Year 10 - The Art Knowledge - Spring 2

The Formal Elements

Line A mark made by a moving point on a surface.

Tone The different qualities of darkness and light.

Shape The outline of an object.

Colour Different Hues formed by light refracting on surfaces.

Pattern A repeated decorative design.

Texture The feeling of a surface e.g. rough/smooth.

Form The three dimensional quality of an object.

Critical Analysis A way of analysing artwork that includes six key areas.

Context Why and when the artwork was made.

Content The symbols, materials and images used in the work.

Process How the work was made.

Mood How the work makes you feel.

Form How the formal elements have been used in the work.

Evaluation Your opinion/ judgement of the work.

GCSE Art Assessment objectives

AO1 ‘Develop’ can be shown by…

Researching the and writing about the work of other artists and designers.

AO2 ‘Refine’ can be shown by…

• Improving your work• Experimenting with different materials and

techniques

AO3 ‘Record’ can be shown by…

• Taking high quality photographs• Anotating your work• Making high quality drawings, sculptures

and paintings.

AO4 ‘Present’ can be shown by…

Creating a high quality final piece that links to your preparatory work

Print Making Tools and Materials

Lino A material that you cut into to create a relief print.

Printing Ink A thick water based ink used for printing

Ink Roller A small roller used to apply the ink to the Lino

Plate A sheet of acrylic used to roll out the ink

Lino Cutter A cutting tool with different shaped heads for cutting lino.

Melody (the tune)

LEITMOTIF

A tune that repeats throughout a film – to represent a character, object or idea in the film

For example: The ‘twinkling’ Hedwig’s Theme from Harry Potter which is played on a Glockenspiel

A leitmotif can be used to give a hint to what will happen later in the film. If you hear some menacing, minor chords in the background you might guess that something bad is about to happen

Scalic

The notes used are close to each other and do not leap. For example: A fast ascending scale might suggest soaring or flying

Motif A short tune that repeats

Chromatic

A tune that uses very small steps and moves up and down using the black and white notes. For example: the two-note Jaws motif. Usually creates a creepy or uneasy feel

TremoloA tune that uses trembling or ‘shaking’ way. Often on a violin (like a roll on a steel pan)

Harmony (The chords)

Dissonance When the notes/chords ‘clash’ and don’t sound right together. Can sound scary or uneasy

Diatonic When all the notes used fit the chords and fit together. For example: The National Anthem

PerfectCadence

The music ends with chord V then I. It sounds like the music has finished – like a musical full stop

Composers of Film Music/Video Games

John Williams, Hans Zimmer, John Barry

Year 10 - The Music Knowledge - Spring 2 AoS 4 – Music for Film and Video Games

Genres of Film

Thrillers The mood is serious and tense. The composer wants to create a sense of tension and action

Horror/ Violence

The mood is tense and scary. The composer wants to create a sense tension and unease. The composer wants to make you jump byusing silence before a climax

Romance The mood is happy and warm. The composer wants to create a sense of joyfulness and soaring emotions

Supernatural The mood is weird and strange. The composer wants to transport you to a strange place. For example: synthesized sounds and distortion

War/Battle The composer wants to create action and to replicate sounds of guns and weapons

Timbre (The sound)

Synthesizers Can be used to create weird, and unusual or electronic sounds

Strings Can have a warm, loving sound or can be used to create a scratchy, scary sound

Percussion Can sound angry and aggressive like guns or a heart-beating

Brass Create a loud, heroic sound

Voices Can sound mysterious or eerie

Creating a Mood

HAPPINESS/JOY/TRIUMPH/HEROIC:

• Major tonality• An ascending melody• Repeated chords • Strong accents, brass fanfare

PANIC/ACTION:• Fast tempo• Strong accents• Rising scales or melodies• Rhythmic Ostinato (guns?)

SUSPENSE/TENSION/UNEASE:• Low-pitched notes• Sustained notes or chords• Chromatic movement

Slow tempo (that gets faster)• Ostinato • Tremolo Strings • Dynamics get louder

SADNESS/LONLINESS: • Minor tonality• Descending scale or melody• Strings or Piano• Slow tempo• Low pitch

SHOCK:• Sudden change in dynamics or tempo• Sudden silence• Sudden change in pitch

HAPPY ENDING: • Perfect Cadence • Gets gradually slower or quieter

BATTLEFIELD:• Rhythm ostinato + Fast tempo • Percussion (Timpani, Cymbals) • Loud dynamics• Brass instruments/chords- triumph

Dynamics (the volume)

Crescendo Music gets gradually louder over a period of time

Diminuendo Music gets gradually softer over a period of time

Sforzando Music is suddenly very loud!

Rhythm (The beat)

Ostinato A rhythm repeating over and over For example: a rhythm ostinato might sound like a gun firing

Key Concepts

Limits ofAccuracy

An answer is only as accurate as its least accurate input.

Linear scale factor= kArea scale factor= k²Volume scale factor= k³

When solving problems with similar shapes, the area scale factor is the square of the length scale factor. The volume scale factor is the cube of the length scale factor.

Euler’s formula For use with 3d shapes:Faces + Vertices - 2 = Edges

Volume of a prism A prism must have a 2D shape running through it. To find the volume multiply the cross-sectional area (2d shape) by the length.

Surface area of a prism

The surface area of a prism is the sum of the area of its’ faces.

Advanced Trigonometry Formula

Cosine Rule a2 = b2 + c2 - 2bc cos A.

Area formula Area = 1

2absinC

Sine Rule 𝑎

𝑠𝑖𝑛𝐴=

𝑏

𝑠𝑖𝑛𝐵=

𝑐

𝑠𝑖𝑛𝐶

The circle song:“Circumference is pi times diameter, pi times diameter, pi times diameter and area is pi r squared”

Year 10- The Maths Knowledge – Data presentation – Spring 2

Year 10- The Geography Knowledge – Fieldwork techniques – Spring 2

Technique What is it used to measure Method What are the limitations (problems)?

FIELD SKETCH Field sketches are a simple drawing or sketch of a site, showing its key features.

e.g. they can show the different sea defences and coastal management plans at each site.

1.Decide the angle of view to draw – it should include as many key features as possible.

2.Decide a frame for your sketch – where are you going to start and stop?3.Draw and annotate what you see. Include all the key features.4.Annotate the direction that you are drawing. Use a compass point5.Annotate the sketch with the date, time, weather conditions

• Poor weather = cannot draw the field • Changing conditions = 30 minutes later and the site might

look very different.• Depending on the direction you are facing you will miss

certain features, however you should try and include as many as possible

BIPOLAR EVALUATIONS

Bipolar evaluations measure our own opinion about a fieldwork site. What do we think about the site.

1.Create a recording sheet containing the features of a perfect coastal defence2.Decide on a place to stand, where you can see most of the coastal sea defence 3.For each feature, decide a score using a scale of -5 to +5 for the coastal sea

defence you are looking at.4.Once you have allocated a score for each feature, add all the numbers up .5.You will then repeat for the other sites.

• Subject to your personal opinion.• Categories can be difficult to determine. e.g. How do we

know how much disturbance there was during construction? • On different days the site might look different, we are only

looking on one day at one specific time.

LONGSHORE DRIFT

Measures the speed and direction of the transportation of sediment along the coastline.

1.Place two ranging poles 20m apart along the beach with the third ranging pole at the centre.

2.Throw a float from the central ranging pole into the breaking waves in the sea. Start the timer at the point the float meets the water.

3.Follow the float and note down the direction of its travel and how long the float takes to move 10 metres as it crosses the other ranging pole.

4.The time taken can be divided by 10 to give you a speed metres/second

• The strength of the waves can be influenced by the wind. Ifthere is a strong wind, the waves might seen to be stronger or the wind might blow the float faster.

• The float might get lost in the waves. • If the wave is thrown too far, depending on who throws it. • It needs to be thrown many times and can take a long time.

WAVE COUNT Wave counts measure the number of waves that break in a minute. They are used to measure if the waves are constructive or destructive.

1.Pick a point where the wave breaks (turns white). 2.Start the stop watch and count every time a wave breaks at the chosen point. 3.Count the number of waves that break during 60 seconds.4.Decide if the waves are constructive or destructive. 5.You must then repeat this three times at each site.

• Winds and storms can make the sea more destructive than it normally is.

• Each person will pick a different point, it can never be completely accurate.

GROYNE PROFILE

A groyne profile measures the build-up of sediment on either side of the groyne.

This tells us the direction of longshore drift as the groynes prevent the transportation of sediment. Therefore the sediment builds up.

1.At the sea’s edge, place a ranging pole horizontally across the groyne at a right angle to the groyne. There should be 1 metre of the ranging pole to the right of the groyne and 1 metre of the ranging pole to the left.

2.Use a tape measure to measure the distance from each end of the ranging pole to the ground. This will show the height of the sand 1 metre either side of the groyne.

3.Repeat this process every two metre along the groyne, travelling up the beach.

• Human error. Some people might stretch the tape measure tighter than others. This will affect the data collected.

• Water might be in the way of where the measurements need to be taken.

• The tide times must also be taken into consideration. It should be taken at the same tide height.

COST BENEFIT ANALYSIS

The cost of the scheme is compared to the value of the land, infrastructure and property.

It is used to determine where the more expensive management plans should be located.

1.Create recording sheet.2.Start at the cliff line and walk 200m inland.3.Identify each different building and decide if they are small houses or large

houses. 4.Create a tally of the number of small and large houses, as well as the different

businesses that you pass.5.Calculate the cost of the sea defences in each location.6.Compare the cost of the sea defences and value of the land.

• Subject to personal opinion• There could be two different land uses in the same block of

land. It can therefore be difficult to categorise as a whole.• There is not a wide range of categories to choose from (e.g.

residential, recreation, shops..etc).

FLOOD RISK MAPPING

Flood risk mapping is a map that shows each locations’ risk of flood and how severe the flood would be at each location.

1.Take a map of the area that has already been split up into different sections (blocks).

2.For each section/block decide how likely it is that it will flood and write down a score (1 = most likely : 3 = least likely)

3.Decide the land use for each section/block and write down its corresponding severity score (this has been done for you). (1 = worst likely : 3 = least severe)

• Subject to personal opinion• There could be two different land uses in the same block of

land. It can therefore be difficult to categorise as a whole.• There is not a wide range of categories to choose from (e.g.

residential, recreation, shops..etc).

Year 10- The Geography Knowledge – Data presentation – Spring 2

GRAPH EXAMPLE DESCRIPTION OF GRAPH WHAT DATA IS IT APPROPRIATE FOR?

LINE CHART A line chart or line graph shows continuous changes in data over time.

• A straight line joins data points on a graph.

• Traffic flows • Population Change• Height of sediment (groyne

profile)

BAR CHART A bar chart or bar graph is a graph where data is shown by rectangles that are drawn to a certain length (height).

• Number of people/ animals in certain locations.

• Bipolar analysis

A DIVIDED BAR CHART OR STACKED BAR CHART

Similar to a bar chart/graph as the data is shown using rectangles that are drawn to a certain length. However in a divided or stacked bar chart the rectangle is subdivided into different categories.

e.g. the graph shows different countries and their use of fossil fuels. The total length shows the total use of all fossil fuels, however the colours show the use of oil, gas, coal.

• Data with a number of different subdivisions.

PIE CHARTS A circle is divided into sectors that represent a proportion of a whole.

To draw a pie chart, we need to represent each part of the data as a proportion of 360°, because there are 360° degrees in a circle.

• Questionnaire data with specific answers.

PICTOGRAMS A pictogram uses pictures to represent numerical data.

e.g. the number of trees in a city is represented by the number of trees shown.

• Number of cars, pedestrians, animals in a certain area.

HISTOGRAM A histogram is similar to a bar chart, but a histogram groups numbers into range along the X axis. This uses continuous data.

Eg. If the tree is 225cm tall it will be added to the 200-250 range.

• Waiting times• Amount of people or animals

in a certain area. • A pedestrian count.

SCATTER GRAPHS

A scatter graph (also called a scatter plot/chart/graph/diagram) show a number of data points plotted onto a graph. They usually show the relationship between two variables. e.g. how does life expectancy change as GDP increases?

• Positive correlation: the data points start low and then begin to rise up the Y axis• Negative correlation: the data points start high and then sink down the Y axis

• Continuous data that could potentially link with other data.

Year 10- The Geography Knowledge – Cartographic (map) skills – Spring 2

MAP EXAMPLE DESCRIPTION OF GRAPH WHAT DATA IS IT APPROPRIATE FOR?

POPULATION PYRAMID

A population pyramid shows a population’s structure. It can be done to show the population of a continent, country, town, city, village…etc.

A population pyramid breaks the population up into 5 year groups (0-4, 5-9). It shows the number of males and females alive in each 5 year group. (e.g. the number of men aged 0-4 or 10-14 or 25-29).

Populations (humans or animals) in an area.

CHLOROPLETH MAP

Different colours, shades or symbols are used to represent data. Allows you to see similarities and differences.e.g. the darker shades indicate higher population density.e.g. the lighter shades indicate high altitude (height above sea level)e.g. different colours are used to indicate 100% of the population with access to clean water.

Population density

Altitude

Access to clean water

PROPORTIONAL CIRCLE MAPPING

The circles are used to show data. The size of the circle indicates the value/amount of data it is representing.

e.g. the bigger the circle, the larger the population sizee.g. the bigger the circle, the higher their release of greenhouse gases.

Wave countsTotal bipolar scores

ISOLINE MAP Isolines are lines drawn to link different places that share a common value. They help patterns or links to be seen within data sets.

e.g. contour lines on a map join points of equal height. They allow you to easily see the gradient. Lines close together = steep.

Contour linesIsobars lines that show air pressure.

DOT MAPS Each dot represents a certain piece of data/information (e.g. population). Map Dot maps show spatial patterns.

e.g. in a population distribution map, each dot represents a certain number of people (e.g. 1 dot = 100,000 people). You can easily see where most people live.

Population distribution

Where people died in London following the Black Death.

DESIRE LINES A desire line diagram shows the movement of a product from one place to another. Each line joins the place of origin and destination of a particular movement.

e.g. where a country imports and exports its goods.e.g. where an airline flies to and from.

Imports and exports

FLOW LINES Flow line maps show a movement/flow of a product or group. The line is drawn from the place of origin to the point of destination. The thickness of the line represents how many of a product or group moves.

e.g. flow of migrants between or within countries.e.g. flow of traffic along roads.

Imports and exports

Immigration/ Emigration

Transport links

Year 10 – The PE Knowledge - Spring 2

Food Type How does it help When do we need it in sport Where do we get it

Carbs Main source of energy for the bodyVital for providing energy for your muscles 60% of our diet should be carbs

Running. Athletes in training will eat more carbs.

Simple Carbohydrates = Sugar / SweetsComplex Carbohydrates = Pasta / Rice

Fats(NB Unsaturated fats are healthy. Too much saturated fat from animal products can lead to heart disease)

Fats provide energy for low intensity exercise.25% of our diet should be fatFats help keep the body warm

Walking and low impact exercise - it produces energy too slowly to be used when working hard

Oils, dairy products, nuts and fish

Proteins Builds and repairs muscles Make up 15% of our diet

Wen training hard & recovering from injury. ‘Power’ athletes e.g. weight lifters will eat more protein

Meat, fish, beans & eggs

Vitamins Helps the body work. Helps with concentration. Vitamin A = Good vision. Vitamin C – Keeps skin healthy. Vitamin D – Helps bones & teeth

Staying calm and making quick decisions

Fresh Fruit and vegetables

Fibre Cant be digested. Fills you up and keeps you ‘regular’

Healthy digestion, (no constipation) helps in sport. Helps with weight control

Fresh fruit, vegetables & wholegrain cereals

Water & Hydration Maintains fluid levels Whenever you sweat. It prevents dehydration

The Tap! Various other water based drinks.

Minerals Helps release energy from food. Helps decision making

When training hard and competing Fruit vegetables and fish

DIET & NUTRITION DEFINITIONS

“A balanced diet contains the best ratio of nutrients to match your lifestyle”

Eating a balanced diet is an important part of being healthy and helps you perform well in sport

A balanced diet supports your lifestyle by providing the nutrients your body needs for energy, growth and hydration.

A balanced diet helps prevent health problems and injury, and to speed up recovery following exercise.

Year 10 - The History Knowledge - Spring 2‘Golden Age’ and Virginia. Timeline

1. 1541 - The closure of the monasteries- the monasteries had provided food and shelter to the unemployed, sick and homeless. However, Henry VIII had closed all of them by 1541.

2. 1550s – Decline of the Cloth Trade. Cloth was England's only industry and wool was exported to the Netherlands and France, but by 1559 it had collapsed.

3. 1558 – start of rapid population increase. During Elizabeth’s reign the population of England increased by 25%

4. 1560s - bad harvests led to food shortages and food price rises throughout the decade

5. 1566 – Thomas Harman publishes his pamphlet ‘A Warning for Vagabonds’. Harman identified 23 different types of vagabond and the various scams they used to get money. He called them a ‘rascally raballage’

6. 1570s - bad harvests led to food shortages and food price rises throughout the decade

7. 1572- Vagabonds Act. Vagabonds (over age of 14) were whipped and burned through the ear. Repeat offenders were executed. Local JPs had to keep a register of poor people in their parish, and to raise a poor rate to pay for shelter and food for the sick and elderly. Children of convicted beggars were placed in domestic service jobs (servants).

8. 1576 - Act for the Relief of the Poor. JPs had to find work for the able-bodied poor in their area. JPs had to build Houses of Correction (prisons) in each county. Those who refused to work were sent there

9. 1577 – Francis Drake begins his circumnavigation of the world

10 1578- Drake the fleet reached the dangerous Magellan Strait at the southern tip of South America. This was a big discovery and meant future sailors could sail a safer route between the Pacific and Atlantic Oceans.

11 1578 - Raleigh sailed to North America for the first time. The plan was to establish an English settlement but the voyage ended in failure and Raleigh’s half-brother was drowned.

12 1879 - Drake captures the Cacafuego. This Spanish ship was carrying, gold and silver. Drake then attacked the Spanish colony at Guatulco(in Mexico) and seized more gold, silver and jewels. When Drake returned home he was viewed as a national hero. He brought back riches worth 140,000 (about 210 million today). This huge amount meant the Queen could pay off England's debt! Elizabeth knighted him on-board his ship.

13 1583 - Elizabeth paid to set up her own company of actors – ‘The Queen’s Men’. This proves how much she loved plays and the theatre

Year 10 - The History Knowledge - Spring 2

‘Golden Age’ and Virginia. Key People

20 Queen Elizabeth I – queen of England 1558-1603

21 Thomas Harman – in 1566 wrote a pamphlet called ‘A Warning for Vagabonds’. It spread worry about vagabonds.

22 Sir Francis Drake: Drake’s proved that the Spanish were not invincible and he was greatly feared by Spanish sailors. They gave him the nickname ‘El Draque’, which is Spanish for ‘The Dragon’. First Englishman to circumnavigate the globe. Stole thousands of pounds of gold from Spanish, e.g. the Cacafuego. Fought the Spanish Armada.

23 Sir Walter Raleigh – Explorer who helped create the first colony at Roanoke in 1585. It is possible Raleigh introduced potatoes to Ireland, they were already in England by 1570. Tobacco was being smoked in England as early as 1573, long before Raleigh’s expeditions. However, Raleigh helped to make smoking fashionable at court.

24 Sir Richard Grenville - Led the ships carrying settlers on the First Expedition to America. Murdered a native American in an argument over a silver cup

25 Chief Wingina - leader of the Native American’s who lived at Roanoke. Killed by one of Raleigh’s men

26 Ralph Lane - leader of the settlers of the First Expedition who tried to create a village at Roanoke

27 John White - Leader of the settlers of the Second Expedition who tried to create a village at Roanoke.

28 Lord Burghley – William Cecil, Elizabeth’s chief advisor.

16 1586 - Settlers built a fort on Roanoke Island but soon fell out with the Native American population who they had been relying on for food. By June 1586, the colonists were starving. On June 10th 1586, Francis Drake arrived on his way back from the Caribbean. He took the settlers home.

17 1587 - Rose Theatre was built (10 years before The Globe.)

18 1587 – Second Expedition to America. This time Rayleigh sent families to North America. A second colony was established but once again there was tension with the Native Americans and growing food proved difficult without their help. John White the leader was sent back to England to bring food

19 1590 – John White returns to America. He had been delayed by the Armada. The colony had vanished. The people had disappeared. Rayleigh was heavily criticised.

14 1584 – Sir Walter Raleigh persuaded Queen Elizabeth to support an to exploration the coastline of North America. He promised to name the area Virginia in her honour.

15 1585 – First Expedition to America set sail. But Raleigh was not on board as the Queen would not allow her favourite to leave court. Raleigh organised, paid for and planned the trip but did not take part himself.

‘Golden Age’ and Virginia. Key Words.

29 Vagabond - a person who wanders from place to place without a home or job.

30 Monastery – A place where monks live. Monks used to give food to he poor when harvests were bad.

31 Dummerer - A person who pretended to be dumb (unable to speak). Type of vagabond.

32 Counterfeit Crank - A person who pretended to have a fit and foam at the mouth (after swallowing soap). Type of vagabond.

33 Prigger of Prancers - A person who stole horses and then sold them. Type of vagabond.

34 JP’S – Justices of the Peace. A type of judge

35 Ale – Beer. All Elizabethans drank beer, including women and children.

36 Tavern – an Elizabethan name for pub that served people of lower class

37 Bull Baiting/Bear Baiting - a bull or a bear is put in a pen. Dogs are set upon it and bets taken on which animals will survive

38 Rose Theatre – a theatre in Southwark

39 Puritans – extreme Protestants who have strict rules about worshipping God and social activities

40 Circumnavigation – sailing around the world

41 Cacafuego – ship carrying gold and silver from South America to Spain that was attacked by Sir Francis Drake in 1579

42 Smallpox - a disease brought by the English to America that killed thousands of Native Americans

43 Colony – part of America controlled by England

44 Expedition – a journey.

45 Roanoke – the village set up by the expedition to America planned by Raleigh. It disappeared and no one knows what happened to it or it’s people. (They were probably killed by Native Americans or joined Native American communities)

46 Virginia – The name of the colony may have been suggested by Raleigh because of Elizabeth’s status as the "Virgin Queen“.

47. Was Elizabeth’s reign a Golden Age?Elizabeth's reign is often described as a Golden Age. A time when people became richer, happier and their lives improved.Yes:• Homes improved, built of brick with glass windows. • Grammar schools for the middle classes with scholarships for the

poor. • Music, dancing and theatre enjoyed by all (except Puritans). • Victories over Spain and new colonies in America made feel

England was powerful.No: • Work became harder to find because of the decline of the cloth

trade and increase in rent. • Several bad harvests meant food was scarce and expensive. The

population increased. This meant that vagabonds, poverty and overcrowding in towns increased.

48. Was there a rascally rabballage?Yes:• Vagabonds Act 1572 included very harsh punishments for

vagabonds proving people were concerned about them. • Poor harvests, closure of monasteries, increased population,

decline of the cloth trade led to, increased prices, unemployment and therefore more vagabonds.

No: • Thomas Harman’s book ‘A Warning for Vagabonds’ exaggerated the

problem. Very few vagabonds were counterfeit cranks, most were unemployed poor people.

• Later the Act for the Relief of the Poor was passed that tried to help instead of punish vagabonds – proving that vagabonds weren’t a problem people feared.

50. Why did Virginia fail?

• Food supplies did not survive the journey• Starvation• Seeds for crops were sown (planted) at the wrong time of year• Roanoke lacked a good harbour• Settlers depended on the Native Americans for food• Disease• Settlers fought with the Native Americans• Ships sent to England to get supplies and men failed to return in

time.

49. Sir Francis Drake v Sir Walter Rayleigh?Drake:+ Drake sailed to south and central America. He raided Spanish colonies in Peru and Mexico. He captured the treasure ship ‘Cacafuego’+ When Drake returned home he was viewed as a national hero. He

brought back riches worth 140,000 (about 200 million today). + Discovered the Magellan Strait+ circumnavigated the globe and opened up new trade routes.- Claimed California for the queen, but when he left the Spanish took

over Rayleigh+ established the first colony in North America+ increased knowledge of North America led to successful colonies in the 17th century-First expedition to Roanoke failed because of starvation and had to be rescued by Drake-Second expedition also failed – the settlers disappeared.

OWN INSIGNIA OF WALTER RALEGH 'S SOLDIERS AND THE GOVERNOR OF VIRGINIA.

Year 10 - MFL Knowledge - Spring 2

Les comparatifsplus more

moins less

plus que more than

moins que less than

bon good

meilleur better

le meilleur (the) best

mauvais bad

pire worse

le pire (the) worst

Les matièresla chimie chemistry

le dessin art

l'EPS [f]PE

; physical education

l'informatique [f]IT

; information technology

la physique physics

la religion religious studies

le français French

l’anglais English

la musique music

la technologie D.T.

l’informatique I.T.

la géographie geography

l’histoire history

Au collègel'élève pupil

l'étudiant [m] student

le directeur headmaster

la directrice headmistress

la salle de classe classroom

le terrain de sport sports ground

le tableau board

l'école secondaire [f] secondary school

apprendre to learn

demander to ask

discuter to discuss

lire to read

penser to think

savoir to know

trouver to find

comprendre to understand

faire attention to pay attention

l'examen [m] examination

la pression pressure

la note mark

le résultat result

passer un examen to sit an exam

réussir un examen to pass an exam

répéter to repeat

le diplôme qualification

le règlement school rules

la règle rule

le droit the right

la difficulté difficulty

le maquillage make up

permettreto allow

; to permit

porterto wear

; to carry

oublier to forget

l'école [f] school

l'école primaire [f] primary school

le collège secondary school

le cours lesson

l'emploi du temps[m] timetable

le trimestre term

la récré(ation) break

la rentrée return to school

scolaire school [adj]

en seconde in year 11

Au collège

Point de grammaireétudier To study

porter To wear

manger To eat

passer To sit (an exam)

Comment dit-on ?

I am going to study______________________

Yesterday, I sat an exam______________________

I would like to wear make-up______________________

Year 10 - MFL Knowledge - Spring 2

Los comparativos

Las asignaturas El día escolar En el colegio

bastante enough; quite

comparar to compare

demasiado too; too much

igual que same as

parecido a like; similar to

más (que) more (than)

mayor main; bigger;

la mayoría most; majority

mejor better; best

menor smaller; less; least

menos (que) less (than)

mismo same

muy very

peor worse; worst

poco not very

tan … como … as … as …

tanto … como … as much … as …

las ciencias económicas economics

el comercio business studies

la cocina food technology

la gimnasia gymnastics

la pizarra interactiva smart board

la regla rule; ruler

la agenda diary

la mochila rucksack; school bag

la sala de profesores staffroom

el trabajo work

preguntar to ask a question

charlar to chat

dibujar to draw

diseñar to design

entender to understand

mirar to look

oír to listen; to hear

aprender to learn

olvidar to forget

la ayuda help

la explicación explanation

ayudar to help

explicar to explain

repartir to hand out

pasar (la) lista to call the register

prometer to promise

levantar la mano to put your hand up

callar(se) to shut up

tener miedo to be afraid

el comportamiento behaviour

el permiso permission

el acoso (escolar) (school) bullying

desobediente disobedient

la conducta behaviour; conduct

el chicle chewing gum

comportarse to behave

molestar to annoy; to bother

la letra letter (of the alphabet)

la palabra word

la página page

masculino masculine

leer to read

escribir to write

el examen examination

el bachillerato school leaving exam

la prueba test; proof

la pregunta question

la respuesta answer

la falta mistake

repasar to revise

contestar to answer

suspender to fail [e.g. exams]

la evaluación assessment

el éxito success

el fracaso failure

sobresaliente outstanding

aprobar to pass [an exam]

fracasar to fail

el tema topic; theme

el resumen summary

el nivel level

la escuela school

el colegio school

el instituto secondary school; institute

la lección lesson

el alumno pupil; student

los deberes homework

el intercambio exchange

educativo educational

el trimestre (school) term

privado private

el recreo break; recreation

la reunión meeting

la rutina routine

la falta absence

ausente absent

faltar to be absent

terminar to finish

el español Spanish

el francés French

el alemán German

el Inglés English

el arte dramático drama

el dibujo Drawing ; art

los trabajos manuales handicrafts

el idioma language

las ciencias science

la química chemistry

la biología biology

la informática IT

el salón de actos hall; assembly hall

el aula schoolroom

el campo de deportes sports field

el gimnasio gymnasium

los vestuarios changing rooms

los apuntes notes

el bolígrafo pen

el estuche pencil case

los lápices de colores coloured pencils

el libro book

Las instalaciones

(a) Magnets have a north and south pole.

(b) The magnetic field is strongest at the poles

Year 10 – The Knowledge – Science – Spring 2

(c) Electromagnets can be turned on and off and are created by wrapping a coil of wire (solenoid) around an iron

core.(d) Electromagnets can be strengthened by the 3Cs (larger CIRCUMFERENCE, more COILS, more CURRENT).

(b) The motor effect is created by passing an electric current through a coil of wire

which is free to rotate between 2 permanent magnets

(a) Electricity is generated by rotating a magnet within a coil of wire!

(a) tRansverse waves – oscillation is perpendicular (at Right angles) to the direction of energy transfer.

E.g. Water waves & EM waves

(b) Longitudinal waves – oscillation is paraLLel to the direction of energy transfer.

E.g. Sound waves

(a) Amplitude: Maximum displacement of a point on a wave away from it’s undisturbed position.

(b) Wavelength: Distance from a point on one wave to the equivalent point on the adjacent (next) wave.

(c) Frequency: Number of waves passing a point each second.

(d) Period: Time taken for once complete oscillation.

Amplitude

Wavelength

v

λf

1

fT

E

tP

P

IV

P

I2

R

E

QV

Measurement Unit (words) Unit

Speed Metres per second

m/s

Frequency Hertz Hz

Wavelength Metres m

Period (Time) Seconds s

Energy Transferred (Work done)

Joules J

Power Watts W

Potential Difference (Voltage)

Volts V

Current Amps A

Resistance Ohms Ω

Charge Flow Coulombs C

(a) Flemming’s left hand rule states –

thuMb (Movement)

Forefinger (Field)

SeCond finger (Current)

Year 10 – The Knowledge – Science – Spring 2 (Triple Only)

(b) F=BIL equation

Force = Flux Density x Current x Length

(N) (T) (A) (m)

(a) Reflection – a wave “bounces off” of another surface.

(b) Specular reflection – reflection by a smooth surface in a single direction.

(c) Incidence ray = light ray hitting the reflective surface

(d) Reflected ray = light ray leaving the reflective surface.

(e) When light hits a reflective surface, the angle of incidence will equal the angle of reflection.

(a) Light travels at 300,000,000m/s

(all EM waves travel at this speed!)

(b) Light can be absorbed, transmittedor reflected.

(a) Refraction – When a wave reaches a boundary between two different materials, it will change speed and therefore direction.

(b) Refractive Index – measures how much a material refracts (bends) light.

(c) LOW -> High RI – wave sLOWs down and bends tOWards the normal

(d) High -> Low RI – wave speeds up and bends away from the normal

Concave lenses:

(f) A concave lens is thinner at the centre than at the edges.

(It looks like a cave)

(g) Concave lenses diverge light (spreads it out)

(h) Can produce virtual images only

Convex lenses:

(i) Convex lenses are thinner at the edges and wider in the centre. (The ends look like a V).

(j) ConVex lenses conVerge light (bring the rays together).

(k) Can produce real and virtual images.

(a) Lenses work by refracting (bending) light.

(b) Real image = image on opposite side of lens to the object

(c) Virtual image = image on same side of lens as the object

(d) Focal point: point where light rays converge (meet)

(e) Focal length = distance between lens and focal point

(a) Surfaces are:

-Transparent: all light passes through

- Translucent: light is scattered so image is not clear (e.g. frosted glass)

- Opaque: reflect or absorb all light so none passes through.

(a) White light is made up of 7 colours:

Red

Orange

Yellow

Green

Blue

Indigo

Violet

(b) When an object appears:

- White – all colours visible light reflected.

- Black – all colours of visible light absorbed.

- Red – all colours of visible light absorbedexcept red, which is reflected.

Rhinos

Often

Yank

Giraffes

Back

Inside

Volcanoes)