English Macbeth

Year 9 Term 1

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Context

The Great Chain of Being (see picture)

God is at the top of the Great Chain of Being

Kings were chosen by ‘divine right.’ God chose the king.

Males were above females.

People were expected to respect their position in the chain and, if they did so, would be rewarded in heaven. Divine Right of Kings

Divine Right of the Kings – a Monarch is appointed by God, therefore any treason would be going against God.

A King/Queen became ‘divine’ by their appointment and it safeguarded their rule and authority.

Shakespeare's play Macbeth is to some extent a cautionary tale, warning any other people, who are tempted to commit regicide, of the awful fate that will inevitably overtake them.

King James I

King of Scotland from 1567 - 1625

King James was fascinated by the supernatural and wrote a book entitled ‘Demonology’ in 1597

King James’s ancestor, Banquo, is made a hero in the play.

King James had survived an assassination attempt. Witches and the supernatural

Christians believed witches to be the agents of Satan.

In 1604, it was a capital offence to be a witch. Association with a witch led to hanging, burning or drowning.

It was believed, witches could see into the future, change the weather and could call up the dead. The Gunpowder plot

A failed attempt to blow up England’s King James I and the parliament

Attempt happened on November 5th, 1605.

English Macbeth

Year 9 Term 1

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Plot Summary Plot summary: Act 1 Act I scene i – The three witches gather together in a thunder storm to meet Macbeth Act I scene ii – Duncan hears reports of the battle in which Macbeth proves himself a hero and also of the treachery of the Thane of Cawdor. Act I scene iii – Macbeth & Banquo meet the witches and hear the predictions that he will be Thane of Cawdor and the next king. Ross arrives to confirm that Macbeth is the new Thane of Cawdor. Act I scene iv – Duncan decides to make his son Malcolm the heir to his throne and tells Macbeth that he will visit his castle. Act I scene v – Lady Macbeth reads a letter from her husband about the events so far and makes up her mind to murder Duncan. Act I scene vi – Duncan arrives at Macbeth’s castle and is welcomed by Lady Macbeth. Act I scene vii – Macbeth decides he cannot go through with the plot but Lady Macbeth persuades him to change his mind. Plot summary: Act 2 Act II scene i – Banquo feels uneasy about what might happen in the night. Macbeth makes his way to Duncan’s room to kill him and sees a ghostly dagger floating in the air before him. Act II scene ii – Macbeth forgets to leave the bloody daggers in Duncan’s room after the murder and Lady Macbeth is forced to take charge and put them back. Act II scene iii – The next morning Duncan’s body is discovered by Macduff; Macbeth conveniently kills the servants in pretend rage; Duncan’s sons, Malcolm & Donalbain, flee the castle. Act II scene iv – Macduff reports that suspicion for the murder has fallen on the king’s sons; Macbeth has travelled to Scone to be crowned.

English Macbeth

Year 9 Term 1

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: The Witches In the modern world we have scientific knowledge to explain why natural disasters such as earthquakes,

floods and droughts take place. However in Shakespeare’s time there was no such science and so people invented all sorts of explanations to explain why bad things happened. One of the ways they accounted for the unexplained was the idea of witches.

In Elizabethan England hundreds of thousands of women were tortured and executed in Europe because they were accused of witchcraft. They were blamed for accidents, misfortunes and disasters of all kinds. People thought that witches could see into the future, cast spells, cause storms and bad weather and disguise themselves as other creatures such as cats.

In Scotland between 1590 and 1680 (the period in which Shakespeare wrote Macbeth) approximately 4400 ‘witches’ were executed. The most well-known case is that of the North Berwick witches in 1590-92. They were accused of attempting to murder King James I by placing a wax image of him in a fire. The witches were arrested, interrogated by James I himself and executed.

The Witches in Macbeth:

Act 1 Scene 1 is one of the most famous scenes in Macbeth. It is the first time the audience gets to see the witches and we are invited into a mysterious world inhabited by creatures which, as of yet, we are unsure are for good or evil. Shakespeare uses the witches as a way of pulling in the audience. We arrive at the end of whatever it is they have been doing.

In Elizabethan times, the witches would have been a big draw for audiences because there was a huge amount of interest (and belief) in witchcraft and the supernatural.

Shakespeare is clever in his construction of the witches because the audience become curious about what role the witches will play in the play. It also helps to set the scene for the rest of the play.

The witches create a dark world where there’s confusion and not everything is what it seems. The scene opens with thunder and lightning, it continues with the witches taking about “hurly-burly” and when a battle is both “lost and won”. This sense of things being not what they seem, of appearance versus reality is very important for the rest of the play as we see that many of the most important moments are based on this contrast.

The witches’ predictions at the start of the play help create disorder and chaos throughout the rest of the play for Macbeth. Although they do not directly tell him what to do, they influence his decisions and are a key factor in his tyrannical behaviour.

English Support and application

Year 9 Term 1

Vocabulary Wider Research Apply

1. Soliloquy 2. Paradox 3. Oxymoron 4. Pathetic

Fallacy 5. Supernatural 6. Tragedy 7. Jacobean 8. Betrayal 9. Caesarean 10. Hamartia 11. Hubris 12. Superstition 13. Patriotic 14. Masculinity 15. Loyalty 16. Guilt 17. Symbolism 18. Innocence 19. Juxtaposition 20. Contradiction 21. Motif 22. Fate 23. Protagonist 24. Catharsis 25. Peripatetic 26. Equivocation 27. Anti-hero 28. Foreshadowing 29. Patriarchy 30. Ambition

Witches revision: https://www.sparknotes.com/shakespeare/macbeth/character/the-three-witches/ The Witches Quizlet: https://quizlet.com/gb/418471528/macbeth-the-witches-flash-cards/ Act 1 Quizlet: https://quizlet.com/231124253/macbeth-act-1-review-flash-cards/ Act 2 Quizlet: https://quizlet.com/324749281/macbeth-act-2-review-flash-cards/ Stacey Rae analysis of the witches: https://www.youtube.com/watch?v=06fxuAbd8c8 Scene by Scene translation: https://www.youtube.com/watch?v=UNNOq1Tx1Ek&list=PLqGFsWf-P-cCMpq89C0yaU5scvuYiIKuL Macbeth online text: http://www.shakespeare-online.com/plays/macbethscenes.html

1. Write a summary of Act 1 Macbeth using quotations to support your summary

2. Write a summary of Act 1, Scene 2 of Macbeth using quotations to support your summary

3. How far do you think the witches can be considered as evil?

4. Why do the witches create chaos at the start of the play?

5. Create a mind map detailing all of the information that you know about Macbeth from Act 1

6. Make a set of flashcards about the witches. You should include: key quotations, key scenes, reactions of other characters

7. How do you think a Jacobean audience would have responded to the supernatural?

8. Write a PEEL paragraph that answers the question: How are the witches presented as evil in Act 1 of Macbeth?

9. Writing Task 1: Create a poster advertising Macbeth. What

would you include to advertise the play to modern audiences? 10. Writing Task 2: Write a letter to King James I explaining your

point of view on witchcraft.

Maths Number and Statistics

Year 9F Term 1

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Calculations and BIDMAS Order of Operations (BIDMAS or BODMAS) Brackets, Indices, Division, Multiplication, Addition, Subtraction This acronym reminds us of the order to complete calculations eg 60 – 5 x 32 + (4 x 2)

1. Brackets come first so we now have 60 – 5 x 32 + 8 2. Indices come next so we now have 60 – 5 x 9 + 8 3. Multiplication comes next here so we now have 60 – 45 + 8 4. Addition follows so we have 60 + 8 = 68 5. Subtraction occurs last so we finish with 68 – 45 – 23

Formal methods for calculating Addition (column method) Subtraction (column method) Multiplication (traditional method) Division (bus stop)

Adding and Subtracting with Negative Numbers To subtract a negative number (when the two signs are right next to one another) - - treat this as + eg 5 - - 3 is really 5 + 3 = 8 To add a negative number (when the two signs are right next to one another) + - treat this as – so 6 + -2 is really 6 – 2 = 4 Multiplying and Dividing with Negative Numbers Here we are interested in the signs in front of the values. If the signs are the same so either two positives or two negatives we get a positive answer. Eg 4 x 3 = 12 -4 x -3 = 12 and 20 ÷ 5 = 4 -20 ÷ -5 = 4 If the signs in front of the values are different eg one is positive and one is negative we will get a negative answer. Eg -4 x 3 = -12 4 x -3 = -12 and -20 ÷ 5 = -4 20 ÷ -5 = -4

Maths Number and Statistics

Year 9F Term 1

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Calculating with Decimals and Fractions Converting between fractions and decimals To convert a fraction to a decimal using a calculator simply divide the numerator by the denominator. This will create either a recurring or terminating decimals. Recurring

means the same numbers go on forever eg Terminating decimals have a finite number of digits and stop eg ½ = 0.5 To convert a decimal into a fraction count the number of digits after the decimal place and write the value after the decimal place as a numerator over a denominator which is a power of 10 with the same amount of zeros, then simplify if you can. Eg 0.25 = 25/100 = ¼ Finding reciprocals of numbers or fractions The reciprocal of any number is 1 divided by the number. You can write the reciprocal of a number or fraction by inverting it, meaning you swap the numerator and denominator around. REMEMBER any whole number can be written as a fraction by writing it as a fraction over 1. Eg The reciprocal of 4. First write 4/1 then flip this fraction so you have ¼ . The reciprocal of 2/3 is 3/2 or written as a mixed number 1½

Adding and subtracting fractions with different denominators You can only add and subtract fractions which have the same denominator, if they are different in your question you must start by converting your fractions into equivalent fractions where your denominators are identical (ideally by finding their LCM). At this point you simply add or subtract the numerators. Always ensure you simplify your answers if you can and if required convert improper fractions into mixed numbers.

Multiplying and dividing fractions With multiplying simply times together the numerators for your numerator answer and times together your denominators for your denominator answer and simplify if necessary eg ½ x ¼ = 1/8 With dividing remember the words, KEEP, CHANGE, FLIP (reciprocal). KEEP the first fraction the same, CHANGE the divide sign to a multiplication, FLIP find the reciprocal of the second fraction eg 2/3 becomes 3/2. Then multiply them as mentioned above. Eg ½ ÷ 2/3 is written as ½ x 3/2 = ¾

Maths Number and Statistics

Year 9F Term 1

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Statistical diagrams Data collection To collect data from simple surveys you can use a tally chart, also known as a data collection sheet. When using tally charts remember that you draw every fifth line through the previous four to group data into groups of 5 making it easier to count. You also include a frequency column which gives the total number of times a piece of data has occurred.

Pictograms A pictogram is a frequency table where each frequency is represented by a repeated symbol which may in itself represent a number of items. A key will tell you how many items each symbol represents. It is essential when choosing an image for a pictogram a simple image is used as when representing values which won’t create whole symbols these can be difficult to read.

Statistical Diagrams

A bar chart is a series of bars or blocks of the same width, separated by narrow gaps of equal width, that represent frequencies. Vertical line charts are similar but have vertical lines as opposed to bars. A dual bar chart compares mutliple sets of related data, and will need a key. You can also have Composite bar charts to compare data, this will need a key. Here you have a running total and can compare more than two variables eg gender and favourite sports.

Statistical Averages and Range Mode/Modal – the value which occurs most in a set of data, there can be more than one mode. Eg the mode of 2, 2, 8, 2, 6, 3, 2, 4 is 2 as it appears the most. There can also be no mode 1,2,3,4,5. Median – the value which sits in the middle of an ordered set of data. If you have two values in the middle you add these together and divide by two in order to calculate the median. Eg 3, 4, 6, 9, 10 here 6 sits in the middle so is the median. Mean – the mean of a set of data is the sum of all the values in the set divided by the total number of values in the set. Eg the mean of 4, 8, 7, 5, 9, 4, 8, 3 The sum is 4 + 8 + 7 + 5 + 9 + 4 + 8 + 3 = 48. There are 8 values in this list so we do 48 ÷ 8 = 6 Therefore 6 is the mean Range – the range is NOT an average however is shows the spread of data allowing you to comment on the consistency of it. You calculate the range by finding the difference between the highest and lowest values. Eg. 3, 4, 6, 2, 8, 1, 9 Here my largest value is 9 and my smallest is 1 so the range is 9-1 = 8

Maths Support and application

Year 9F Term 1

Vocabulary Wider Research Apply

1) digit 2) positive 3) negative 4) inequality 5) place value 6) column 7) addition 8) subtraction 9) multiplication 10) division 11) calculation 12) invert 13) rational 14) reciprocal 15) recurring 16) terminating 17) equivalent 18) denominator 19) mixed number 20) improper fraction 21) class interval 22) frequency 23) composite 24) dual bar chart 25) pictogram 26) trend 27) average 28) modal class 29) median 30) range

BIDMAS – https://www.bbc.com/bitesize/articles/zj29dxs Column addition – https://www.mathsisfun.com/numbers/addition-column.html Column subtraction – https://www.mathsisfun.com/numbers/subtraction-regrouping.html Long multiplication – https://www.mathsisfun.com/numbers/multiplication-long.html Long division – https://www.mathsisfun.com/long_division.html Converting between fractions and decimals – https://www.mathsisfun.com/converting-fractions-decimals.html Calculating with fractions – https://www.bbc.com/bitesize/guides/zgqpv9q/revision/4 Statistical diagrams – https://www.bbc.com/bitesize/guides/zc7sb82/revision/1 Averages of data – https://www.bbc.com/bitesize/guides/znhsgk7/revision/1

1. Tom says that 6 + 32 x (5-3) = 162. Is he correct? Explain your answer. 2. Ben bought six boxes of cards. Each box contains 52 cards. How many cards did he buy altogether? 3. Joe is checking his addition of two values. His answer is 678, one of the numbers is 489. What should his other value be? 4. Two numbers have a product of -24 and a sum of 2. What are the two numbers? 5. Toby is organising a coach trip for 640 people. Each coach will carry 46 people, how many coaches will he need to book? 6. Explain why 0 has no reciprocal. 7. There are 400 counters in a bag. They are either red, green or purple. 3/8 are red and 2/5 are green. How many are purple? 8. Peter eats ¼ of a pizza, and then a further 1/5 of what remains. How much pizza did he eat? 9. Conduct your own investigation where you count object for a set time. Eg colours of cars that pass along in front of your home. Create a frequency table to represent your data and then construct either a pictogram or bar chart to display your data. What is the mode? 10. Calculate the mode, median, mean and range of:

7, 13, 19, 25, 12, 6, 18, 15, 13

Maths Number

Year 9H Term 1

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Calculations and Rounding In Maths you will encounter many problems set in real-life contexts. You will have to read them carefully, think about the problem and then plan a strategy to solve it. This may involve arithmetical skills such as long multiplication and long division and you will need to know how to work out these problems with or without a calculator. Eg. A party of 613 children and 59 adults are going on a day out to a theme park. How many coaches, each holding 53 people, will be needed? Altogether there are 613 + 59 = 672 people. Therefore the number of coaches needed is 672 ÷ 53 = 12 with 36 remaining. This means 13 coaches must be booked so all passengers can be sat down. Muiltiplying with decimals: Eg 3.42 x 2.7

1. Multiply each decimal by a power of 10 to make it into a whole number. 3.42 x 102 (100) = 342 and 2.7 x 101 (10) = 27 2. Multiply your two whole numbers. 342 x 27 = 9234 3. Multiply together the powers you used from step 1. 102 x 101 = 103 (or 100 x 10 = 1000) 4. Divide the product of the numbers from step 2 by the power of 10 from step 3. 9234 ÷ 103 (1000) = 9.234

Dividing by a decimal: Eg 0.42 ÷ 0.2

1. Look at the value in your questions which has the most digits after the decimal place. In this case 0.42 has more digits after the decimal place 2. Multiply this value by a power of 10 so that you make it into a whole number. 0.42 x 102 (100) = 42 3. Multiply your other value in the calculation by the same power of 10. 0.2 x 102 = 20 4. Now complete the division. 42 ÷ 20 = 2.1

Rounding to Significant Figures (You will often see Significant Figures used when you want to approximate a number that has quite a few digits in it.)

1. From the left of the number, count the digits (when the number is less than 1, eg 0.0456678, start from the first non-zero digit). If you are rounding to 2 significant figures (sf) count in two digits, 3 sf count in three digits, and so on.

2. Look at the next digit to the right, when the value is less than 5 then leave the last counted digit the same. If, however, the next digit is 5 or greater then add 1 to the previously counted digit. Eg 45389 to 2 sf is 45000 and 45389 to 3 sf is 45400

3. Ignore all other digits, BUT you must put in enough zeros to keep the number the right size (value)

Maths Number

Year 9H Term 1

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: LCM, HCF, Prime Factors and Calculating with Fractions Lowest Common Multiple (LCM): The LCM of two numbers is the smallest value which appears in the multiplications for both numbers. Eg find the LCM of 18 and 24. Write out the 18 times tables: 18, 36, 54, 72, 90 Write out the 24 times tables: 24, 48, 72 I can stop here as I can see the first number that appears in both lists is 72, so this is the LCM of 18 and 24. Highest Common Factor (HCF): The HCF of two numbers is the biggest value that divides exactly into both numbers. Eg find the HCF of 28 and 16. Write out the factors of 28: 1, 2, 4, 7, 14, 28 Write out the factors of 16: 1, 2, 4, 8, 16 I can see the biggest number that appears in both lists is 4, so this if the HCF of 28 and 16. Prime factors: Here we find we can write any value as a product (multiplication) of its prime factors.

1. Start by writing your number at the top of your working out and draw two lines (branches coming out of it) 2. Now find a pair of numbers which multiply together to give this value, ideally making one of them a prime number (has

exactly 2 factors, 1 and itself) 3. Circle your prime number as there is nothing else you can do here and then draw two branches out of your other value. 4. Repeat process 2 from these new branches and keep repeating until you only have prime numbers. 5. Write your circled values down as a multiplication together in index form, you should find the answer is your original number.

Adding and subtracting fractions with different denominators You can only add and subtract fractions which have the same denominator, if they are different in your question you must start by converting your fractions into equivalent fractions where your denominators are identical (ideally by finding their LCM). At this point you simply add or subtract the numerators. Always ensure you simplify your answers if you can and if required convert improper fractions into mixed numbers.

Multiplying and dividing fractions With multiplying simply times together the numerators for your numerator answer and times together your denominators for your denominator answer and simplify if necessary eg ½ x ¼ = 1/8 With dividing remember the words, KEEP, CHANGE, FLIP (reciprocal). KEEP the first fraction the same, CHANGE the divide sign to a multiplication, FLIP find the reciprocal of the second fraction eg 2/3 becomes 3/2. Then multiply them as mentioned above. Eg ½ ÷ 2/3 is written as ½ x 3/2 = ¾

Maths Number

Year 9H Term 1

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Working with Percentages Expressing one quantity as a percentage of another You can express one quantity as a percentage of another by setting up the first quantity as a fraction of the second, making sure the units of measure are the same. Then you convert the fraction into a percentage by multiplying by 100. E.g. Express 60p as a percentage of £4. First convert both into the same units of measure so in this case 4 x 100 = 400p Then write as a fraction 60/400 x 100 = 15% Percentage Increase When using a calculator to increasing by a percentage you use the multiplier method (turning the percentage into a decimal) eg Increase £6.80 by 5%

1. As you are increasing from an original amount you add the percentage to 100%. Eg 100% + 5% = 105% 2. You divide this answer by 100 to turn it into a decimal. Eg 105 ÷ 100 = 1.05 3. Now multiply your full value by this multiplier. Eg 6.80 x 1.05 = £7.14 Percentage Decrease When using a calculator to de creasing by a percentage you use the multiplier method (turning the percentage into a decimal) Eg Decrease £8 by 4% 1. As you are decreasing from an original amount you take away your percentage from 100% Eg 100% - 4% = 96% 2. You divide this answer by 100 to turn it into a decimal. Eg 96 ÷ 100 = 0.96 3. Now multiply your full value by this multiplier. Eg 8 x 0.96 = £7.68

Percentage Change When using a calculator to find the percentage change that has occurred you use the following method eg A TV decreases in price from £600 to £450. Calculate the percentage change.

1. Find the difference between the new and original price. Eg £600 - £450 = £150. 2. Divide the change by the original amount. Eg 150 ÷ 600 = 0.25 3. Multiply the answer by 100 to convert it to a percentage. Eg 0.25 x 100 = 25%

Maths Support and application

Year 9H Term 1

Vocabulary Wider Research Apply

1) negative number 2) positive number 3) Significant 4) divisible 5) factor 6) integer 7) multiple 8) highest common factor 9) lowest common factor 10) square number 11) square root 12) cube 13) cube root 14) power 15) factor tree 16) prime number 17) index form 18) prime factor 19) finite 20) infinite 21) reciprocal 22) percentage 23) increase 24) decrease 25) simplify 26) equivalent 27) place value 28) decimal point 29) tenths 30) quantity

Long multiplication – https://www.mathsisfun.com/numbers/multiplication-long.html Long division – https://www.mathsisfun.com/long_division.html Multiplying with decimals – https://www.mathsisfun.com/multiplying-decimals.html Dividing with decimals – https://www.mathsisfun.com/dividing-decimals.html Significant figures – https://www.bbc.com/bitesize/guides/zscq6yc/revision/3 LCM and HCF – https://www.bbc.com/bitesize/guides/z9hb97h/revision/5 Prime Factors – https://www.bbc.com/bitesize/guides/z9hb97h/revision/4 Calculating with fractions – https://www.bbc.com/bitesize/guides/zgqpv9q/revision/4 One quantity as a percentage of another – https://www.bbc.com/bitesize/guides/zcndmp3/revision/3 Percentage Increase and Decrease – https://www.bbc.com/bitesize/guides/z9sgdxs/revision/2

1. A supermarket receives a delivery of 235 cases of tins of beans. Each case contains 24 tins. a) How many tins of beans does the supermarket receive altogether? b) 5% of the tins were damaged and thrown away. On average the supermarket sells 250 tins of beans a day. How many days will the delivery of beans last before a new delivery is needed?

2. Scott has a rope that is 8m long. He says, ‘I need 9 pieces each 0.89m long’. Will Scott have enough rope?

3. Find an approximate solution to the following calculation by rounding each value to 1 significant figure. 213 x 69 42

4. Write 180 as a product of its prime factors.

5. A blue light flashes every 8 minutes and a red light every 12 minutes. If they both flash at 9am, at what time will they next flash again together?

6. During a heatwave a pond loses 1/8 of the water it contains every day. How much water is left after three days?

7. A book has 320 pages. 200 pages have illustrations, ¾ of these are colour illustrations. How many pages of the whole book have colour illustrations as a percentage? 8. Oliver’s salary is £21,500 and he is due to get a 3% increase. How much will his salary now be? 9. A ball is dropped from a height of 3m and is allowed to bounce. Each time it rises up it reaches a height 80% of the last bounce. What height does it reach after the second bounce?

Science - Biology Cell Biology

Year 9 Term 1

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Cell Biology Cell Types Eukaryotes have a nucleus to contain their genetic information (E.g. Plant and Animal cells) whereas Prokaryotes do not possess a nucleus and genetic information is free floating (E.g. Bacteria – Bacterial chromosomes). Cell Ultrastructure Cell ultrastructure refers to the internal structure of a cell. The ultrastructure is made up of different organelles, each with their own function. The cell ultrastructure can vary between the different types of cells e.g. Chloroplasts, Vacuoles and Cell walls are not present in animal cells but are in plant cells. Cell ultrastructure can include the following organelles: Nucleus (Contains DNA and coordinates the cell), Cell membrane (Allows substances to enter and leave the cell), Cytoplasm (Site of cell reactions), Cell wall (Maintains cell shape), Vacuole (Stores water and minerals), Chloroplasts (Produces glucose via photosynthesis), Mitochondria (Releases energy in glucose by respiration) and Ribosomes (Protein synthesis). Cell Transport Cells transport molecules using three different methods: Diffusion, Osmosis and Active Transport. An example of diffusion is in the alveoli of the lungs; oxygen diffuses from the alveoli into the capillaries whereas carbon dioxide diffuses from the capillaries into the alveoli for exhalation. Osmosis is similar to diffusion but specifically refers to water molecules. An example of osmosis can be seen in root hair cells of plants, which have a large surface area to allow as much water as possible to pass through the membrane into the cell. Active transport is the active movement of molecules from a low concentration to a high concentration, against the concentration gradient through membrane channels. Active transport requires energy as it is causing molecules to move from where there are few of them to where there are many. Active transport can also be seen in root hair cells of plants where mineral nutrients from the soil such as magnesium are taken in by the cell. Microscopy Microscopy is the use of microscopes to view cells and tissues of organisms in greater detail. The cells are magnified to increase their size allowing us to see cell ultrastructure. There are two types of microscope: light and electron. Light microscopes are much cheaper and can view the general shape and structure of a cell. Electron microscopes are much more expensive and much larger than their light microscope counterparts. Electron microscopes can magnify the image to a much higher level, allowing scientists to view the smaller organelles within a cell that cannot be seen using the light microscopes. The actual size of cells and their organelles can be calculated using the equation: Actual Size = Image Size ÷ Magnification.

Science - Chemistry Atomic Structure

Year 9 Term 1

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Atomic Structure

Structure of an Atom The current model to demonstrate atomic structure is the ‘Nuclear Model’ represented by the diagram to the left. The model contains a central positively charged nucleus containing protons and neutrons and surrounding the nucleus, electron shells that contain negatively charged electrons. Protons, neutrons and electrons are subatomic (smaller than an atom) particles. Protons are positively charged and electrons negatively charged, while neutrons have no charge. Both protons and neutrons have a relative mass of 1 whereas electrons have a miniscule mass of 1/1840 which is negligible to the total mass of the atom. Structures for Different Elements and Isotopes Each element on the periodic table has a unique structure of protons, neutrons and electrons. The proton number is what determines the type of element an atom is, for example, Carbon has 6 protons and all other atoms with 6 protons will be Carbon. The proton number and mass number for each element is provided on the Periodic Table. The larger number is the mass number, made up of the protons and neutrons. The smaller number is the proton number which is also equal to the electron number. The equal number of protons and electrons causes an atom to be electrostatically neutral. Isotopes are

atoms of the same element (same proton number) but have a different mass number due to a variation in the number of neutrons in the nucleus. The neutron number of an atom is calculated using: Neutron number = Mass – Proton Number. Development of the Atomic Model The development of atomic models started in 465BC, with Greek philosopher Democritus hypothesising matter was made from atoms. Democritus described atoms as solid and invisible with varying shapes and sizes. In 1804, John Dalton built upon this idea, suggesting particles were spherical, with each element having unique atoms. In 1897, J.J. Thompson discovered the electron which was used to produce the ‘Plum Pudding Model’ of atomic structure shown to the right. As the mass of electrons was much smaller than that of an atom and atoms were known to be electrostatically neutral, Thompson suggested atoms were spheres of positive charge containing negatively charged electrons. In 1911, Ernest Rutherford suggested an early form of the ‘Nuclear Model’ accepted today. Rutherford’s team emitted alpha particles (radiation) at atoms in gold foil and identified many alpha particles passed through the atoms of the foil, with a few alpha particles being ‘reflected’ back. In Rutherford’s model it was proposed that mass is concentrated in the central nucleus of the atom and much of an atom is empty space. The use of this ‘Nuclear Model’ eventually led to the discovery of positively charged protons and in 1932, the discovery of neutrons by Chadwick. Standard Form and Conversions Atoms have a diameter within the range of 0.1 to 0.5 nanometres depending on the element. 1 nanometre is equal to 0.000000001 metres which can make calculations involving these small figures complicated. In order to simply these equations standard form is used. Standard form is used to represent incredibly large or incredibly small numbers to a power of 10. If 1,000,000 was to be converted to standard form, the number of figures between 1 and the decimal point would be counted, in this case 6. As there are 6 figures between 1 and the decimal point, the power used is 106. To finalise this standard form the first digit, 1, will be taken and multiplied by 106 resulting in 1×106. When applying this to numbers such as 0.000000001, the power becomes negative, in this case becoming 1×10-9

Science- Physics States of Matter

Year 9 Term 1

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: States of Matter The Particle Model The three states of matter: Solid, Liquid and Gas, are represented by the Particle Model. The model shows in a solid, particles are close together and vibrate with little kinetic energy. In a liquid, particles are relatively close together, but have enough kinetic energy to move past each other resulting in flow. In a gas, particles have a high level of kinetic energy causing them to move rapidly away from other gas particles. The level of kinetic energy particles of a substance has, determines what state the substance exists as. During the state changes melting, evaporation and sublimation, particles gain kinetic energy due to an increase in the environmental temperature. During freezing and condensation, the kinetic energy of particles decreases. The particle model does have limitations in that it does not account for variations in particle size due to differences in atomic structure. The model also does not represent intermolecular or intramolecular forces acting on the particles (intermolecular – forces between different molecules, Intramolecular – forces within the molecule).

Density Density refers to the amount of particles within a specified volume. Differences in particle/molecule size as well as the intermolecular forces present cause variation in density between substances. Density is calculated with the equation: Density (Kg/m3) = Mass (Kg) ÷ Volume (m3). This equation can also be represented as ρ = m/V. An object can float on water if it is less dense than the body of water directly beneath it. The diagram shows two boxes of the same volume with different numbers of particles. Assuming each particle has the same mass, the second box with more particles in the same amount of space would have a higher density than the first box with less particles in the same space.

Specic Heat Capacity and Specific Latent Heat Specific heat capacity refers to the level of energy in Joules required to change the temperature for 1kg of a susbtance by 1°C. Specific heat capacity is calculated using Energy (J) = Mass (Kg) × Specific heat apacity (J/Kg/°C) × Temperature change (°C). This equation can also be represented as Q = m × c × ΔT (Q = Energy, m = Mass, c = Specific heat capacity and ΔT = Temperature change). In order for a susbtance to change state, a specific amount of energy must be put into the substance to cause all particles to transition state. The energy required for this state change is known as the specific latent heat and can be calculated using Energy = mass × Specific latent heat, also represented as E = m × L. The graph to the right shows how the temperature changes as the energy input increases. A phase change refers to a change of state and when this happens there is no increase in temperature. This is due to the energy being transferred to the particles to change state and the temperature will continue to increase once the change in state has finished. Gas Pressure Gas pressure is caused by the collision of gas particles with the side of their container. By manipulating the temperature or volume of the container, gas pressure can be altered. Increasing the temperature increases the kinetic energy transferred to the particles. As the kinetic energy has increased, the particles collide with the sides of the container more frequently, increasing gas pressure. If the volume of the container is reduced, the gas particles will collide with the sides of the container more frequently as there is a smaller distance for particles to travel. Containers can burst if the gas pressure becomes too great, therefore pressurised containers are kept away from high temperatures and have a suitable volume for the amount of gas held.

Science Support and application

Year 9 Term 1

Vocabulary Wider Research Apply

1. Eukaryotic 2. Prokaryotic 3. Organelle 4. Ultrastructure 5. Ribosome 6. Mitochondria 7. Concentration 8. Diffusion 9. Osmosis 10. Microscopy 11. Element 12. Proton 13. Neutron 14. Electron 15. Subatomic 16. Nucleus 17. Electrostatic 18. Charged 19. Negligible 20. Isotope 21. Particle 22. Kinetic 23. Energy 24. Intermolecular 25. Density 26. Volume 27. Transferred 28. Joules 29. Collision 30. Frequently

Cell Biology– https://www.bbc.co.uk/bitesize/topics/z2mttv4 Diffusion Simulation– https://phet.colorado.edu/en/simulation/legacy/membrane-channels Microscopy Required Practical– https://www.youtube.com/watch?v=jBVxo5T-ZQM Build an Atom– https://phet.colorado.edu/sims/html/build-an-atom/latest/build-an-atom_en.html Isotopes– https://www.bbc.co.uk/bitesize/guides/z964y4j/revision/2 The Atomic Model– https://www.youtube.com/watch?v=xazQRcSCRaY Density Simulation– https://phet.colorado.edu/sims/density-and-buoyancy/density_en.html Specific Heat Capacity Required Practical– https://www.youtube.com/watch?v=HAPmwu7byGM The Particle Model– https://www.bbc.co.uk/bitesize/topics/z3ybb82

Biology: 1. Draw three diagrams to represent the following cells: Animal,

Plant and Bacterial. 2. Create a Venn diagram to show the differences and similarities

between plant cells and bacterial cells. 3. Calculate the magnification if the actual size of a cell is 0.015mm

and the image size is 15mm. You will need to rearrange the equation.

Chemistry: 1. Construct a table to represent the three subatomic particles of an

atom, their masses as well as their charges. 2. Compare the ‘Nuclear Model’ of atomic structure to the ‘Plum

Pudding Model’. Consider mass and charge in your answer. 3. Convert the following to standard form:

15,000 2,539,000 0.0058 0.00002687

Physics: 1. Recreate the graph representing temperature change over energy

input. Explain why there is no temperature increase over points B-C and D-E when there is a temperature increase between points C-D.

2. The specific heat capacity of water is 4.18kj/kg/°C. If 10,000g of water is heated from 10°C to 55°C, how much energy has been transferred to the water.

3. Explain why steel ships are able to remain afloat on water when the density of steel is 8050Kg/m3 and the density of water is 997Kg/m3.

Geography Geographical Skills

Year 9 Term 1

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Mapping What are maps? An OS (Ordnance Survey) Map is a tool we use to navigate to different places and to understand our locality. OS maps include symbols that are used to make sure we are able to find different places such as picnic sites and forests. Maps have changed over time. We used to think that the world was very close together. Early explorers were able to start charting different locations. These early maps were not correct and were constantly updated over time as technology improved whilst explorers charted the oceans and continents. The very first map was created in the 6th century by the Greeks. Now, we use satellite imagery from space and advanced technology to locate new places and islands that are constantly changing as the world moves forward over time. How do we use maps? In order to use maps effectively we need to make use of all the information that is provided on them. Around the world there are imaginary lines of latitude (horizontal- going around the world) and longitude (vertically) that provide us with different locations through a degree point. The line of latitude that runs directly through the centre of the earth is called the equator (the hottest point in the world!), with the vertical centre point called the Greenwich meridian. What do all maps need? 1.Title 2. North Arrow 3.Scale Bar 4.Key

Geography Geographical Skills

Year 9 Term 1

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Mapping and Grid references There are 7 continents in the world. Each continent is like a large piece of a puzzle that makes up the entire world. Every continent includes many different physical geographical features such as countries, islands, lakes, mountains and rivers. Every continent has a diverse mix of people, places and culture. Every continent has a mix of ecosystems, weather and climate. The 7 continents are:

Antarctica

Australasia

Asia

Africa

Europe

North America

South America Countries There are 195 countries in the world, spread across all 7 continents. An example of a country is The United Kingdom (this is our country). The UK is made up of 4 parts (all mini countries that make up one large one) England, Scotland, Wales and Northern Ireland. The United Kingdom is a country located in the continent of Europe. Other countries that surround the UK include France, The Republic of Ireland and The Netherlands. All countries have a capital city (where the government is located), a flag, a national anthem and their own culture. Counties Counties are the mini regions (areas) found within a county. For example, we live in Chatham which is in the county of Kent. In the UK there are 48 counties in England. The counties that surround Kent are; Essex, East Sussex and Surrey. London, England’s capital city is a part of ‘Greater London’. Four and Six figure grid references Maps have grid lines on them—we use them to pinpoint locations by using grid reference. A four-figure grid reference is a handy way of identifying any square on a map, six-figure grid references are best for giving exact locations. Grid references are easy, as long as you remember that you always go along the corridor before you go up the stairs. Steps to finding four figure grid references:

Step 1: Go along the bottom of the map until you reach the easting which forms

Step 2: Then, go up the side of the map until you reach the northing that forms the bottom side of the square your trying to locate e.g. 33

Step 3: Now put your two answers.

Geography How are populations changing?

Year 9 Term 1

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Height, relief and scale What is relief? Relief is the shape and height of the land. OS maps use two systems to illustrate relief, spot heights and contour lines. A contour is a line drawn on a map that joins points of equal height above sea level. What is a Spot Height? These show the exact height of the land by a black dot with a number next to it. The number is the height above sea level in metres. What are contour lines? These are lines drawn on a map that join places of the same height On OS maps they are orange/brown

Some will have their heights written on them—some you will have to work out

They are always an EQUAL distance apart

If the lines are CLOSE together the land is steep

If the lines are FAR apart the land is flat or very gently

Scale

The scale of a map helps us calculate the size, height and dimensions of the features shown on the map AND the distances between different points. Scale is the ratio between real life distances and how many times it has been shrunk to fit it on the map. The maps in your exam will have a scale of 1:50 000 where 1cm = 50,000cm on the ground (500m or 0.5 km) or a scale of 1:25 000. (250m or 0.25km)

Measuring Scale We can measure distances on a map in two ways: STRAIGHT LINE DISTANCE: Find the two places and simply place your ruler over both points and measure the distance in-between. When you have the distance convert it into kilometres using the scale line or by multiplying your answer by 0.5, (1:50,000 scale) i.e. 7 cm on the map equals 3.5km in real life DISTANCE ALONG A ROAD/TRACK: Try the paper method. Get a sheet of paper and place the corner on your starting point. Rotate and move the paper so the side follows the route you want to take. When the route bends away from the paper’s edge, mark the point on your sheet and then turn the paper so that the side runs along the next part of your path (1). Keep doing this until you reach the end of your route (2). Now place your paper against the scale line (3) or measure the distance using a ruler and multiply by 0.5.

Geography How are populations changing?

Year 9 Term 1

Vocabulary Wider Research Apply

1) Borough 2) Cartography 3) Chatham 4) City 5) Continent 6) Contour 7) Country 8) Europe 9) Greenwich 10) Human 11) Hydrological 12) Kent 13) Kent 14) Latitude 15) Longitude 16) Mapping 17) Medway 18) Mountain 19) Nutrient 20) Ocean 21) Ordnance 22) Ordnance 23) Population 24) Region 25) Relief 26) Spot Height 27) Survey 28) Symbol 29) Town 30) Urban

Physical Geography http://www.physicalgeography.net/ Human Geography https://www.bbc.co.uk/bitesize/topics/zfkmhyc Environmental Geography https://www.youtube.com/watch?v=skwRoYPumlc Continents https://www.worldometers.info/geography/continents/ Countries https://www.youtube.com/watch?v=LZFF8EuaGjM The UK https://www.britannica.com/place/United-Kingdom Longitude and Latitude https://getlatlong.net/

1. What do all maps need to include?

2. Why is it important for a map to have a key?

3. Describe the steps to finding a four figure grid reference

4. What are the differences between finding a four and six figure grid reference?

5. How could you use grid references in the real world?

6. How might knowing the relief of the land aid you in travelling the

landscape?

7. What do contour lines help us to do?

8. What is the point in using OS Symbols?

9. How have maps developed over time?

10. What do maps of 2019 include that the first maps did not?

History Weimar Germany

Year 9 Term 1

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: The Weimar Government On 9th November 1918, Kaiser Wilhelm II abdicated the German throne and fled to Holland. Germany became a republic and 2 days later, the Armistice was signed bringing an end to fighting in the First World War. Within a few months the new republic with a new constitution was set up. The new constitution was in many respects one of the most democratic in the world with a president as the head of state. However it also included several features which were to contribute to the instability, weakness and eventual downfall of the Weimar Republic.

Strengths A genuine democracy - Elections for parliament and president took place every four years and all Germans over 20 could vote. The power of the Reichstag - The Reichstag appointed the government and made all laws. This was very different from its powers before the war under the Kaiser. A Bill of Rights - This guaranteed every German citizen freedom of speech and religion, and equality under the law. Weaknesses Proportional representation - Each party got the same percentage of seats in parliament as the percentage of votes it received in an election. This meant there were lots of small parties in Parliament making it difficult to pass laws and led to weak and often short-lived governments. Article 48 - This gave the president the power to act without parliament’s approval in an emergency. However, it did not clearly define what an 'emergency' was, so the power was overused, which weakened Germans’ confidence in democracy.

History Weimar Germany

Year 9 Term 1

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Problems for the Weimar Government The setting up of the Weimar Republic did not signal peace for Germany and its citizens, it merely ushered in a period of chaos and violence. The 5 years after WW1 saw an attempted Communist revolution, political assassiantions, armed uprisings and massive inflation. Above all Germans had to accept what they felt was a vindicative peace settlement – the Treaty of Versailles. Many Germans said that all the problems of the post-war years were the result of the decisions that had been made by the politicians of the new Weimar Republic. These politicians were given the name ‘November Criminals’. However, by the end of 1923, political and economic stability were being restored to Germany. The Treaty of Versailles 1919 L – LAND Germany lost land on all sides of its borders as well as its overseas colonies. In Europe Alsace-Lorraine went back to France, Eupen-Malmedy was recognised as Belgian and France took coal from the Saar Region. A- ARMY AND NAVY Germany’s army and navy were significantly reduced in size and its air force was abolished. Maximum of 100,000 troops were allowed in the army and conscription and tanks were banned. German navy was reduced to only 6 battleship and no submarines. M – MONEY – Germany had to pay back reparations to Britain and France to cover damages caused by the war. In 1922 the amount to be paid was set at £6.6 billion. B – BLAME – Germany had to accept the blame for starting the war under article 231 of the treaty known as the ‘War Guilt Clause’. Challenges to the government of the Weimar Republic From the left ‘Spartacist Uprising’ 1919

5-12 January 1919

50, 000 members of Spartacists rebelled in Berlin led by Rosa Luxemburg and Karl Liebknecht From the right ‘The Kapp Putsch’ 1920

13-17 March 1920

Dr Wolfgang Kapp led a Freikorps takeover in Berlin Nationalist terrorists assassinated 356 government politicians, including Walter Rathenau (June 1922), the foreign minister, and Matthias Erzberger who had been finance minister.

History Weimar Germany

Year 9 Term 1

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Gustav Stresemann’s recovery Following the crisis of 1923, including the French occupation of the Ruhr and hyperinflation, Germany seemed to experience a period of recovery at home and abroad under the direction of Gustav Stresemann and with the assistance of American loans. Economic Solutions

International Relations The Locarno Pact In 1925, Germany signed the Locarno Pact with Britain, France, Belgium and Italy. The pact agreed that all signatories would keep their existing borders. Stresemann realised that France needed to feel secure in order to co-operate over changes in the Versailles peace treaty. The League of Nations In order for the Locarno Pact to work, Germany had to join the League of Nations. In 1926, Germany was given a permanent seat on the League of Nations – a return to GREAT POWER Status. This allowed Germany to bring about the Young Plan The Kellogg-Briand Pact In 1928, Germany signed the Kellogg-Briand Pact along with 64 other countries. The Pact agreed that countries would keep their armies for self-defence and solve international disputes using ‘peaceful means’. Changes in society 1924-29 Standard of living

Hourly wages rose in real terms (10% in 1928)

Pensions and sick benefit schemes were introduced Women

Women were welcomed into the workforce.

Number of women in work was 1.7 million higher in 1925 than it 1907

Women were able to vote

Women were elected to local and regional assemblies all over Germany.

History Support and application

Year 9 Term 1

Vocabulary Wider Research Apply

1) Kaiser 2) Reichstag 3) Armistice 4) Constitution 5) Chancellor 6) President 7) Article 48 8) Republic 9) Democracy 10) Dictatorship 11) Reparations 12) Scapegoat 13) Putsch 14) Freikorps 15) Hyperinflation 16) Weimar 17) Economy 18) Nation 19) Locarno Pact 20) Kellogg-Briand 21) League of Nations 22) Dawes Plan 23) Young Plan 24) Retenmark 25) Versailles 26) Sparticist 27) Communism 28) Dolchstoss Theory 29) President Ebert

30) Gustav Stresemann

Overview of WW1 https://www.history.com/topics/world-war-i/world-war-i-history Treaty of Versailles https://www.history.com/topics/world-war-i/treaty-of-versailles-1 Kaiser Wilhelm II background study http://www.bbc.co.uk/history/historic_figures/wilhelm_kaiser_ii.shtml Spartacist Uprising https://www.historytoday.com/archive/spartacist-uprising-berlin Kapp Putsch https://www.historylearningsite.co.uk/modern-world-history-1918-to-1980/weimar-germany/kapp-putsch/ Dictatorship vs Democracy https://downloads.bbc.co.uk/schools/gcsebitesize/wjec/history/pdf/democracy_or_dictatorship.pdf Hyperinflation https://www.historylearningsite.co.uk/modern-world-history-1918-to-1980/weimar-germany/hyperinflation-and-weimar-germany/

1. Create a dictionary for this topic. Include all the key vocabulary, definition and use the word in a sentence.

Key Word Definition Use the word in a sentence

2. Write a newspaper article/blog explaining how democratic

the new Weimar Constitution was. 3. Write a newspaper article/blog criticising how undemocratic

the new Weimar Constitution was. 4. Research what happened during the Spartacist Uprising and

the Kapp Putsch (think about key leaders, key locations, key motives. Key events)

5. Explain how the Treaty of Versailles would make Germans very angry with the government (2 paragraphs).

6. Create a mind map summarising key policies introduced by Stresemann to help Germany recover between 1923-1929.