as’ Metre: the arrangement of stressed and unstressed syllables to create rhythm iin a line of poetry. Personification – giving human qualities to the non-human Rhyme scheme: a pattern of rhyming words in a poem. Imagery – language that makes us imagine a sight (visual), sound (aural), touch (tactile), smell or taste. Rhythm: a pattern of sounds created by stressed and unstressed syllables. Tone – the mood or feeling created in a poem. Syllable: a single unit of sound within a word. E.g. ‘all’ has one syllable, ‘always’ has two. Pathetic Fallacy – giving emotion to weather in order to create a mood within a text. Free verse – poetry that doesn’t rhyme. Irony – language that says one thing but implies the opposite eg. sarcasm. Colloquial Language – informal language, usually creates a conversational tone or authentic voice. Blank verse – poem in iambic pentameter, but with no rhyme. Onomatopoeia – language that sounds like its meaning. Sonnet – poem of 14 lines with clear rhyme scheme. Alliteration– words that are close together start with the same letter or sound. Iambic pentameter: Poetry with a meter, or beat, of ten syllables—five stressed and fiver unstressed. Sibilance – the repetition of s or sh sounds. Narrative writing that tells a story. Assonance – the repetition of similar vowel sounds Dramatic monologue: using the voice of a single speaker who is not the poet. Consonance – repetition of consonant sounds. Rhyming couplet – a pair of rhyming lines next to each other. Plosives – short burst of sound: t, k, p, d, g, or b sound. Meter – arrangement of stressed/unstressed syllables. Enjambment—when a sentence or phrase runs over from one line to the next. Monologue – one person speaking for a long time. Refrain: a line or stanza of a poem that is repeated.

Poetry analysis: language for comparison. Poetry analysis: structure Poetry analysis: Key Exam vocabulary Stanza – a group of lines in a poem. When poems have similarities Structure: and form: the order and arrangement of a poem; does it rhyme? Does it Similarly, … Repetition – repeated words or phrases have rhythm? How does it look on the page? Is there enjambment?? What type of poem Both poems convey / address… is it? How can you tell? Both poets explore / present… Enjambment – a sentence or phrase that runs onto the next line. This idea is also explored in… Meaning: what is the poem about? What the poet is saying, why the poem has been In a similar way, … Caesura – using punctuation to create pauses or stops. written, what ideas have been used in the poem. Likewise, … Imagery. Look for language that creates a picture in your mind, including things like Contrast – opposite concepts/feelings in a poem. When poems have differences similes and metaphors. Although… Juxtaposition – contrasting things placed side by side. Language: identify the techniques used in the poem and analyse how they help to con- Whereas… vey the poet’s ideas. Whilst… Oxymoron – a phrase that contradicts itself. In contrast, … Effect: analyse how different techniques create the emotions, moods or feelings in the Conversely, … Anaphora – when the first word of a stanza is the same across different stanzas. poem. Think about why the poet has used different techniques, and what effect they On the other hand, … create. On the contrary, … Epistrophe – when the final word of a stanza is the same across different stanzas. Unlike… Volta – a turning point in a poem.

Frankenstein: Knowledge Organiser Themes: Religion: Victor goes against God by creating the Plot Summary: (There are 3 narrators: Walton/ Victor/ The Monster) monster- and so the novel warns against ‘playing God’, something that scientists during the Letter 1: Robert Walton writes to his sister, Margaret about how he’s reached Chapter 12: Hiding in the barn next door, the monster observes his neighbours and Enlightenment were doing. St Petersburg and has bought some sailors to take him to the North Pole. begins to learn language and the names of the young man (Felix) and woman (Agatha). Family: Walton & Margaret/ Victor & Elizabeth/ Letter 2: Walton is lonely on his journey. Chapter 13: The monster realises the cottagers are unhappy. One day a woman arrives The Frankensteins/ Victor & the monster/ the De Letter 3: Walton briefly tells his sister he is safe. Called Safie- who Felix is in love with. As Safie speaks Arabian, Felix has to teach her; Lacys. Letter 4: The ship has been caught in ice; whilst it’s stuck he sees a creature the monster listens and learns too. Women: All seen as weak and powerless- travelling on a sled across the ice. Later, he finds a stranger in the sea who Chapter 14: The monster learns the family were once wealthy. promises to tell him his story. Chapter 15: The monster learns about his origins. Upset, he tries to make friends with Margaret and Elizabeth are ignored by their male Chapter 1: Victor relates his early life and how his mother adopted Elizabeth. His neighbours by speaking to DeLacy (the old man who is blind)- but is interrupted by counterparts, Justine accepts her death. Chapter 2: Victor develops a love for Science, whilst Elizabeth reads poetry. Felix, who scares the monster away. Prejudice: The monster suffers prejudice from Chapter 3: Victor arrives at Ingolstadt to start his studies. Chapter 16: The monster swears hatred to Man, and to Victor. He travels to Geneva and Victor, the DeLacys, the cottagers, the villagers Chapter 4: Victor spends hours in graveyards and charnel-houses to learn how strangles William- and frames Justine. He claims his crimes are caused by loneliness and of…. and even William (a young boy). Safie’s father to reanimate dead bodies. demands to Victor that he creates him a companion suffer prejudice/ injustice in Paris because he is Chapter 5: The monster wakes. Victor is horrified by what he has created and Chapter 17: Victor initially refuses but eventually agrees to creating the companion. The Turkish- his business fails, home repossessed and runs out, abandoning iit. Clerval arrives in Ingolstadt; Victor falls into a fever. Monster tells Victor he’ll be watching him. thrown into debtor’s prison. Victor describes the Chapter 6: Victor, recovering from his fever, receives a letter from Elizabeth Chapter 18: Victor puts off creating the monster, and decides to marry Elizabeth once peasants Elizabeth grew up with in a negative telling him to come home. Victor introduces Clerval to the university and he’s finished with the monster. In the meantime, Victor and Clerval go on a two year manner. spends his time around nature. tour and land in London. Innocence: The monster is initially innocent until Chapter 7: Victor receives a letter from his father saying his younger Chapter 19: Victor goes to the Orkneys alone to create the companion. he learns destruction through man- Felix, hearing brother has been murdered. Victor returns to Geneva and hears that Chapter 20: Victor destroys the companion in front of the monster, the monster swears tales of the Roman Empire etc. Justine’s innocence. Janine has been arrested- he sees the monster outside Geneva and realises revenge on Victor’s wedding night. Victor is caught in a storm and ends up charged in Ambition: Victor’s ambition to create the monster- he was the killer. Ireland charged with murder. is ambition always good? Walton’s ambitions- are Chapter 8: Justine is sentenced to death, even though Elizabeth and Victor Chapter 21: Victor learns Clerval’s been murdered. Victor is found innocent of the crime. they realistic? believe she is innocent- she is hanged. Chapter 22: Victor returns home, marries Elizabeth and goes off on honeymoon. Loneliness: Some self-imposed (Victor/ Walton), Chapter 9: Feeling guilty, Victor goes walking in the mountains. Chapter 23: The monster murders Elizabeth on her wedding night, Victor vows revenge. Chapter 10: Victor is confronted by the monster. Chapter 24: Alphonse dies; Victor spends the rest of his life chasing the monster. Victor some not (Elizabeth/ the monster)- consider the Chapter 11: The monster relates how scared he was when he woke up; he Completes his story and dies from hypothermia. That night, Walton discovers the impact loneliness has on characters. wandered through the mountains and discovered some cottagers. monster crying over Victor’s death. He says he will kill himself. Walton abandons his mission to reach the North Pole. Background Information: Feminism: Mary Shelley’s mother was Mary Characters: Symbolism and Motifs: Wollstonecraft- a feminist who wrote ‘The Victor Frankenstein: The creator of the monster Imagery of age: The description of the monster is deliberately ‘old’: ‘shrivelled Vindication of the Rights of Women’ Elizabeth Lavenza: Victor’s step-sister/ wife-to-be complexion’, ‘a grin wrinkled his face’, ‘black lips’: to connote how Victor has Romanticism: The text is a Romantic text- as it The monster: Victor’s creation, which he abandons created old life, rather than something new. commonly features discussions over the beauty of Henry Clerval: Victor’s best friend The Sublime: A Romantic view/ notion that nature was powerful enough to nature. Elizabeth (and partially Clerval) possess Robert Walton: Attempting to reach the North Pole heal (Victor escapes to nature to calm his internal conflict and guilt). values of the Romantic Era. The Romantics Margaret Saville: Walton’s sister Light: Walton heads to the ‘country of eternal light’, where the ‘sun is forever believed in the power of God and the beauty of Justine Moritz: A friend of the Frankensteins visible’. Frankenstein experiences a ‘sudden light… so brilliant and wondrous’ nature. It was a reaction to the Enlightenment. Alphonse and Catherine Frankenstein: Victor’s parents when creating the monster. These are all references to the Enlightenment. The Enlightenment: A period of History which Earnest and William Frankenstein: Victor’s brothers When the monster wakes, his first sensation is ‘light pressed upon [his] involved the development of new ideas and nerves’ but it is dangerous: it burns him when he gets too close (linking to the scientific discovery. Both Victor and Walton M.Waldman: Victor’s favourite professor at Ingolstadt dangers of the Enlightenment and scientific advancement). possess values of the Enlightenment. During this M. Krempe: A professor at Ingolstadt Ingolstadt: Victor calls Ingolstadt the ‘land of knowledge’- and is symbolic for time, people began questioning the reality of Felix, Agatha and DeLacy: The cottagers that monster spies on the Enlightenment. It’s the place where the monster’s created. Strangely, power and God. It also led to the Industrial Safie: Felix’s wife there are no female characters in the ‘land of knowledge. Revolution. Beuafort: Alphonse’s friend and Catherine’s father

Y9 Mathematical facts Term 1

Significant figures and rounding Numbers may be simplified at times by rounding e.g. we might think of 499dhs as around 500dhs. The example shows 499dhs as rounded to the nearest 100 or to 1 significant figure, since we don’t count the zeros as significant.

Fractions 푛푢푚푒푟푎푡표푟 Fractions are numbers that include part of a whole number, they are written as 푑푒푛표푚푖푛푎푡표푟 The denominator tells you how many divisions make a whole number. When adding or subtracting fractions the denominators must be the same.

Ratio A description of a situation using the composite numbers e.g. In a class there are 13 boys and 7 girls The ratio of boys to girls is 13:7

The decimal number system Millions Thousands Ones Fractions Ten Millions Hundred Ten Thousands Hundreds Tens Ones Tenths Hundredths Thousandths Millions Thousands Thousands

Each column is ten times its neighbour. Therefore to multiply and divide by 10 the digits appear to move column e.g. 4567 ÷ 10 = 456.7 and 23.456 x 10 = 234.56 when we are using powers of 10 to multiply and divide the digits of the number are unchanged but their column location changes.

Indices Repeated multiplication written as an index e.g. 4 x 4 x 4 = 43 e.g. 3 x 3 x 5 x 5 x 5 = 32 x 53 1 When an index is negative it means the reciprocal of the positive index e.g. 4-3 = 43

Standard form A number can be written in standard form. This means it is rewritten to be a number between 1 and 10 and has a multiplier of a power of 10 e.g. 34000 = 3.4 x 104 and 0.00034 = 3.4 x 10-4

Index laws 풙풏 × 풙풎 = 풙풏+풎 풙풏 ÷ 풙풎 = 풙풏−풎 (풙풏)풎 = 풙풏×풎

Upper and lower bounds When a number is written there are upper and lower bounds to its value e.g. 500dhs to the nearest 100dhs could be as small as 450dhs and as large as 550dhs n.b. the upper bound seems to be too large but this is how bounds are identified.

Equivalent calculation (decimals) Equivalent calculations can make calculation easier, especially when dealing with decimals e.g. 23 x 345 = 7935, which means 2.3 x 3.45 = 7.935 and 2300 x 34.5 = 79350

Y9 Mathematical facts Types of number factor A number that divides another leaving no remainder e.g. 3 is a factor of 12 because 12 ÷ 3 = 4, no remainder multiple A number that is in the times table of another e.g. 12 is a multiple of 3 because 12 = 3 x 4 prime A number with only two factors e.g. 7 because 7 only has 1 and 7 as factors square A number that is made from multiplying a number by e.g. 36 itself because 36 can be made from 6 x 6 cube A number that is made from multiplying a number by e.g. 27 itself and once again because 27 can be made from 3 x 3 x 3 surd A way of writing a square or cube root that is easier e.g. √10 when the number is not an integer. because √10 = 3.162278 … … .. irrational A number that cannot be written as a fraction e.g. √2 and π

Prime factor decomposition A number broken down into a multiplication sum that only uses primes e.g. 12 = 2 x 2 x 3 e.g. 18 = 2 x 3 x 3 Highest common factor The largest number that is a factor of two numbers e.g. HCF (20, 12) = 4 Lowest common multiple The smallest number that is a multiple of two numbers e.g. LCM (20, 12) = 60

Sequences A sequence in algebra is defined by a starting number and the relationship that connects the numbers e.g. 2, 5, 8, 11, 14 the first number is 2, the term to term rule is +3 and the nth term rule is 3n - 1

Axis for graphs

First quadrant Four quadrant

Axis are labelled x Axis are labelled x and y (x horizontal) and y (x horizontal) Axis are divided Axis are divided equally equally Numbers are written Numbers are on the lines written on the lines

Straight lines Straight lines have the form y = ax + b where a and b are numbers. The line can also be expresses as ax + by = c Quadratic lines Curves are formed from expressions that have an index form of the variable. E.g. y = x2 and y = 3x2 + 4x -6

Inverse of a function Functions will often have an inverse. This means the inverse function does the opposite of the function.

Simultaneous equations Sometimes a pair of equations are said to be simultaneous, this means they can both be written on a graph together. In many cases the lines they form will cross and this is the point where they are said to be simultaneous. Y9 Mathematical facts Term 2

Index laws 풙풏 × 풙풎 = 풙풏+풎 풙풏 ÷ 풙풎 = 풙풏−풎 (풙풏)풎 = 풙풏×풎

Angles in shapes Interior angles are those on the A triangles interior angles add up to inside of the perimeter of a shape. 180°

Exterior angles are the amount of A quadrilaterals interior angles add turn between the two sides. up to 360°

The Exterior angle is 180° less the interior angle.

Parts of a circle, Arcs and sectors Has diameter d and radius r The Circumference of a circle is found by using the formula The radius extends from the centre to the edge of the circle. 퐶 = 2휋푟 or 퐶 = 휋푑

The diameter cuts the circle in half The Area of a circle is found using going through the centre. 퐴 = 휋푟2

The length of an arc is found The area of a sector is found by by using the formula for the using the formula for the area circumference and multiplying and multiplying it by the it by the amount of the circle amount of the circle the sector the arc represents. represents.

휃 휃 퐴푟푐 = 2휋푟 푆푒푐푡표푟 = 휋푟2 360 360

Pythagoras In a right angled triangle the sides The Pythagoras theorem states that are in proportion in relation to each the longest side squared is equal to other. the sum of the other two sides squared. You need to remember that the longest side in a right angled 풄ퟐ = 풂ퟐ + 풃ퟐ triangle does not touch the right angle.

Y9 Mathematical facts Standard units of length, mass and volume Length Area Volume Mass 2 kilometre = km Square kilometres = km Litre = l Tonne = t metre = m Square metres = m2 Centilitre = cl Kilogram = kg centimetre = cm Square centimetres = cm2 Millilitre = ml Gram = g millimetre = mm Square millimetres = mm2 Cubic metre = m3 Milligram = mg Hectare = ha Cubic centimetre = cm3

Standard units Standard Cubic metre = m3 1km = 1000m, Hectare = 10 000m2 1 l = 1000 ml 1t = 1000kg, 1m = 100cm = 1000mm, 1 l = 100 cl 1kg = 1000g,

1m = 0.001km 1 ml = 0.001 l 1kg = 0.001t 1cm = 10mm, 1 ml = 1 cm3 1g = 1000mg 1cm = 0.01m, 1g = 0.001kg, 1mm = 0.001m, 1mg = 0.001g,

Equivalencies Feet = ft. Pint = pt. Ounce = oz. Inch = in. Gallon = gal. Pound = lb.

Yard = yd. Stone = st. Mile = mi. Ton = t.

Imperial Imperial units 1 ft. = 12 in. 1 gal. = 8 pt. 1 lb. = 16 oz. 1 yd. = 3 ft. 1 st. = 14 lb.

1 mi. = 1760 yd. 1 pt. ≈ 600 ml 1 t. = 160 st. 1 pt. ≈ 0.6 l

cies - 1 in. ≈ 2.5 cm 1 gal. ≈ 4.5 l 2.2 lb = 1 kg 1 yd. ≈ 1 m 1 oz = 30 g 1 mi. ≈ 1.6 km

Equivalen 5 mi. ≈ 8 km

Sine, Cosine and Tangent In a right angled triangle the sides are in Sine 표푝푝 proportion in relation to each other and 푆푖푛휃 = the angles. ℎ푦푝

The sides are identified as: Cosine 푎푑푗 Hypotenuse (hyp), the longest side. 퐶표푠휃 = Adjacent (adj), next to the angle ℎ푦푝 Opposite (opp), opposite the angle Tangent 표푝푝 The Sine (Sin) Cosine (Cos) and Tangent 푇푎푛휃 = (Tan) relationships are related to the angle 푎푑푗 (θ) and cannot be used without it.

Bearings Bearings are used with the compass points. They always start from North (000°) and go clockwise. They must always have three digits and a degree sign. It is important where the angle is being measured from i.e. the bearing of A from B is not the same as the bearing of B from A.

Y9 Mathematical facts Term 3

Data types Discrete Values that cannot be divided e.g. colours, shoe sizes, flavours, children, … Continuous Values that can continually be divided e.g. measurements including time Primary Values that you collect personally e.g. the opinions of your friends Secondary Values that someone else collects e.g. national surveys

Hypothesis This is a statement used in statistics that can be tested. Survey A survey is the collection of data which can use primary or secondary data. Experiment An experiment is where one variable (explanatory variable) is controlled to see its impact on another variable (response variable).

Types of graph Bar chart (continuous Frequency polygon data) A line replaces the bars Title of data and axis joining the midpoint of the labelled top of each bar. Bars joined Labels for bars not under bars

Scatter graph Lines of best fit

Plots two variables A line is drawn through the against one another points on a scatter graph. It attempts to represent the relationship between the two variables

Correlation How two variables are related either positive, negative or no correlation.

Y9 Mathematical facts Cumulative Frequency Length (n) Frequency Cumulative Often used with grouped frequency in cm frequency and continuous data, which helps to 0 ≤ n < 5 3 3 find estimates of median and inter 5 ≤ n < 10 10 13 quartile range. 10 ≤ n < 15 23 36 15 ≤ n < 20 17 53 May also be shown on a graph 20 ≤ n < 25 6 59 n.b. points are plotted on the end of a class.

Box plots

A box plot shows the minimum (e.g. 15), lower quartile (e.g. 25), median (e.g. 30) upper quartile (e.g. 32) and maximum (e.g. 37) for a data set.

Distribution How data is spread out and often what it looks like. This might include statistical measures.

Statistical measures Range The gap between the smallest and largest number Mean The average found by adding all the data pieces together and dividing by the number of pieces of data Mode The average identified as the most common number Median The average identified as the middle number when the data pieces are aligned in order Lower quartile The bottom 25% of the data is below this point Upper quartile The top 25% of the data is above this point Inter quartile The gap between the lower and upper quartiles range

Probability Uncertainty Where there is an unknown outcome, sometimes called chance event Some defined occasion e.g. selecting a card randomly outcome What happened when an event occurred e.g. a card was drawn, it was the 9 of diamonds Equally likely When outcomes have the same chance e.g. rolling a fair dice, when you could get any number side be facing up or flipping a coin where you could get heads or tails Independent outcome When one event is not connected to another you have independent outcomes e.g. when you roll a dice, each time you have the same chance, it does not change based on previous outcomes. Combined event Where two or more different events are combined to make many probable outcomes

Autumn Term - Geography Knowledge Organiser: Plate Tectonics

1. Plate Boundaries Tectonic boundaries are where two plates are moving away from each other and new crust is forming from magma that rises to the Earth's surface between the two plates. There are three types of plate boundaries; Convergent Divergent Constructive. 2. Convergent When two plates are forced towards each other 8. Volcanoes Volcanoes are mountain like landmarks formed by lava. (pushing). Boundary There are two types of volcanoes; - Composite - Shield. 3. Divergent Boundary When two plates are forced away from each other 9. Composite Volcanoes A flatter, wider shaped volcano formed by fast flowing lava spreading (pulling). wide.

4. Constructive When two plates are forced beside each other (sliding). 10. Shield Volcanoes A taller, narrower shaped volcano formed by slow flowing lava not

Boundary spreading as wide as a shield volcano

5. Shield Volcano 11. Composite Volcano

6. Natural disaster What the natural disaster is doing to cause a disaster e.g. 12. Natural disaster What the effects of the causes are e.g. effects of flowing lava could be Causes of a volcano is flowing lava and ash clouds. cause effects damaging homes, burning wild-life.

7. Natural disaster How people respond to a disaster e.g. a short-term 13. Well-known  Mount Eyjafallajokull, Iceland response response of a volcano is emergency evacuation of a volcanoes  Mount Pinatubo, Philippines village, and a long-term response is the re-building of a  Mount Etna, Italy destroyed village.  Mount Tabora, Indonesia  Mount Loa, Hawaii

Autumn Term - Geography Knowledge Organiser: Climate and change

1. Sun spots Sunspots are darker, cooler areas on the surface of the sun in a region 8. Kyoto protocol The Kyoto Protocol is an international agreement linked to the United called the photosphere. The photosphere has a temperature of 5,800 Nations Framework Convention on Climate Change, which commits its degrees Kelvin. Sunspots have temperatures of about 3,800 degrees K. Parties by setting internationally binding emission reduction targets. They look dark only in comparison with the brighter and hotter regions of 9. Solutions to glob- By using renewable energy sources such as wind and solar power fewer the photosphere around them. al warming greenhouse gases will be emitted. Alternative forms of transport 2. Volcanic Major volcanic eruptions lead to a brief cooling of the earth due to ash e.g. cycle rather than using a car. Energy efficient appliances in homes. eruptions and dust particles being ejected into the upper atmosphere, which then Solutions can be on a local, national and global level. block the suns rays. 10. GDP Gross domestic product—the total value of goods and services produced 3. Orbital changes Changes in how the earth moves around the sun affects global tempera- by a country tures. Milankovtich states that 100,000yrs the earths orbit changes from a 11. Fossil fuels Coal, oil and gas. These all produce greenhouse gases when burnt circular to an egg-shaped pattern. This changes the amount of sunlight the earth receives and therefore the global temperatures 12. Greenhouse gas- Include carbon dioxide, methane and nitrous oxide. They are 4. Enhanced es responsible for the enhanced greenhouse effect Greenhouse gases greenhouse effect 13.HIC High income country e.g. USA, UK are emitted into the atmosphere , which 14. LIC Low income country e.g. Bangladesh, Ethiopia then trap more of 15. NIC Newly industrialised country e.g China, India, Brazil the suns rays, caus- 16. Renewable A form of energy that never runs out and can be used again and again e.g. ing the heating up energy solar. These also do not produce greenhouse gases. of the Earth. 17. Economic effects These refer to effects with a monetary value

5. Greenhouse The main greenhouse gases are carbon dioxide, methane and nitrous 18. Social effects These refer to effects on people gases oxide. These are produces by burning fossil fuels, cattle ranching, rice 19. Environmental These refer to effects on the physical environment production, deforestation. effects

6. Effects of global There are economic, social and environmental effects of global warming. 20. Sustainable Sustainable development is development that meets the needs of the warming E.g. coastal flooding, drought, migration, loss of agriculture. development present, without compromising the ability of future generations to meet their own needs. 7. GDP and C02 As GDP rises so does carbon emissions emissions. This is due to factors such as more elec-

tronic good in households, more cars per 100 people in high GDP countries. Autumn Term - History Knowledge Organiser: The First World War Key Terms Definitions Key People/Events Definitions

1. Schlieffen Plan The German Plan, designed by Alfred Von Schlieffen in 1903-5, to defeat France in six weeks 14. Archduke Franz Heir to the throne of the Austrian-Hungarian Empire who was assassinated with his wife Sophie by attacking through Belgium and outflanking the French defences. Ferdinand whilst on a visit to Sarajevo in Bosnia, which was part of the Austrian-Hungarian Empire. His assassin Gavrilo Princip was a member of the ‘Black Hand’ group wanting Slavic independence from Austria 2. Alliance The division of Europe in to two sides contributed to the start of the war—The Triple Hungary. System Entente consisting of France, Britain and Russia against the Triple Alliance of Germany, Austria-Hungary and Italy. 15. Kaiser Wilhelm II Ruler of Germany since 1888, the Kaiser controlled most of the power in Germany and chose Ministers to help him run the country. He abdicated the throne on the defeat of Germany in 1918 3. Trench System A series of front line trenches faced each other with No mans land separating them. Behind the front line lay a series of reserve trenches and communication trenches. and fled to the Netherlands where he lived in exile. Trenches were often given names by British soldiers such as Oxford Street and The Strand, 16. Douglas Haig Was the Commander in Chief of the British Expeditionary Force (BEF) on the Western Front from as well as ruder names such as Slag Alley (Due to its closeness to a Coal mine) 1915 until the end of the First World War. After the war an interpretation developed of Haig being 4. Parapet The built up area in front of the trench that offered further protection to soldiers. Often the, ’Butcher of the Somme’, due to the initial huge loss of life. reinforced with sandbags. 17. David Lloyd The British War Coalition Prime Minister from 1916-1922. He was a major player during the Paris 5. Salient The military term given to a bulge in the front line where territory could be surrounded by George Peace Conference of 1919 that produced the Treaty of Versailles. the enemy on three sides. The Ypres Salient was the most famous example in the First The British lost 50,000 troops holding Ypres from German attacks on positions to East and North East World War. 18. First Battle of Ypres of Ypres. Holding Ypres allowed British to hold Channel Ports important for supplies and 6. Bite and Hold A British tactic favoured by General Rawlinson, where troops captured a small piece of reinforcements territory and rather than push on, they secured and held the gained land. A sequence of battles over a month after the capture of hill 60, significant as it’s the first battle The name given to the situation on the western front when neither side could break 19. Second Battle of 7. Stalemate where the Germans used Chlorine Gas on the Western Front. British losses during the month were through the strong trench defence systems. Ypres about 59,000; By the end of the battle the Germans had moved about 2 miles closer to the town of 8. Trench Fever A non-serious but debilitating illness which stopped soldiers from fighting was spread by the Ypres on the eastern side of the salient. dirty living conditions in trenches which led to the spread of lice which carried the bacteria. 20. Battle of the A British offensive which was planned to relieve pressure on the French at Verdun. The battle was Symptoms included: Sudden Fever, Loss of energy, Headaches and Muscle aches. Somme preceded by a 5 day artillery bombardment which failed to deliver the results across the whole of the 9. Trench Foot Painful swelling of feet caused by standing in cold mud and water. In the second stage 30 mile front, resulting in high casualty rates on the first day. gangrene developed which is the decomposition of body tissue due to a lack of blood 21. Third Battle of A British attempt to break out of the Salient and remove the higher ground from the Germans. Firstly supply—in these cases amputation was often the only solution. Ypres preparing through the battle of Messines and driving the Germans off this ridge, the main attack 10. Creeping Artillery tactic developed by the British and utilised more after the lack of success enjoyed centred on Passchendaele. Initial advance of 2 miles quickly slowed as heavy rainfall waterlogged the Barrage by the artillery on the Somme. A creeping barrage used the artillery as a moving shield in ground. Lasting until November the British moved the edge of the salient back by 7 miles costing front of advancing infantry troops. 245000 British casualties. 11. Conscientious Is an "individual who has claimed the right to refuse to perform military service" on the 23. The Armistice The Armistice was an agreement to stop fighting between the Allies and Germany which went in to Objector grounds of freedom of thought, conscience, or religion. After conscription came in to effect effect at 11am on the 11th of November 1918. The agreement was not a formal surrender of the in Britain many served prison sentences due to their convictions. German Army but did mark a complete defeat. Set at £6.6 billion by France, Britain and the United States at the Versailles Conference. This 12. Reparations Was the peace treaty that formally brought the First World War to a close and was a settlement fine to be paid by Germany was for the damage and destruction caused in Belgium and 24. The Treaty of between Germany , Britain, France and the United States. The treaty consisted of Financial, Military, France. Versailles Territory and War Guilt restrictions placed on Germany. 13. War Guilt By agreeing to sign the Treaty of Versailles, Germany had accepted the ‘War Guilt Clause’, Clause which was an acceptance that Germany alone was to blame for the start of the First World War.

Assassination of Franz Britain declares war on Trenches begin to be First Battle of Ypres Second Battle of Gallipoli Campaign or Battle of the Battle of Arras Third Battle of Battle of Cambrai The Treaty of Ferdinand Germany after dug on the Western Ypres Dardanelles Somme Ypres Armistice Versailles signed invasion of Belgium Front Campaign June 28th 1914 4th August 1914 15th September 1914 12th October—11th 22nd April-25th 25th April 1915—9th 1st July– 18th 9th April —16th 31st July—10th 20th November —7th 11th 28th June 1919 November 1914 May 1915 January 1916 November 1916 May 1917 November 1917 December 1917 November 1918 Autumn Term - History Knowledge Organiser: Weimar Germany and the Rise of Hitler

Key Individuals Key Terms/Events Definitions

1. Adolf Hitler An Austrian national who moved to Germany and fought for the German Army in 11. Weimar Republic The name given to the form of German Government between 1919 and 1933. The the First World War. On his return to Munich, Germany, he joined the NSDAP Republic faced many threats from political extremism and problems such as the becoming it’s leader before becoming Chancellor of Germany in 1933. fallout from the Treaty of Versailles. 2. Heinrich Himmler Leader of the SS and a leading member of the NSDAP. 12. The Munich Putsch The Nazi attempt to seize power in Germany in November 1923. Starting in a Beer Hall in Munich and led by Hitler the Putsch was a failure. 16 Nazis and 4 police 3. Hermann Goering A first World war fighter pilot decorated for bravery, he joined the NSDAP in 1923 officers were killed. Hitler was arrested and charged with treason. and was wounded at the Munich Putsch. After Hitler became Chancellor he held 13. The Wall Street On Black Thursday, the 24th October 1929, the American Stock Market on Wall different roles including Head of the Luftwaffe and had some responsibility for the Crash Street, New York crashed in value. This brought about the Great Depression which war time economy. affected the world’s economy. 4. Ernst Rohm Won an Iron Cross in the First World war. Joined the Nazi Party in 1919 and 14. Sturm Abteilung Also known as the Brownshirts, the SA functioned as the Paramilitary wing of the became close friends with Hitler. He led the organisation which eventually became (SA) Nazi Party. They provided protection at Nazi political meetings, disrupted opponents the SA (Brownshirts) in the Munich Putsch of 1923. Eventually killed on Hitler’s meetings and intimidated groups of the population the Nazis opposed such as Trade orders during the Night of Long Knives in 1934. Unionists, Communists and Jews. 5. Erich Ludendorff German General in the First World War, who became one of the highest ranking 15. Schutzstaffel (SS) Means ‘Protection Squadron’ and started as a small group of volunteers assigned to soldiers in the German army. Joined with Hitler and the Nazis during the failed provide security at Party meetings in Munich. From 1929 to 1945 the organisation Munich Putsch of 1923. was the agency of security, surveillance and terror within Germany and later 6. Josef Goebbels Joined the Nazi Party in 1924 and his powerful public speaking soon gained the occupied Europe. attention of Hitler. In 1933 he was made the Minister for Propaganda which he 16. Anti-Semitism Is racism and hostility towards Jews. This was common across Europe—even in the remained until 1945. 20th Century. Hitler wrote about his hatred of Jews in his book ’Mein Kampf’. 7. President Hindenburg Leader of the German Army during the first World war who became President of 17. Reichstag Fire The Reichstag was the German Parliament building in Berlin. On February 27th 1933 Germany during the Weimar Republic between 1925 and 1934 when he died. He the building mas mysteriously burnt down. The Nazis claimed this as evidence that opposed making Hitler Chancellor until he had little choice in January 1933. Communists were plotting to overthrow the German Government and presented a 8. Neville Chamberlain The Prime Minister of Britain between May 1937 and May 1940. Known for his pol- Dutch Communist, Marinus van der Lubbe as the perpetrator. icy of appeasement towards Hitler’s Germany, he wanted to avoid a repeat of the 18. Enabling Act Allowed Hitler to rule as dictator without having to seek approval for laws from the First World War. Reichstag. This was passed on the 24th March 1933. 9. Benito Mussolini Leader of the National Fascist Party in Italy he became Prime Minister in 1922, Took place in June/July 1934 and were a series of political executions designed by ruling until 1943. Was known as ‘Il Duce’, which is Italian for ’The Leader’. 19. Night of the Long Knives Hitler to consolidate his absolute power over Germany. Most of the killings were 10. Joseph Stalin A Georgian born Soviet Revolutionary he governed the Soviet Union from 1922 committed by the SS and it’s Secret police organisation known as the Gestapo. until his death in 1953. 20. Appeasement A British policy designed to prevent a war and used towards Hitler during the late 1930s. The British Prime Minister Neville Chamberlain met with Hitler at the Munich Conference in 1938 in an attempt to stop German expansion after the agreed annexing of part of Czechoslovakia known as the Sudetenland.

Declaration of Weimar Hitler attends meeting of the DAP Hitler becomes leader of Hitler jailed for role in the Hitler is appointed Hindenburg dies—Hitler combines role of The Munich Conference Republic: Ebert is First (NSDAP) and accepts membership the NSDAP Munich Putsch Chancellor of Germany President and Chancellor to become the Chancellor Fuhrer

9th November 1918 12th September 1919 29th July 1921 1st April 1924 30th January 1933 2nd August 1934 29th September 1938 Autumn Term- ICT Knowledge Organiser: HTML

What are we learning: how to use HTML to create the content layer of a web page how to use HTML to appropriately place the content in a web page how to use HTML to create navigation within a web page and between web pages The tag The tag is the first tag you use in a web page. You should use the close tag, , at the end of your web page. The tag A web page is broken up into two parts: the head and the body. The tag always follows the tag. Like the tag you need to close it by adding a forward slash, . The The tag The body tag follows the head of your web page. Inside the body of your web page goes the content. As with the other tags, once you have added your content you should use the close tag, . An example:

Different types of text Use the heading tags to create headings in your webpage. Headings range in size from

to . Use the

tag to specify text as paragraph text. ordered and unordered lists

How to insert a table As you will discover there is no specific way to position elements in HTML. This means that you will need to build a structure to hold the elements in place. The structure we use to do this is a table:

- used to insert a table into your web page. You should always finish with the close tag, the table heading tag. This tag is used to add headings to your table. It should always be accompanied with the close tag, . - the table row tag. This tag is used to define the rows in your table. It should always be accompanied by the close tag, - the table data tag. This always comes after the table row tag and is used to define the data in your table. It should always be accompanied by the close tag, To merge cells in a table we need to use the rowspan or colspan attribute, check out the example below:

How to insert an image To insert an image we need to use the image tag, . This is always accompanied by the close tag, . When using the tag we need to use its attrib- utes to specify the source of the image and its size. We can use the height attribute and the width attribute to specify how big the image should be in pixels. The alt attribute is used to specify some text to be displayed if the image cannot be downloaded for any reason. How to insert a hyperlink Hyperlinks can be used to link to different parts of the same page or different pages. To add a hyperlink we use the anchor tag, . Similar to the image tag, when we use the anchor tag we need to use its attributes to specify the location of the page to link to. As with all the other tags this should be accompanied by the close tag, . This time though we should put the text or image that we want to act as a link in between the open and close tags. This is a link The target attribute allows you to specify where you want to open the link. If you specify the target as _self then the page will open in the same window or tab. If you specify the target as _blank then the page will open in a new window or tab. We can also use links to take us to different parts of a web page. We need to use the id attribute to identify the different parts of the web page that we want to link to. The code below shows a link that will take you back to the top of the page:

Autumn Term- ICT Knowledge Organiser: Python yr9

Python -> English Key vocab print (‘hello!’) Prints a value on screen (in this case, hello!) Python A programming language which is quite close to Eng- lish! input(‘’) Inputs a value into the computer. Programming The process of writing computer programs. x=input(‘’) Inputs a value and stores it into the variable x. x=int(input(‘’)) Inputs a value into x, whilst also making it into an integer. Code The instructions that a program uses. Sequence Parts of the code that run in order and the pathway of print(str(x)) Prints the variable x, but converts it into a string first. the program reads and runs very line in order. if name == “Fred”: Decides whether the variable ‘name’ ha a value which is equal Selection Selects a pathways through the code based on whether to ‘Fred’. a condition is true else: The other option if the conditions for an if statement are not met Iteration Code is repeated (looped), either while something is (eg. name = ‘Bob’ when it should be Fred) true or for a number of times elif name == “Tim” elif (short for else if) is for when the first if condition is not met, Algorithm A set of rules/instructions to be followed by a computer but you want to specify another option. system # # is used to make comments in code – any line which starts with Variable A value that will change whilst the program is executed. a # will be ignored when the program runs. (eg. temperature, speed) for i in range(0,10): Loops any code indented after this line a certain number of Function A collection of code that works outside the main pro- times, in this case, 10. gram. These are created to speed up programming. while x < 10: Loops any code indented after this line until the condition is met, They can be called from a single line of code at any in this case x becoming equal to or greater than 10. time. list = [‘’,‘’] Creates a variable and makes it an array – a list which can store Comparative Operator When comparing data, an operator is used to solve the many values. equality such as <>, != or == Syntax The punctuation/way that code has to be written so that the computer can understand it. Each programming lan- Comparative Operators! guage has its own syntax. == Equal to Data Type This indicates how the data will be stored. The most common data types are integer, string, and float/real. != Not equal to String A collection of letters, numbers or characters. (eg, Hel- > Greater than lo, WR10 1XA) < Less than Integer A whole number. (eg. 1, 189) >= Greater than or equal to Float/Real A decimal number, not a whole number. (eg. 3.14, - 26.9) <= Less than or equal to Boolean 1 of 2 values. (eg. True, False, Yes, No)

Mark Making is key to adding structure and tone to your drawn Portraiture: Drawing & Analysis portraits. Try using some of these to help you. Alberto Giacometti ,Portraiture key words Expression A look, appearance, manner, bearing, countenance, aspect or impression; that gives us a clue as to the feeling of the subject. Mood The expression of feeling or emotion conveyed in some way in the portrait. Personality Aspects of personal characteristics or traits conveyed in the portrait. Representation Sometimes portraits can represent status, events or historical information through subtle clues. Giacometti was a Swiss painter, printer and Likeness How accurate the character sculptor. or features of the face are. Voyeuristic When an image is watching a He is best known for his heavily worked pieces with viewer that is unaware. Continuous line and roughly textured surfaces that Built depth and structure into his work.

Francis Bacon

Composition The position and layout of objects on the paper/ canvas etc Line Defines shape, the outer edges of something Tone How dark or light a shape is.

Shape The outline of an object.

Form Appearing 3 dimensional

Pattern A repeated shape or line

Francis Bacon was an Irish-born British Texture The feel or appearance of a surface, figurative painter known for his emotionally how rough or smooth it is. charged raw imagery and fixation on Structure The way in which parts are arranged personal experience. and put together. Scale The different sizes of shapes used.

Proportion The size and shape of one object in comparison to another Mark making Use of pattern or line to create depth or tone or texture. Performing Arts Music Knowledge Organiser STOMP—SamplingBody Percussion

Click the “Edit” tab to bring up the Key vocabulary: Types of effects: effects list • MIDI - Musical Instrument Digital Interface (a protocol designed • Compression – reduces the volume of loud for recording and playing back music on digital synthesisers). sounds or amplifies the volume of quiet sounds Click to choose • VST – virtual studio technology (GarageBand, Reason, Ableton by compression an audio signal’s dynamic range your desired effect Live, Logic Pro etc). • Reverb – recreates sound echo of different room from the drop- • Duration – the length of a note. sizes down list • Note position – the position of a note in relation to another/the • EQ – filtering the frequency range of the track grid in any VST. • Filtering – Low Pass/High Pass filters let you cut Click manual to • Pitch – How high or low the sounds are. out lower or higher frequencies. This means you create your own • Dynamics – how loud or soft the music is. can reduce low or high background noise. parameters. Click • Tempo – the speed of the music another option for • Time signature – how many beats in a bar there are in the music. Track Panning wheel a pre-set effect • Velocity – mimics the dynamic of the note in relation to the force it was played with. • Looping – highlighting a section of the track for it to be repeated in a loop. • Samples – A short clip of a sound recording that can be re-used as an instrument or a sound recording in a different song or piece. • Panning – positioning the sound around the stereo field so that it appears to come out of the headphones from different angles. • Quantisation – this snaps recorded events so that they start perfectly on a tempo grid. • DSP effects – Digital Signal Processing effects. • Mixdown – the act of compressing all the tracks into one track ready for exporting. Track volume control Audio information • Exporting - moving the recorded audio from VST to a separate MP3 file.

Add a new track Playback controls Volume control Loops and Samples Performing Arts Music Knowledge Organiser Afro Beats

Afrobeats is a term for contemporary pop music made in West Africa, that ini- Popular Afro Beats Artits tially developed in Nigeria, Ghana, and the UK in the 2000s and 2010s. D'banj Afrobeats is less of a style and more of a descriptor for the fusion of sounds 2Baba flowing out of Ghana and Nigeria. Genres such as hiplife, jùjú music and naija beats, among others, are often lumped under the 'afrobeats' term. P-Square Afrobeats is primarily produced between Lagos, Accra, and London. Wizkid Mr Eazi Davido Characteristics Tiwa Savage Afrobeats is most identifiable by its signature driving drum beat rhythms, whether electronic or Afrikan Boy instrumental. These beats harken to the stylings of a variety of traditional African drum beats R2Bees across West Africa. Sarkodie The beat in Afrobeats music is not just a base for the melody, but acts as a major character of MzVee the song, taking a lead role that is sometimes equal to are of greater importance than the lyrics and almost always more central than the other instrumentals. EL (rapper) Afrobeats shares a similar momentum and tempo to house music. Castro Rather than only featuring a 4/4 time signature of Western music, afrobeats commonly features Stonebwoy a 3–2 or 2–3 time signature called a "clave" D-Black Another distinction within Afrobeats is the notably West African, specifically Nigerian or Ghana- Edem ian, accented English that is often blended with local slangs, pidgin English, as well as local Ni- Bisa Kdei gerian or Ghanaian languages depending on the backgrounds of the performers. Performing Arts Drama Knowledge Organiser Status and Tragedy

Vocal Drama Skills Dialogue The spoken script on stage. Direct Address When an actor speaks directly to the audience, e.g. in pantomime. Intonation Variation of spoken pitch that is not used to distinguish words, but the attitudes and emotions of the speaker. For example questions, feel- ings, statements. Monologue One person speaking, either delivering a speech or thoughts and feelings to the audience. Vocal Pace The speed in which an actor delivers their lines. Vocal Pause Pausing lines to create dramatic effect such as tension Vocal Tone The way that you speak, using ‘intonation’ to add feelings, emotions or sub-text. Vocal Projection Using the voice so that all the audience can hear.

Drama terminology and techniques Status on Stage Technical Terminology Text/ Script The written drama piece/script. Status The position of a person within a group. The position of a Tableux A ‘frozen picture’ that tells a story. Costume and props are needed, and group within a society. physicality used to show emotion. Status can be measured in many forms: Technical Technical equipment and systems for example sound, lighting and com- Social Status: Status within a group in society (i.e. Class – Upper / Mid- puter generated effects. dle / Working OR Leader of a Gang / Follower) Protagonist The main character in a piece of drama. Financial Status: Status in relation to earnings (i.e. Rich / Poor. Links to Thought Tracking An exercise that allows the inner thoughts of a character or role to be Material Status – Homes / Cars / Clothes / Phone) heard out loud. The participant is asked to say their characters thoughts and feelings at specific points during their acting. Job Status: Status in relation to level of responsibility (i.e. High Power jobs compared to Low Power Jobs) Plot The storyline of a piece of drama. Scene A sequence of continuous action in a play. Marital Status: Status of relationships (i.e. Married / Single) Rehearsal A practice or trial performance of a play. Emotional Status – The state of your feelings (i.e. Happy / Sad) Flashback Enacting a moment from a character’s remembered past, this can help Power Status: Status in relation to strength or influence (i.e. Positioning gain an understanding of the character and provide a ‘back story’. within a Group / Business) Entrances & Exits Where a character enters and exits their scene.

Level(s) How the actors sit, kneel or stand on stage, to show status. Multi-role When an actor plays more than one role Year 9 Term 1 & 2 Knowledge Organiser

Physical Descriptions Relationships J'ai les cheveux… I have the hair… je m'entends bien avec I me get on well with longs/courts long/short High frequency je me disupte avec I me argue with raides/bouclés straight/curly très very je me chamaille avec I me bicker with noirs/bruns/blonds/roux/gris black/brown/blond/red/grey assez quite je m'amuse avec I me have fun with j'ai les yeux I have the eyes… mais but je m'occupe de I me look after bleus/vert/marron/gris blue/green/brown/grey ou or ma soeur ainée my sister older J'ai des lunettes I have the glasses où where mon frère cadet my brother younger J'ai des boutons I have the spots d'abord first of all mon cousin my cousin J'ai une moustache I have a moustache puis then mon beau-père my stepdad j'ai une barbe I have a beard ensuite next parce qu'il because he Je suis de taille moyenne I am of size medium après afterwards parce qu'elle because she Je suis grand/petit I am tall/short plus tard later a l'air/semble has the air/seems Je suis mince/gros I am slim/fat est is

Activities with Friends je retrouve I refind (meet) Personality Adjectives je traine I hang out Il est/Elle est He is/she is je tchatte en ligne I chat online Time Phrases agaçant/e annoying j'écoute de la musique I listen to music aujourd'hui today arrogant/e arrogant je passe chez I pass by the house of demain tomorrow bavard/e chatty avec mon copain with my (male) friend matin morning amusant/e funny avec mon petit copain with my boyfriend après-midi afternoon charmant/e charming avec ma copine with my (female) friend ce soir this evening content/e happy avec ma petite copine with my girlfriend samedi soir Saturday evening fort/e strong avec mes amis/copains with my friends hier yesterday impoli/e impolite avec mon meilleur copain with my best (male) friend marrant/e funny avec ma meilleure copine with my best (female) friend méchant/e nasty on joue au foot/basket ensemble we play at football/basketball together têtu/e stubborn on discute de tout we discuss of everything on mange ensemble au fast-food we eat together at the fast food on regarde un film/des clips vidéos we watch a film/video clips on rigole bien ensemble we laugh well together A good friend Future plans Je pense que I think that Je vais I go/am going Pour moi For me Tu vas you go/are going A mon avis In my opinion Il va he goes/is going un bon ami a good friend Elle va she goes/is going est comprehensif is understanding On va/Nous allons we go/we are going est généreux is generous Vous allez you go/are going est gentil/sympa is kind Ils vont they (male) go/ are going est honnête is honest elles vont they (female) go/are going est sensible is sensitive Tu veux…? You want…? écoute mes problèmes listens my problems aller à un match de foot to go to a football match discute de tout avec moi discusses of everything with me aller au bowling to go to the bowling aide tout le monde helps all the world aller au cinema to go to the cinema accepte mes imperfections accepts my imperfections aller à la piscine to go to the swimming pool respecte mes opinions respects my opinions voir un spectacle to see a show a les mêmes centres d'intérêt que moi has the same centres of interest as me faire du patin à glace to do skating on ice a le sens de l'humour has the sense of humour faire du skate to do skating faire les magasins to do the shops jouer à des jeux vidéos to play a some videogames Arranging meetings ça va être it is going to be Quand? When? Idols Avec qui? with who? Past activities Comment s'appelle…? How is he/she called…? On se retrouve où? we find each other where? J'ai contacté I contacted Mon modèle s'appelle My idol is called À quelle heure? A what hour? J'ai quitté la maison I left the house J'admire I admire dans in J'ai raté le bus I missed the bus a travaillé très dur worked very hard derrière behind Je suis allé en ville I went in town a joué dans beaucoup de films played in lots of films devant in front of J'ai écouté de la musique I listened of the music a gagné beaucoup de courses won lots of races entre between a donné de l'argent aux gave some money to le centre commercial the shopping centre j'ai retrouvé I refound bonnes oeuvres good causes j'ai discuté avec I discussed with le théâtre the theatre fought against his/her la plage the beach j'ai acheté des vêtements I bought some clothes a lutté contre ses problèmes problems la boite de nuit the box of night (club) I would like to be like les magasins the shops J'ai passé une très bonne I spend a very good day J'aimerais être comme lui/elle him/her la patinoire the ice-rink Design & Technology Knowledge Organiser

Project: Festival Project

Tonbridge and Malling Borough Council has conducted some research into entertainment and events held in the area. It realised that during the long summer holidays there was a lack of organised events for both the local residents and visitors to the area. In order to raise the profile of the area and its cultural heritage the council would like to host a large event to promote the area to both locals and tourists. The research the council conducted indicates that there is a lack of organised events in the area. It is also apparent that the most popular events are those with a musical theme. In order to entertain the locals and attract tourists to the area the council is looking to host a musical festival that can also promote local culture. You must design the following: Tickets for the event Promotional Flyers and posters Lanyard ID cards for people attending the event Merchandise (T shirts/Keyrings/Mugs etc)

Key word Definition 2D Design A computer based programme we use for designing which falls into CAD Images can have layers which are placed ontop of eachother to create a whole Layers image Logo A series of images joined together to identify a company or individual Brand How we identify a product or a company Slogan A tag line used to help identify a company

Sublimation printing Heat transferred ink which can be applied to various specialised products Equipment used to heat flat products and apply pressure a design to the Heat press product Mug press Equipment used to heat the mugs and compress the design to the mug

Heat tape A heat resistant sticky tape to hold printed design to desired product Resistant Materials Knowledge Organiser Project: LED Lamp

Upcycling, also known as creative reuse, is the process of transforming by-products, waste materials, useless, or unwanted products into new materials or products of better quality or for better environmental value.

Key word Definition Recycle To break an object into its parts to be reused seperately Reuse To use an object for another purpose

Refuse When you decide not to accept a product because of the materials

Reduce The decision to reduce the amount of materials used in a product

Rethink When you change the way a product is made to make it more

Repair To fix a product to extend its life span Natural Timber Woods that occur naturally in the wild and not man made LED Light Emitting Diode

Coniferous Trees that are evergreen and have small needles not leaves, also Design & Technology Knowledge Organiser

Project: Flat Pack Project

In this project you will learn how to design a new piece of furniture to be flat packed, You will learn the different types of knock down fittings which are used to make flat pack furniture and you will apply these to your own designs. This project aims to improve your knowledge and understanding of manufactured materials, manufacturing processes, team work and design techniques

Key word Definition

A component which can be used with screws to attach materials Knock Down Fitting together A type of Knock down fitting which uses a Cam to keep the Cam Lock materials together A manufactured board which is made from large chips of recycled Chipboard wood

Lamination A process of layering materials together for strength or finish

Dowel A cylindrical piece of wood used to glue materials together

Manufactured Boards A man made sheet timber not naturally occurring

A type of surface finish applied to materials eg, Dye, varnish, Stain Finish or wax. A type of metal fixing which comes in a variety of sizes and can Screws either have a flat head or cross head (Phillips)

Phillips Screwdriver Used to drive cross headed screws or tighten CAM locks Autumn Term - Food Technology Knowledge Organiser

Theme: Healthy Eating

Understanding Food Labels Saturated Fat Eating a diet that is high in saturated fat can raise the level of cholesterol in the blood. Having high cholesterol increases the risk of heart disease. Saturated fat is the kind of fat found in butter and lard, pies, cakes and biscuits, fatty cuts of meat, sausages and bacon, and cheese and cream. We’re advised to eat less fat, especially saturated fat. UK health guidelines recommend that: the average man should eat no more than 30g of saturated fat a day and the average woman should eat no more than 20g of saturated fat a day Tips on eating less fat These tips can help you cut the total amount of fat in your diet: 1) Compare nutrition labels when shopping, so you can pick foods lower in fat. 2) Ask your butcher for lean cuts of meat, or compare nutrition labels on meat packaging. Look for meat that has visibly less fat. 3) Choose lower-fat dairy products, such as 1% fat milk, low-fat plain yoghurt or r educed-fat cheese. 4) Grill, bake, poach or steam food rather than deep frying or roasting. 5) Measure oil with a tablespoon or use an oil spray, rather than pouring it straight from a container. 6) Trim visible fat and take skin off meat before cooking. 7) Use the grill instead of the frying pan, whatever meat you’re cooking. 8) Put more vegetables or beans in casseroles and stews and curries, and a bit less meat. 9) Spoon off fats and oils from roasts, casseroles, stews and curries. 10) When making sandwiches, try leaving out the butter or spread: you might not need it if you're using a moist filling. 11) Try reduced-fat spreads, such as olive oil or sunflower spreads (a new manufacturing process solved past concerns about their trans fat content). Important Food Temperatures Nutrients and their Functions Macronutrients Carbohydrate, fat and protein required by the body in large amounts Micronutrients Vitamins, minerals and trace elements required by the body in small amounts Vitamin A Healthy immune system and help us see in dim light Carbohydrate Energy Protein Growth, repair and maintenance. Fat Secondary source of energy, warmth, protect vital organs and source of Vit A and D B Vitamins Energy release and healthy nervous system Vitamin C Fights infection and heals wounds Vitamin D Healthy bones and teeth Vitamin E Healthy skin and eyes and strong immune system Vitamin K Wound healing and blood clotting Calcium Bone formation, heart function and healthy red blood cells Iron Healthy red blood cells

Keyword Definition Antioxidants Substances that can prevent or slow damage to cells, they are found in fruits and vegetables. Immune system The body's main defence system against infections or other foreign substances. Micro nutrients Nutrients needed in small quantities e.g. vitamins and minerals Macro nutrients Nutrients needed in large quantities e.g. fat, carbohydrate and protein. Cholesterol A type of fat in the blood called a lipid. Having a high level of lipids in your blood can lead to serious health problems Reference intakes These show the maximum amount of calories and nutrients you should eat in a day. Shortening Fats used to give biscuits and pastry a crumbly texture Saturated fat Are solid at room temperature and can raise blood cholesterol levels. Unsaturated fat Liquid at room temperature and are considered beneficial because they can improve blood cholesterol levels Lacto ovo Vegetarian A diet of plants, dairy products and eggs, but no animal flesh. Vegan Follows a diet containing only plants and don't eat foods that come from animals, including dairy products and eggs. Dental caries Tooth decay or cavities caused by acid that destroys the tooth enamel. Mycoprotein A meat alternative made from a funghi. Carbon footprint The amount of carbon dioxide released into the atmosphere as a result of the activities of a particular individual, organisation or community. Yeast A living, single-cell organism which converts its food into alcohol and carbon dioxide. Aeration Adding air. Raising agent They make cakes and bread rise. Obesity A term used to describe people who have a Body Mass Index (BMI) of over 30 Flouride Naturally occurring mineral found in water in varying amounts. It can help prevent tooth decay. Kneading Working the dough to develop the gluten to make it stretchy. Fitness for sport and exercise

Principles of training: FITT principle:

Fielding (all aspects) Striking (skill refinement)  Frequency– How often you train

 "Track": Track the ball with your eyes all the way into your  Intensity– How hard you train hands.  Time– How long you train for  Bring the ball into your chest when catching

 When retrieving, run as fast as you can and run alongside  Type– The type of training you do the ball and pick up with throwing hand.

 Use your non throwing hand to aim for accuracy when throwing Responsibilities for specific positions  Focus on accuracy rather than trying to throw as hard as possible.  The fielding team’s positions are made up of a pitcher, catcher, first baseman, sec- ond baseman, shortstop, third baseman, and three outfielders at left field, centre Bowling and pitching variations field and right field.  Fastballs: Four-seam, Two-seam, Cutter, Splitter, and Forkball.  The outfielders are responsible for retrieving the ball, catching batsmen out and  Breaking Balls: Curveball, Slider, Slurve, and Screwball. throwing the ball to the fielders on bases or backstop/catcher.  Changeups: Changeup, Palmball, Circle Changeup  Step into the pitch  The pitcher is responsible for pitching the baseball to the batsman and using differ-  Aim accurately ent variations to deceive them.  Vary the type of pitch you deliver to outwit your opponent.  The catcher is responsible for catching the pitchers’ deliveries and running batters out that are running to home base.

Rules regulations and scoring systems  Baseman fielders can also catch batters out, but their main responsibility is to be  If the batter manages to hit the ball from the pitcher, they must make an effort to at least get to first base. there to catch the ball that is thrown to them by the outfielders and stumping the They can then run to as many bases as they wish before being tagged out. Each base must be touched with bases to run the batters out. some part of the batters body when running past. Principles of the game (attacking and defending)  A batter gets up to three strikes before getting out. A strike is deemed when a batter swings for a ball and misses it. The batter can leave the ball but, if it’s within a certain area (called the 'strike zone'), then a strike will also be given. If four balls miss the strike zone and the batter does not swing their bat, they can walk to first base.

 Players can be dismissed by either a 'strike out' (referring to a batsman missing the ball three times), 'force out' (when a player fails to make the base before the defensive player), 'fly out' (when the ball is hit in the air and caught without it bouncing), and 'tag outs' (where a defensive player with the ball tags the batsman with the ball all whilst they are running).

 To score, a batter must hit the ball with the bat into the designated fielding area and make it around all. four bases (before the fielding team is able to collect the ball and throw it to the base the batter is running to). Fitness for sport and exercise

Principles of Training: Leadership skills:

 Frequency ‘how often’ Grip:  Professional conduct  Intensity ‘how hard’  hold the stick with the left hand at the top ‘to see your watch’  Enthusiasm  Time ‘how long’  the thumb and forefinger form a V down the back. This should ensure that the hitting (flat) surface faces the ground  Type ‘what type’  The right hand is a third to half way down the shaft  The left hand controls the rotational movement of the stick  The right hand provides support and additional control

Passing Dribbling:  Hands apart  Crouch and have a solid base  Hold the body as near upright as possible  Ball stays in contact with the stick  Hold the stick with the left hand at the top and  Transfer your weight from your back foot to your front right hand a third of the way down the shaft  Keep your head over the ball  Follow through where you want the pass to go  Stick and ball out in front and slightly to the right of the body

 Balanced footwork, low centre of gravity

Receiving Defending and tackling  Scan ahead to read the game The three vital skills used in defensive play are:  Hands apart  intercepting  Crouch keeping head  tackling up  marking  Get the stick low to the ground The Block tackle  Hands apart  Balance and keep  Bent legs head over stick  Crouch keeping head up  Cushion the ball  Get the stick low to the ground  Balance and keep head over stick

Fitness for sport and exercise

Methods of training: Circuit training:

Short Passes Longer Passes:  Can be used to improve Aerobic endurance and Muscular endurance

• keep the arms bent at the elbows • use straighter arms

• push the ball across and level with the waist • allow the natural “pendulum” swing of the arms to occur Line-outs • keep hands slightly underneath the ball • follow through much further with the arms • finish the movement with the wrist and fingers • help the ball on its way with a slight turn of the • keep shoulders facing forward during the pass. shoulders

• finish the movement with the wrists and fingers.

The Ruck and Maul  Keep the eyes open and head up  Keep a straight back as you drive with the legs  Shoulders always above hips  Wrap arms around opponent and bind tightly  Be committed and controlled

Tackling safely (taking and making the tackle)

 Head behind or to side of ball carrier’s legs  Shoulders braced Principles of the game (attacking and defending)  Head up and looking  Shoulder contact on thigh  Drive with the legs  Wrap arms around and hang on tight  Keep eyes open.  Drive the ball carrier over backwards  Use forward momentum to bring the player down

How to use your Knowledge Organisers? What is a Knowledge Organiser? A knowledge Organiser sets out the most important facts and ideas that your teachers believe you need to study their subject this term. We want you to memorise information that will support what you are learning in class. Why do we need Knowledge Organisers?

 To make your homework more meaningful and to link it more directly to what you learn in lessons.

 To help you make sense of what you learn in lessons, allowing you to complete more chal- lenging tasks.

 To help you develop the memorising techniques you will need to be successful at GCSE.

 To give you the opportunity to feel more of an expert in the subjects you are learning. How does your memory work? You store information in both your long and short term memory. Your short term memory is your ‘working memory’ - you use it for day to day thinking and problem solving, and memories here are only held for a short amount of time. Your long term memory contains information that you know really well, and your short term memory ‘calls it up’ when it needs to use it. If you don’t memorise information, your short term memory soon ‘forgets it’. Also if you try to rely too much on your short term memory it quickly overloads and this will affect your ability to think clearly and you will make mistakes.

To store information in your long term memory you need to practise:

 Repetition - Keep coming back to the information again and again.

 Spacing - Mixing up the information you study to test your memory.

 Testing- Find ways to check what you remember, and to work out your weaker areas.