How to use your Knowledge Organiser - castlerock.leics.sch.uk organiser... · PRODUT DESIGN PLASTIS The work of others—Design Movements Design movement= a style of design popular

Year 7 - Review Period Two—Knowledge Organiser

How to use your Knowledge Organiser...

Each school day you should be spending one hour completing your Out of Lesson Learning. This will either be: Revising your Knowledge Organiser Completing extra maths work Reading at home The timetable on the next page shows you which subject you should be Revising (it doesn't matter if you have that subject on that day or not, you should follow the timetable). You should complete the work in your Knowledge Organiser Exercise Book. Each subject should take up half a side of A4. Don’t forget to add a date and title. You should bring your Knowledge Organiser Exercise Book to school EVERYDAY. Your Knowledge Organiser Exercise Book will be checked in lessons and you will be quizzed on Knowledge from the organisers.

You can revise your Knowledge Organisers using a range of different methods but you should not just copy from the Knowledge Organiser into your book. You can use the ‘How to Self-Test with the Knowledge Organiser’ booklet to help you! A copy of this, along with all of the Knowledge Organisers and the timetable can be found on the school website. Try to use some of the methods we have gone through in school: Look, cover, write and check Ask someone to write questions for you Create mind maps Use the ‘clock’ template to divide the knowledge into smaller sections Create a timeline of key events Draw diagrams of key processes Draw images and label them, add in extra information Create fact files Create flow charts Give yourself spelling tests of key words

You should take pride in how you present your work, each page should be clearly dated, with the name of the subject used as a ti-tle. Half way down the page a line should divide it in two. Each half of the page should be neatly filled with evidence of self-testing. There should be an appropriate amount of work.

Year 7 - Review Period Two—Knowledge Organiser

Year 7 Timetable...

Monday Tuesday Wednesday Thursday Friday

Homework A

30 minutes

30 minutes Maths To be quizzed Tuesday

30 minutes MFL To be quizzed Wednesday or Thursday

30 minutes Humanities To be quizzed Thursday or Friday

30 minutes English Technical Accuracy To be quizzed Friday

30 minutes Science To be quizzed Monday or Tuesday

Homework B

30 minutes

30 Minutes Recommended Reading Time

30 Minutes Recommended Reading Time

30 minutes English To be quizzed Thursday

Extra Maths 30 Minutes Recommended Reading Time

Year 9 - Review Period Three—Knowledge Organiser

Topic/Skill Definition/Tips

1. Integer A whole number that can be positive, negative or zero.

2. Decimal A number with a decimal point in it. Can be positive or negative.

3. BIDMAS An acronym for the order you should complete calculations in.

BIDMAS stands for ‘Brackets, Indices, Division, Multiplication, Addition and Sub-

traction’.

Indices are also known as ‘powers’

4. Recurring Deci-

mal

A decimal number that has digits that repeat forever.

The part that repeats is usually shown by placing a dot above the digit/digits that

repeat.

5.Coordinates Written in pairs. The first term is the x-coordinate (movement across). The second

term is the y-coordinate (movement up or down)

6. Linear Graph Straight line graph.

The general equation of a linear graph is:

where m is the gradient and c is the y-intercept.

The equation of a linear graph can contain an x-term, a

y-term and a number.

7. Gradient The gradient of a line is how steep it is.

Gradient =

Decimals, Coordinates, Linear Graphs and Fractions Mathematics

Topic/Skill Definition/Tips

8. Parallel Lines If two lines are parallel, they will have the

same gradient.

The value of m will be the same for both

lines.

9. Perpendicular

Lines

If two lines are perpendicular, the product

of their gradients will always equal -1.

10. Numerator The top number of a fraction.

11. Denominator

The bottom number of a fraction.

12. Reciprocal The reciprocal of a number is 1 divided by

the number.

When we multiply a number by its

reciprocal we get 1. This is called the

‘multiplicative inverse’.

13. Mixed Number A number formed of both an integer part

and a fraction part.

14. Adding

or Subtracting

Fractions

Find the LCM of the denominators to find

a common denominator.

Then just add or subtract the numerators

and keep the denominator the same.


Component 2—Data

Data collection features

Size of

sample Who was in

the sample

Where the

data was

collected

When the

data was

collected

Methods

used

Digital Information Technology

Ensuring data is suitable for processing

Validation methods:

o range check

o type check

o lookup check

o data type check

o presence check

o length check.

Verification methods:

Representing information

The different ways of representing information :

text

numbers

tables

graphs/charts

infographics.

Primary

data information collected directly from source

Secondary

data information collected by third party.

Definition

of big data a large collection of data collected from a

large number of sources

Collection

of big data e.g. social networks, shop loyalty

schemes, census, sensors, ATM/cash ma-

chines, mobile phone networks, Wi-Fi

points, digital television, search engine

data, e-commerce.

Data is meaningless without converting it into information by

adding structure and context

Characteristics of data

No meaning No structure No context Unprocessed

Characteristics of information

Has meaning Has structure Has context Is processed

Data is processed by computers, the resulting information can then be

used to make decisions. You need to know the definitions of data and in-

formation and the relationship between the two.


Computer Communications and Networks

Hub A hub receives all data sent over the network.

Sends it to all the other devices on the network.

Only the device who the data packet is for will acknowledge it; the other

devices will ignore it.

Switch Bit more intelligent than a hub.

It learns which devices are on the network (and their port number/address)

only sends the data packet to the computer who is the intended recipient.

Router A router is cleverer still than both hubs and switches.

It can re-direct network traffic and deal with different packets in different

ways.

It can protect the computers on the network by hiding them from the out-

side world (i.e. a firewall).

COMPUTER SCIENCE

Network Protocols

Protocols are a set of standards and guidelines that tell computers how they

Client-server and peer-to-peer networks

In a Client-server network, the server acts as the main com-puter handling login requests, user storage, etc. The client could be any computer. The user can log on to any client and still access their stuff on the server.

In a Peer-to-peer network, each computer shares infor-mation equally and plays an equal role in the network.

TCP/IP (Transmission Control Proto-

col and Internet Protocol)

Used to exchange data between computers on a network

and route packets between networks and over the Inter-

net.

HTTP (HyperText transfer Protocol) Used on WWW to transfer webpages and web content

form the website host server to the computer requesting

the page.

FTP (File Transfer Protocol) Used to transfer files between computers over a network.

SMTP (Simple Mail Transport Protocol) Used to transport emails.

Network Topologies

Ring

All the computers are linked together in a ring and data packets are sent one way round.

Bus

All the computers are connected to a central bus. You can add and take away computers eas-ily in a bus network as the computers are con-nected to the central bus, rather than between one another.

Star

All the computers are connected to central server. The server can handle multiple commu-nications at once and re-directs traffic over the network. More computers can be added or tak-en away without affecting the network.

Networks—Types

LAN

A LAN is a Local Area Network which is usual-ly set-up within a cer-tain area, e.g. a building or group of buildings – hence the term “local”.

WAN

A WAN is a Wide Area Network which is usual-ly on a nationwide or worldwide scale. The Internet is an example of a WAN – a series of interconnected LANs.

WAP:

Wireless access points don't require a physical connec-tion and therefore are suited for a vari-ety of different devices. IP ad-dress and pro-vide access to net-work over an ar-ea, e.g. iPad or smartphone.

Year 9 - Review Period Three —

TEXTILES Garment Construction and Decoration

Button These can used as a fastening to

bring two pieces of cloth together

or a decorative component. Can

be covered with fabric to match

the rest of the garment/product.

Toggle

Used to fasten one piece of fabric

to another (similar to a button).

Zip Used to join two pieces of fabric

together on a on a coat or a bag or

other furnishing products such as

pillows.

Velcro Hooks of Velcro on one side of the

fabric stick into loops on the other

side, a very easy to open and close

fastening, suitable for children’s

wear, as it is safe and easy to use.

Press

Studs/

Poppers

Used on duvets, some children’s

clothing, very easy to do up and

undo.

Buckle Used to adjust belts or straps to

the right length.

Frog

Buttons Similar to a toggle, but the button

is made from a knotted cord which

is pushed through a loop on the

other matching side.

Eyelets

and Lac-

ing

Creates a decorative effect, front/

back of garment. Firm when

closed, roomy when open, can be

Garment construction/Pattern making:

In sewing and fashion design, a pattern is the template from which the parts of a garment are traced onto

fabric before being cut out and assembled. Commercial clothing manufacturers make their

own patterns in-house as part of their design and production process, usually employing at least one spe-

cialized patternmaker.

Cut on fold-

Dart-

Are folds that are sewn into fabric to create shape

Notch-

Are small marks made on the pattern to ensure that one pattern piece will

match up to the pattern next to it.

Year 9 - Review Period Three —Knowledge Organ-

PRODUCT DESIGN PLASTICS

The work of others—Design Movements

Design movement= a style of design popular

Design

Movement

Key Features

ART DECO

1908-1935

Geometric and angular shapes

Stylised images ( aeroplanes, cars, sky-scrapers)

Hollywood style, mirrors, chrome, glass, shiny

Theatrical contrasts, highly polished wood/ glossy black

Modernism

De Stijl:

1917-1931

Dutch Abstract artists-Piet Mondrian & Theo van Doesburg

Geometric-horizontal / vertical lines only

Primary colours

No fussy decoration

Memphis

1981-1988

Bright striking colours and angular lines

Laminated woods, decorative painted de-signs

Ettore Sottsass

Material Use

Thermoplastics = Pol-

ythene (LDPE)

Toys, carrier bags, Bottles, packaging film

Polypropylene (PP) School chairs, Rope, Medical equipment,

nets

Polystyrene (PS) Packaging, Disposable plates & cups,

utensils

Acrylic Furniture, Signs, light units

Thermosetting plastics

Urea-formaldehyde

White electrical fittings, domestic

appliances

Melamine-

formaldehyde

Electrical insulation, decorative worktop

laminates

Polyester resin Car bodies, boats

Types of Plastics

The two main categories of plastic are THERMOPLASTIC and THERMOSETTING

plastic. Thermoplastics can be heated and reformed a number of times, Ther-

mosetting plastics cannot. Thermo-setting plastics tend to be harder than

thermoplastics.

Plastic forming.

Line Bending

Vacuum Forming

Injection Moulding

Plastics are produced from

crude oil. Polymers are

chains of molecules.

Environmental Impact (SMSC):

Polymers are made from oil extracted from the ground using drilling. They can be made into any col-

our and shape and can be easily mass produced.

Polymers take a long time to break down if thrown into landfill rather than recycled. Plastics can cause

damage to the environment, pollute the oceans, cause harm to wildlife.

Recycling Symbols


Physical Education Muscles

Involuntary muscles are not under our conscious control which means we

can't make them contract when we think about it.

Voluntary muscles are under our conscious control so we can move these

muscles when we want to.

There are three types of muscle in the body: smooth muscle – found in the

internal organs and blood vessels - this is involuntary cardiac muscle – found only in the

heart - this is involuntary skeletal muscle – attached to the skeleton - this is voluntary.

Function Example in sport

Deltoid Abduction of the shoulder (moving the

arm outwards and away from the body)

Outward arm action in a

jumping jack

Pectoralis major

Adduction of the shoulder (moving the

arm towards the body); Shoulder hori-

zontal flexion (moving the arms for-

wards in front of the body)

Upwards phase of a press up

Triceps Extend the elbow (straightening the

arm) Shooting in netball

Biceps Flex the elbow (bending the arm) Drawing a bow in archery

External obliques Trunk rotation (turning the body side-

ways)

Turning the body to breathe to

the side when performing front

crawl in swimming

Latissimus dorsi

Shoulder adduction (moving the arm

towards the body); Shoulder horizontal

extension

Butterfly stroke in swimming

Hip flexors Hip flexion (moving knee up towards the

chest)

Performing a rugby

conversion kick

Gluteus maximus Hip extension (moving the leg back-

wards)

Pulling back leg before kicking

a ball

Quadriceps Extend the knee (straightening the leg) Kicking a ball

Hamstrings Flex the knee (bending the leg) Performing a hamstring curl on

a weights machine

Gastrocnemius Plantar flexion of the ankle (pointing the

toes downwards)

Standing on tiptoe to mark a

goal shoot in netball

Tibialis anterior Dorsiflexion of the ankle (bringing the

toes up towards the shin)

Foot making contact

with a football

Year 9 - Review Period Three —Knowledge Organiser

ART Shape and Form

Shape Form

Shape In Art, shapes are always two

dimensional.

They have height and width. Real Form A physical object that has three

dimensions, such as a sculpture.

An object with real form has

height, width and depth.

Organic Shapes They are inspired by nature. They are rounded and curved. Implied Form A two dimensional piece of art

work that looks three

dimensional.

Lines or shapes are shown in a

way that implies that they have

depth.

Geometric Shapes They are mathematical and

perfect.

They have straight edges with

the exception of a perfect

circle.

Geometric

Form

Geometric forms can appear to

be man-made, solid, balanced or

permanent.

Examples of Geometric form

include:

Cube, Pyramid, sphere

Positive Shapes Refers to the shape of an actual

object.

Organic Form Organic forms can appear to be

flowing, light or unpredictable.

Can appear to represent

objects from the natural world or

living things.

Negative Shapes Refers to the shapes between

objects.

Mass Forms have mass.

The mass of a form is a result of

its size and the material it is made

from.

The greater the mass the heavier

a form is.

Irregular Shapes Irregular shapes are uneven. Their

sides can be of varying lengths.

Organic shapes can be

described as irregular.

Perceived Mass The appearance of an object can

change how heavy it looks– its

perceived mass.

The more intense the colours,

textures or tones the heavier a

form will appear.

Regular Shapes Regular shapes have equal sides

and the same interior angles.

Geometric shapes can be

described as regular.

Tone Tone refers to the lightness or

darkness of something.

Using different tones in a drawing

helps to create an illusion of form

in a 2D artwork.


Performing Arts Devising Interpretation How you turn what’s written on the page into a performance. What you

can add to the script, and how you can ‘make it your own’.

Blocking Your planned positions on stage. It is important to make sure every-one is in the right place, and to make sure you aren't anyone's way!

Characterisation All the things you are doing to ‘become’ the character. This includes your facial expressions, body language, your use of voice, gesture and any-

thing else you can change about how you act.

Monologue When a character performs a speech, on their own. In a monologue, the actor’s relationship with the audience is essential, as is a strong sense of

character.

Atmosphere The ‘feel’ or mood of a scene. This is created by the actions of those on stage -movement and speech creates a particular atmosphere, and

changing the movement/speech changes the atmosphere.

Synchronisation When things are done ‘in-time’, i.e. two or more people doing exactly the same thing at exactly the same time.

Proxemics The distances on stage, and what they imply. For example if we see two characters stood next to each other onstage, we assume they have a

close relationship.

Stimulus The initial ‘thing’ that your devised piece will be based on. This could be anything - an image, a song, some words. You can take themes or ideas

from the stimulus and develop drama from there.

Structure An important thing to consider will be the structure of your perfor-mance. How do you want it to start? How do you want it to finish? What

are you building towards?

Audience

reaction

One of the most important things to consider when devising is how you want your audience to react to the piece. Then you can consider how you

achieve this effect.

Thought-tracking When characters step out and tell us their thoughts. Can tell us much

more about a character.

Hot-seating When one person plays a character, sitting on the seat, and others ask

questions. Can tell us much more about a character.

Narration Telling the story to the audience. Could be done by any actor on

stage, not just a narrator...

Physical

theatre

When we use our movement and positions to represent things that

aren't 'human'. Can be used to create different locations, moods, at-

mospheres as well as to show us a character’s state of mind.

Flashback Breaking the timeframe of the play to show us moments from the

characters’ past.

Direct address When characters speak directly to the audience, acknowledging their

existence and addressing them as actual people. Used to create a

closer relationship between the characters and the audience.

Multi-roling When actors play more than one character in the same perfor-

mance. Used to break the ‘realism’ of the play.

Non-naturalism When a play is set up not to look like a real life scenario.

Cross-cutting When you set up two scenes and switch between them. This can be

used to show contrast, or two sides of a story.

Marking the

moment

Utilising contrast to make one moment of a scene more important.

Can be done in lots of different ways (pace, volume, stillness, etc).

Highlights an important moment for the audience.


MUSIC RHYTHM

Year 9 - Review Period Three — Knowledge Organiser

HISTORY MODERN ERA Key word Definition

United Nations International organisation formed in 1945 and which helps

maintain peace and social progression.

Space Race Competition between the USA and USSR during the Cold War to

see who could dominate space flight.

Cold War 1947-1991. A war without any physical fighting between the

USA and USSR to determine who was the world’s greatest su-

perpower.

Communism Karl Marx, German philosopher, proposed the idea of Com-

munism. The state owns all forms of production, for example

factories and farms, and everybody is paid equally.

Capitalism Trade and industry owned by private individuals for profit.

Fidel Castro (b.1926, d.2016). Cuban Communist revolutionary and leader

who ruled Cuba from 1959-2008.

Cuban Missile

Crisis

October 1962. Tense stand-off between the USA and USSR

which almost resulted in nuclear war.

Jim Crow Laws Laws which enforced racial segregation in the southern USA

between about 1870 and 1968.

Rosa Parks (b. 1913, d. 2005). An activist in the Civil Rights Movement, best

known for her part in the Montgomery Bus Boycott.

British Empire The group of countries that were once ruled or controlled by the

UK., including Australia, Canada, India and large parts of Africa.

Nelson Man-

dela

(b.1918, d. 2013). A South African politician and activist. He was

the countries first black head of state and helped bring an end

to apartheid.

The Space Race - Key Dates

- 4th October 1957: Sputnik, the first ever artificial satellite was placed in the

Earth’s orbit by the Soviet Union. It was around 50cm in diameter and did little

more than send beeps back to Earth.

- 3rd November 1957: The Soviets sent a stray dog, called Laika, into space.

- 12th April 1961: Yuri Gagarin from the Soviet Union became the first human

being to travel into space. The cosmonaut (as the Soviets called their astro-

nauts) made a 108 minute orbit of the Earth on board his Vostok 1 spacecraft.

- 18th March 1965: Alexei Leonov stepped outside his Voskhod 2 spacecraft

to complete the first spacewalk in history.

- 20th July 1969: The American Apollo 11 mission delivered astronauts Neil

Armstrong, Michael Collins and Buzz Aldrin to the surface of the Moon. Mil-

lions of people all over the world watched the event live on TV.

Propaganda poster

Soviet propaganda poster created by B. Reshetnikov in

1962.

Sporting events, such as the Olympic Games, were

hotly contested between the USA and USSR during the

Cold War as each tried to demonstrate its superiority

over the other.

NOMP

Message - The character has been drawn to resemble

an Olympic torch with gold medals in the background.

The writing on the poster says “USSR is a mighty sports

power”.

Key word Definition

Coast the point where the land meets the sea or ocean.

Erosion the breakdown of the continents and the land around

you, usually caused by weathering.

Arch a natural opening through the cliff face, caused by

coastal erosion.

Transportation the processes where material (sand, rock etc.) is

moved by a wave.

Longshore Drift the movement of material along the coast by waves

which approach the shore at an angle.

Stack a steep and often vertical column of rock in the sea

near a coast.

Headland is a point of land, usually high and often with a sheer

drop, that extends into a body of water.

Deposition the processes where material, being transported by a

wave, is deposited somewhere else.

Coastal

Management

the process of dealing with, or controlling the erosion

of our coastline.

Cave a hollowed out area, formed in a headland, due to

coastal erosion.

Bay an inlet of the sea where the land curves inwards,

usually with a beach.

Stump the remaining rock from a stack which has collapsed

into the sea.

Happisburgh Case Study

Location: Happisburgh is located on Norfolk's North Sea coast. Over 250m of land was lost be-

tween 1600 and 1850. Coastal defences (groynes and revetments) have slowed down the rate of

retreat, however, large sections are now in disrepair.

Reasons for Erosion: The cliffs are made of sand and clay, which erodes easily. The strong waves

from the North Sea have a relatively long fetch. Weathering from heavy rainfall has also soaked

into the soil and weakened the cliffs.

Impacts: 10m of farmland lost each year. 26 homes lost in 15 years, with 600 more

under threat. Residents can’t sell their homes and are struggling to get compensa-

tion. Local tourism is also affected as 1,400 caravans, 6 hotels, 7 golf courses and 7

historic buildings could be lost (estimated £357million lost in tourism income).

GEOGRAPHY COASTS


Types of Coastal Erosion Attrition Abrasion (Corrasion)

Hydraulic Action Corrosion/Solution

NAME OF SUBJECT NAME OF TOPIC

S GENRES DE FILM

un film policier A crime film

un film d’arts martiaux A martial arts film

un film d’horreur A horror film

un film d’aventure An adventure film

un film de sci-fi A sci-fi film

un film d’action An action film

un dessin animé Animated film

un film historique A historical film

un western A western

une comédie A comedie

une histoire d’amour A love story

MRS VAN DER TRAMP

Monter To climb/go up/get

on

Rester To stay

Sortir To go out

Venir* venu To come

Aller To go

Naître* né To be born

Descendre To go down/get off

Entrer To enter

Rentrer To renter/return

Tomber To fall

Retourner To return

Arriver To arrive

Mourir* mort To die

Partir To leave

For Past use être:

Je suis Remember!!

Tu es Verbs agree the sub-ject.

Il/elle/on est E.g. feminine + e

Nous sommes masc.plural + s

Vous êtes fem plural + es

Ils/elles sont


MODERN FOREIGN LANGUAGES 1 Spring Term LES YEUX & LES CHEVEUX

les yeux eye

les cheveux hair

longs long

mi-longs medium length

courts short

frisés frizzy

bouclés curly

raides straight

en brosse spiky

roux red/ginger

blonds blonde

châtains light brown

noisette hazel

J’ai/ Je n’ai pas = I have/don’t have

Il/elle a/n’a pas= He/she has/hasn’t

LES TRAÏTS DE PERSONNALITÉ

intelligent(e) intelligent/clever

bête stupid

gentil(le) kind

méchant(e) naughty/nasty

marrant(e) funny

sportif(ve) sporty

sympa nice

timide shy

maladroit(e) clumsy

paresseux(euse) lazy

ennuyeux(euse) boring

bavard(e) chatty

Tu es comment? What are you like?

LES BONNES RÉSOLUTIONS

faire mes devoirs do my homework

faire plus d’exer-

cice

Do more exercise

manger sainement eat healthy

lire beaucoup read a lot

aider à la maison help at home

économiser de

l’argent

save money

ranger ma

chambre

tidy my room

me coucher tôt go to bed earli-

er

perdre de poids lose weight

FUTURE TENSE:

Use ALLER + INFINITIVE

E.g. Je vais faire mes devoirs

Il va lire beaucoup

plus de/moins de = more/less


MODERN FOREIGN LANGUAGES 2 Spring Term

À LA TÉLÉ

une émission de sport A sports show

une émission musicale A music show

une émission de sci-fi A sci-fi show

une émission de télé-réalité A Reality TV show

une série A series/drama

une série policière A crime show

une comédie A comedy

un jeu télévisé TV game show

un dessin animé A cartoon

un documentaire A documentary

un feuilleton A soap

la météo The weather

les informations The news

DESCRIPTIOINS PHYSIQUES

grand(e) tall

petit(e) small

de taille moyenne medium

gros(se) fat

mince thin

beau/belle beautiful

moche ugly

jeune young

vieux/vieille old

chauve bold

USEFUL PHRASES

Je suis I am

Je ne suis pas I am not

Il/elle/on est He/She/We are

Il/elle/on n’est pas He/She/We aren’t

C’est It’s

C’était It was

Ce sera It will be

LES LOISIRS

jouer à l’ordinateur Play on the pc

jouer aux jeux vidéos Play video games

aller à la pêche Go fishing

aller à la piscine Go to the pool

faire les magasins Do the shopping

faire de l’équitation Do horse-riding

faire de la natation Do some swimming

faire du vélo Do some cycling

écouter de la mu-

sique

Listen to music

lire des BDs/ romans Read Comics/novels

rencontrer des amis Meet friends

nager Swim

envoyer des textos Send texts

surfer sur internet Surf the net

POINTS OF VIEW

Je pense que I think that

À mon avis In my opinion

Selon moi According to me

Je trouve que I find that

IMPERFECT TENSE

J’étais I was

J’avais I use to have

J’aimais I use to like

Je n’aimais pas I use to not like

Je détestais I use to hate

J’adorais I use to love

Je préférais I use to prefer


SCIENCE MOTION & PRESSURE

Average speed The speed of an object over the course of its total journey. Calculated as the

total distance over the total time.

Motion graph

(distance-time graph)

Shows distance travelled (y-axis) vs time taken (x-axis). The steeper the gradi-

ent, the faster the motion.

Gradient The angle of a line on a graph. The higher the gradient, the steeper the line.

Flat line (motion

graph) No movement

Compression Compressing particles pushes them closer together. Only gases can be com-

pressed as solids and liquid particles are already touching.

Pressure The force exerted over a given area

Gas pressure The force of gas particles pushing on the sides of a container

Atmospheric pressure The force of air particles pushing inwards on an object. Decreases the higher

you go.

Water pressure The force (weight) of water particles pushing downwards on an object. In-

creases the deeper you go

Gravity/Weight The force pushing an object towards the centre of the Earth

Upthrust The force pushing an object upwards while floating/sinking in water

Hydraulics Force transmitted through a liquid from one place to another

Pivot point/Fulcrum The stationary part of a rotating object (hinge on a door for example)

Moment The turning effect of a force applied to something which can rotate about a

pivot point

The Law of Moments “When an object is in equilibrium, the sum of the clockwise and anticlockwise

moments are equal”

Variable Definition

Independent Variable you change

Dependent Variable you measure (the re-

sults)

Control Variables you keep the same

d

s t

State Solid Liquid Gas

Particles can

move? No Yes Yes

Can flow? No Yes Yes

Compressible? No No Yes

Changing gas pressure

When the temperature is increased, the energy of

the particles increases so they go faster. They collide

with the walls harder and more often, so gas pres-

sure increases

When more particles are added, there are more

collisions with the container, so gas pressure increas-

When gases are compressed into a smaller volume,

there are more collisions with the container, so gas

pressure increases

P a

F

Measurement Units Abbreviation

Distance Centimetre, metre, kilometre cm, m, km.

Time Second, Minute, Hour. s, m, h

Speed Metre per second, kilometre per second, kilometre per hour m/s, km/s, km/h

Force Newton N

Area Centimetre squared, Metre squared cm2, m2

Pressure Newton per centimetre squared, Newton per metre squared N/cm2, N/m2

Moment Newton metres Nm

M

F d

Equation triangles

Motion graph A—Jeff walks to the shop B—He runs to the end of the road C—He stops for a drink D—He jogs home

“Define the following terms…”

Atom The smallest par cle of an element that can exist.

Element A substance containing only a single kind of atom. Can not be broken down into other substances.

Compound A substance containing 2 or more kinds of atoms strongly bonded together

Mixture Two or more compounds or elements mixed together but NOT bonded together

Pure A material that contains only the intended substances

Impure A material that contains unintended substances

Solu on A liquid mixture containing a material (solute) dissolved in the liquid (solvent)

Dissolve A substance which has become incorporated into a liquid (salt in water)

Solvent The liquid a material has dissolved in

Solute The material which has dissolved into a liquid

Saturated solu on A solu on which no more solute can be dissolved into

Solubility How easily a solute can be dissolved into a solvent

Soluble A material which CAN be dissolved

Insoluble A material which CAN NOT be dissolved

Filtra on The process by which solids are removed from liquids using a filter medium

Residue The solid collected a er filtra on

Filtrate The solu on collected a er filtra on

Dis lla on The process by which a solu on is separated by hea ng and cooling

Chromatography The process of separa ng liquids by the speed they pass through a medium

Chromatogram The visible results showing the separa on of liquids by chromatography

Compound Elements are chemically

bonded together

Mixture Components are NOT chemically bonded together

“Which is the most soluble?…”

Solute Mass added to

Salt 100g

Sugar 100g

Iron filings 100g

Mass of residue

12g

25g

100g

Solubility

Most soluble

Least soluble

Insoluble

Pure water

Gas

Solu on

Bunsen burner

Thermometer

Runoff

Water in

Water out Condenser

Dis lla on 1. Solu on is boiled

2. One component turns into a gas

3. Travels into condenser and is cooled into a liquid called “runoff”

4. Pure component is collected at the end

Solute

Residue

Filter funnel

Conical Flask

Filter paper Filtra on

1. Solute is dissolved into solvent

2. Solu on is poured through filter paper in a filter funnel

3. Remaining solid material is collected as “residue”

4. Filtrate passes through filter paper into conical flask

Chromatography 1. Spots of unknown and known substances made

at the bo om of the chromatography paper

2. Chromatography paper placed into shallow beaker of solu on.

3. Solu on moves up Chromatography paper pull-ing soluble components with it

4. Spots compared to iden fy unknown ( ? = C )

Year 9 ‐ Review Period Three —Knowledge Organiser

SCIENCE SEPARATING TECHNIQUES


English Technical Accuracy

Homophones: words the sound the same but are spelt differently

Hear: Sound Here: place/position

They’re: They are Their: possession to show

someone owns something

There: place and position

You’re: You are Your: possession to show

someone owns something

Too: also, in excess To: before a verb Two: number

Where: place Wear: clothes

Sea: ocean See: sight

Speech Punctuation:

Always use speech marks “…” around speech (when a character says

something)

Always include any punctuation inside the speech marks. For example if a

character asks a question, put the question mark inside the speech marks.

Always start a new line when someone new speaks.

Vary your use of verbs/adverbs to describe how the speaker says something

(asked, replied, angrily, smirked, whispered, laughed…)

Start each line of speech with a capital letter.

Rules for spelling: Plurals

1. Regular nouns, add S: Car / cars, apple/apples

2. Irregular nouns – learn them: man/men, woman,/women, person/people, mouse/

mice, tooth/teeth, foot/feet, child/children

3. Words ending in S, CH, SH, X or Z, add ES: bus/buses, match/matches

4. Words ending in F or FE, remove the F / FE and add VES: leaf/leaves, wolf/wolves

5. Words ending in a consonant + Y – remove the Y and add ies: city/cities, party/parties

6. There are some words which do not change when in plural form: sheep, deer,

species, series

Rules for using paragraphs/sentence starters:

You must always use paragraphs in your writing.

You must use paragraphs to show a change in: time, topic, place or person.

You must indicate a change in paragraph by starting a new line/indenting the writing

away from the margin/edge of your page.

Avoid starting sentences with the same words. Rather than using ‘then’, try ‘next’ ‘after

some time…’ ‘Following on…’ . Avoid using ‘suddenly’ too often.

Use a range of adverbs to start sentences.

Rules for using apostrophes:

An apostrophe should be used to show something belongs to someone.

“Isaac’s basketball was flat.”

An apostrophe should be used to replace a letter: don’t (do not)

An apostrophe should not be used when using plurals: The tigers were asleep.


ENGLISH EXAM/ROMEO & JULIET

INTRODUCTORY

PHRASE

QUOTE LINKING PHRASE ANALYSIS

The quote suggests that

The phrase implies that

The description Indicates that

Context for Romeo and Juliet :

Shakespeare lifted the ideas for ‘Romeo and Juliet’ from the poet Arthur Brooks , who first brought the story Romeus and Juliet to an English speaking audience.

The play is set in Italy. This reflects a more exotic and distant country with romantic ideas about love and violence.

The play is set in Elizabethan England. Queen Elizabeth was on the throne when the play was first performed in 1594/5.

Children were expected to obey their parents in Elizabethan England. The audience would have been shocked at Juliet’s refusal to marry Paris.

Key Characters from Romeo and Juliet:

Romeo: Son of the Montague family. A romantic and impulsive young character who is ruled by his heart. Falls in love with Juliet.

Juliet: Daughter of the Capulet family. Some say she is young and naïve. Some say she is a strong female character. Goes against her father’s wishes and falls in love with Romeo.

Tybalt: Juliet’s cousin. He is presented as quite a violent character—but could be protecting his family’s name and honour.

The Nurse: Juliet’s confidante. Raised Juliet from a baby and helps Juliet and Romeo to marry.

Friar Lawrence: Agreed to help Romeo and Juliet marry as he believed/hoped that it would stop the feud between the two families.

Technique Definition

Adjective Describes a noun

Verb Doing word

Adverb Describes a verb

Simile Comparing one thing to something

else using as or like

Metaphor Saying something is something else

Personification Giving non-human things, human

features

Juxtaposition Placing two contrasting descriptions

next to each other

Oxymoron Two words with opposite meanings

placed next to each other

EXAM TOP TIPS

Question 1:

Read the text carefully.

Read the question carefully.

Spend no longer than 5 minutes on

this.

Question 2:

Use a range of quotations.

Comment on why the writer has

used certain words.

Use the 4 part sentence structure.

Use words such as: because and

specifically in your analysis.

Question 3

Comment on the beginning, middle

and the end.

Why has the writer started and

ended the way he has?

When does something change?

How does it change? Why does it

change?

Question 4

Always agree with the question!

Always use quotations to support

your points.

Documents

How to use your Knowledge Organiser - castlerock.leics.sch.uk organiser... · PRODUT DESIGN PLASTIS The work of others—Design Movements Design movement= a style of design popular