Year 9 Autumn Term Knowledge Organiser

St Cuthbert Mayne School Knowledge Organiser
Year 9 Autumn Term

“If you’re not willing to learn no one
can help you. If you’re determined

to learn no one can stop you.”
Anon

Name
Tutor

Christ is our Cornerstone

Introduction HAPPY
WORLD
BOOK

Instructions for completing your Home LDeAYarning

This booklet provides you with all of the KNOWLEDGE that you will need to Read The definition a
succeed in your learning this term. The minimum requirement from you is one couple of times
full A4 page or 30 minutes per subject, every night. Your Home Learning will be
checked every morning by your form tutors.

Contents Page Cover The Page

Page Page

Art 3 History 18

Computing 5 Maths 20 Remember The definition,
Write think about it
Drama 6 Music 23 Repeat Wyoruitreewmheamt ber
Each step until you
Design and Technology 7 PE 25 can write the
definition correctly
English 11 Religious Education 26

French 14 Science 33

Geography 15

Login to your
Knowledge

Organisers Classroom

Home
Learning Timetable

Monday Tuesday Wednesday Thursday Friday
English
Maths RE Technology Science
PE History Developmental Geography IT

Drama Studies Art Music
French

KS3 Yr 9 Art: Autumn 1
Home Learning: Graffiti/Urban Art

Home learning tasks to complete: Home
learning tasks-
1) Draw a chewing gum wrapper with the contents
spilling out (fill the A4 page) examples

Look closely at the wrappers creases and folds and add Past student
small fine details. Use Pencil only- use HB, 2B and 4B to work
show a range of tone in your shading- to reach Step 4 and
into Step 5. Add a shading bar to show dark to light Art keywords:
within your pencils. (AO3)
Graffiti- writing or drawings scribbled, scratched, or sprayed
2) Draw a crumpled Coke can (fill the A4 page)
illicitly on a wall or other surface in a public place.
Use Pencil only- use HB, 2B and 4B to show a range of
tone in your shading - to reach Step 4 and into Step 5 Urban- inner city or characteristic of a town or city
Look closely at the text and add the creases and folds.
Add a shading bar to show dark to light with your pencils.
(A03)

3) Draw a collection of money (notes and coins)

Pencil only- use HB, 2B and 4B to show a range of tone in
your shading- to reach Step 4 and into Step 5. Add a
shading bar to show dark to light with your pencils. (A03)

Tag- a graffiti artist’s signature/name

Graffiti Art facts: Vandalism- action involving deliberate destruction of or

Graffiti originates from the Italian word ‘graffiato’which damage to public or private property.

means ‘to scratch’. In ancient times graffiti was carved on
walls or drawn with chalk or coal. In modern times, spray 1. Street Art- artwork that is created in a public space, typically

paint and markers are the most commonly used without official permission.

materials. Graffiti is often used to communicate social Bubble letters- a type of graffiti letter with rounded off edges
and political messages in society. Graffiti or defacing

property without the owner’s consent in considered
vandalism which is punishable by law. To some, graffiti is 1. Spray Paint- paint held in in aerosol can for spraying on to a
surface.
an art-form worthy of display in galleries and exhibitions-

to others it is merely vandalism. Famous graffiti artists in 1. Outline- a line or set of lines in black enclosing or indicating
the UK include Banksy and Inkie.
the shape of an object.

Graffiti Artist information: Art Assessment Objectives:
AO1- Research Artists
Inkie is a London-based painter and street artist, AO2- Media Experiments
originally from Clifton, Bristol. He is part of Bristol's AO3- Observational Drawing
graffiti heritage, along with Banksy, 3D and Nick Walker. AO4- Final Images
Inkie's works have been described as "diverse",
incorporating styles from Maya architecture, William Aim Higher- Extension tasks:
Morris, Mouse & Kelly, Alphonse Mucha, the Arts and
Crafts movement and Islamic geometry. 1) Research the graffiti artists’ ‘Inkie’ and ‘Fernando
Carlos’. Create 2 double pages on these artists: adding
Websites: information/images and writing about their style of
work and what influences them in their artwork. (A01)
www.graffiticreator.net, www.globalstreetart.com/
www.isupportstreetart.com/artist/dourone/ 2) Draw your surname in one of the artists’ style.
Use cool and warm colours in your final design.
Youtube clips: Use 2D perspective to show depth to your letters
(A02)
https://www.youtube.com/watch?v=2PaPNWVQcco
https://www.youtube.com/watch?v=DrAbXrZO2h4

Classroom/DRIVE: 6vrsy3

KS3 Yr 9 Art: Autumn term 2
Home Learning: Album Cover Design

Home learning tasks to complete:

1) Research ‘Album Cover’ artists and choose one.
Print out information about the artist and your favourite
album cover and create a double- page on the artist’s
work. Write about their inspiration, what message they
are trying to convey in their artwork and what materials
they worked in. (A01)

2) Draw a pair of Headphones (fill an A4 page)
Use Pencil only- use HB, 2B and 4B to show a range of
tone in your shading - to reach Step 4 and into Step 5.
Look closely at the shape and design. Add a shading bar
to show dark to light with your pencils. (A03)

3) Complete your ‘Final Piece’ design from the lesson. Art keywords:
Submit your CD cover in a case with the front and back
complete. Add a bar code, credits and songs to the back Album cover- artwork on a sleeve for a band e.g. on a
cover as well as the front design complete. (A04) CD cover to depict the songs that the band sings.
Design brief- a list of items/ideas that a band want on
Album Cover information: their cover that they give to the designer.

The rise of digital music threatens one of the greatest Contrast- Opposite colours, contrasting colours
canvasses of art seen in the 20th Century - the record
sleeve. Originally just a protective cover for the fragile Advertisement- a notice or announcement in a public
crackly goods beneath, it soon evolved into a space for medium promoting a product, service, or event
artistic expression in its own right, very often becoming
as important as the music itself. Sometimes, even more 1. Billboards- a large outdoor board for displaying
so: legend has it that the cover of New Order's Blue advertisements e.g. for a band/CD or other product
Monday was so expensive to make that their label lost
money on every copy sold. Credits- at the end of a CD a list of people and
companies thanking them for their help and support
Artist information:
Barcode- a code to identify a product and the price-
Many famous artists have been involved with designing often the barcode is in lines with numbers at the
CD/Album Covers. Album cover artwork is really bottom
important in the sale of CDs as it show-cases the music 1. Pattern- a repeated decorative design.
inside. Artists for example- Jeff Koons, Andy Warhol,
Banksy, Robert Rauschenberg and Damien Hirst have all Art Assessment Objectives:
been asked to design album cover for musicians. Damien
Hirst in particular has been involved with designing the AO1- Research Artists
‘I’m with you’ album cover for the Red Hot Chilli Peppers AO2- Media Experiments
aswell as more recently the album cover for Ed Sheeran AO3- Observational Drawing
‘Divide’. Damien Hirst was born 7 June 1965 is an English AO4- Final Images
artist, entrepreneur, and art collector. He is the most
prominent member of the group known as the Young Aim Higher- Extension tasks:
British Artists who dominated the art scene in the UK
during the 1990s. He is internationally renowned and is 1) Create an Album Cover based on ‘You’.
reportedly the United Kingdom's richest living artist, with Add a picture of yourself and split it in half. Draw half
his wealth valued at £215m. the picture of yourself and add the other half with
words that describe you. Add vibrant colours to your
Websites: final design and fine line.
2) Add songs to the back of the Album cover to
www.shortlist.com/entertainment/music/50-coolest-album-covers describe ‘You’. Use a creative font and illustrate.
https://albumartexchange.com/

Youtube: https://www.youtube.com/watch?v=kiZD_JHV_-8
Classroom/DRIVE: m7ytgg

Computing Extra Reading

Multimedia Presentation Copyright - www.bbc.co.uk/schools/gcsebitesize/ict/legal/2copyrightrev1.shtml
Intellectual Property - www.copyrightservice.co.uk/copyright/intellectual_property
Data Protection - http://www.bbc.co.uk/schools/gcsebitesize/ict/legal/0dataprotectionactrev1.shtml

Multimedia is the combination of different components such as text, audio, imag- House Style Is a set of rules which state how all documents and written communication
es, animations, and video to communicate/deliver information to an from a business should be formatted. The rules can include, colours to be
Interactive audience. used, font style and size and where the logo should appear. House styles
application can be applied to many types of documents and methods of communication.
is a system or computer program that is designed to involve the user
in the exchange of information Success Is the requirements for a successful outcome/project, they should be clearly
Criteria stated and measureable. The final testing and evaluation both relate back

Hot Spots could be an image, an area on a multimedia page, or a section
of text, that activates a function when selected.
Designs Are sketches that can be hand or computer drawn. They show the client
Slide Master is the top slide that controls all information about the theme, layout, Testing what the end product will look like and show conceptually how the product
background, colour, fonts, and positioning of all slides. will work. They must be annotated and in detail.

Intellectual Intellectual property (or IP) refers to creative work which can be treat- Testing a product can be implemented during and after creation. A clear
Property ed as an asset or physical property. Intellectual property rights fall test plan should be created and used, and some of the tests should be
principally into four main areas; copyright, trademarks, design rights

Copyright gives the creators of some types of media rights to control how Evaluation An evaluation is a piece of writing where you look at your project as a whole
Act 1988 they're used and distributed. Music, books, video and software can all and discuss its successes and weaknesses, you could use the success cri-
be covered by copyright law.
Structure The structure of a website/multimedia product is determined by the design of
Trademark can be a name, word, slogan, design, symbol or other unique device Diagrams the navigation within the application. This can be a simple linear structure,
that identifies a product or organisation. hierarchical structure, web structure or composite structure.
Linear
Data Protec- The Data Protection Act (DPA) is a law designed to protect person- The simplest website structure is linear navigation. In this structure each
tion Act 1998 al data stored on computers or in an organised paper filing system. page is simply linked to the one before. This only really works if the website

Hierarchical A hierarchical navigation structure is tree-like in its nature. The home page is
at the top. Underneath it breaks into categories which can be further broken

into different sub-categories. There will usually be a link back to the home
page on every page below it.

Web-Mesh The web navigation structure allows users to follow their own information
flow - it may be unique to each user who will use the application. To facili-
tate this, there needs to be a large number of links between individual pages.
This limits its usefulness with larger sites containing more pages.

Composite A composite navigation structure integrates various aspects of other structures and is
the least limiting. It can be part linear and part hierarchical, and is particularly useful
where the multimedia product has a lot of topics and sub-topics.

Physical Checklist Drama Year 9: Term 1

1. Facial Using your face to Vocal Checklist Performance Skills

Expression communicate emotions

2. Body Using your body to 1. Volume Loud/quiet

Language communicate thoughts and Still Image/ A moment of action frozen in
Freeze Frame time, like a photograph.
feelings 2. Pitch High/low

3. Gesture Using your body, head or 3. Pace Speed, fast/slow
hands to express
emotion/meaning Narration An actor describing what is
happening/telling the story

4. Pause A temporary stop

4. Eye Looking at another person or 5. Tone Pitch, strength, quality of
Contact the audience to communicate voice
a message
Thought When an actor speaks their
Tracking inner thoughts and feelings
on stage, all other actors are
5. Levels Positioning on stage to 6. Projection Strength of speaking, frozen on stage.
communicate status/meaning loud and clearly

6. Posture Position you hold your body Cross Cutting Split stage, action on one
upright when standing/sitting side and frozen on the other.
You can then create drama
7. Movement How you move your body 7. Articulation Clear and distinct that goes forwards and
sounds in speech backwards in time.

Challenge Tasks Role Play Scenes which include
Further research use of body in performance - http://www.bbc.co.uk/education/guides/zpfk6sg/revision speaking and movement to
Further research use of voice in performance - http://www.bbc.co.uk/education/guides/z3c2yrd/revision communicate.
Research how to work with a stimulus - http://www.bbc.co.uk/education/guides/zg9x34j/revision

• •
• •
•
• Materials
•
•
•

… …
…
… …

… …
…

Design and Technology: Food Technology – Knowledge organiser Year 9

Protein Fats Carbohydrates - Starch Carbohydrates - Sugar Dietary fibre ( NSP )

Function: Protein is needed for Function in the body: Fats provide a Function in the body: Carbohydrates Function in the body: Carbohydrates Dietary fibre (NSP) is a type of
growth, repair and maintenance. concentrated source of energy ( twice as provide energy. When we eat provide energy. carbohydrate that helps to keep your
Proteins are made up of amino much energy per gram as protein and carbohydrate foods, our body breaks Sugar, eg glucose and fructose, can be digestive system working properly and
acids. They are the building carbohydrates ) It forms an insulation layer down the sugar and starch into glucose, found naturally ( eg fruits and veg ), or keeps food moving through it.
blocks of the body. Our bodies under our skin which keeps us warm. Fat which is absorbed into our blood and used can be added to food during Fibre food sources: vegetables, fruit, brown
can make some amino acids ( forms a layer which protects our internal for energy. manufacturing ( eg sugars in cakes, & wholemeal bread, wholegrain
non-essential amino acids ). We organs like heart and kidneys. Fats are a Starch food sources: Potatoes, bread, biscuits, desserts, sweets, fizzy drinks ) rice/pasta/flour, lentils, beans, seeds, nuts.
have to eat the amino acids our source of fat-soluble Vitamins A & D. Fat is pasta, rice, cereals, vegetables & fruit. Added sugars are often referred to as You need to eat a lot of fibre to stay
bodies cannot make (essential needed by the body, but too much fat in the Starchy foods contain lots of nutrients empty calories because they have no healthy. If you don’t it can lead to health
amino acids ). diet can lead to weight gain. including B vitamins, iron and calcium. nutritional benefit other than energy. problems like constipation, bowel and colon
Food sources: Food sources: Starch carbohydrates are known as Sugar is a simple carbohydrate because cancer, heart disease, high blood pressure.
High biological value HBV: Saturated fats : Meats including sausages complex carbohydrates. They take a lot the body rapidly digests simple The NHS states the average adult should
Meat, fish, poultry, eggs, and burgers, full fat milk. cheese, butter longer to digest than simple carbohydrates, making blood sugar have 30g fibre per day.
cheese, milk, soya, quinoa,. Unsaturated fats: oils, nuts, avocados, oily carbohydrates, so they gradually increase levels rise quickly and providing a short
Low biological value LBV: peas, fish the blood sugar levels and provide a slow burst of energy Food Provenance
lentils, nuts, seeds, beans steady release of energy.
Key words/terms Organic farming – a more natural method
High Risk Food Eatwell Guide of farming eg growing crops without
artificial pesticides and fertilisers
and raw ready to GM foods – genetically modified food has
had its genes altered to give it useful
eat foods characteristics
Factory farmed – produced by an intensive
To grow bacteria need: Macronutrients farming technique - reared animals have
Time Moisture Food Warmth Protein little room to move
High risk foods: Ready-to-eat Amino acids Free range – produced by a farming
foods that, if not stored correctly High biological value technique - reared animals have more
can grow harmful bacteria.Tend Low biological value space to move and live naturally
to be moist & high in protein. Saturated fats
High risk foods : Meat, fish, Polyunsaturated fats Function of ingredients
dairy, prepared salads, cooked Carbohydrates
rice, sauces & gravies. Hazard analysis
Avoid cross contamination: Cross contamination
Don’t pass bacteria from raw Bacteria
food to work surfaces, hands, Temperature control
equipment. Fortification
100°C Boiling water Non starch polysaccharide
75°C 30sec - kill most bacteria
63°C TOP OF DANGER ZONE Nutritional information
37°C – human body temp
5°C – BOTTOM OF DANGER
ZONE - fridge temperature

• Food Labelling

Product name & what it is Diet related health problems Fruits and vegetables add flavour,
Name/address of manufacturer colour, texture and vitamins
Country it comes from Overweight/Obesity – an incorrect balance of energy – consuming more calories than Self – raising flour aerate, make light
List of ingredients including they burn off. Eating lots of food high in fat and sugar. Sedentary lifestyle. Quick jel sets the fruit juice
additives/E numbers, allergens Diabetes – lets your blood glucose levels run out of control. Type 2 diabetes can be Plain flour thickens a white sauce
listed in weight order caused by being overweight/obese. Excessive sugar in the diet can lead to obesity Margarine adds colour and flavour
Weight/volume/quantity increasing the risk of diabetes. Lard/cookeen shorten the texture
Use by date or best before date Eggs coagulate and set the flan filling
Storage/cooking instructions Cheese adds flavour, adds moisture
Nutritional information



Pining
Applique

… Putting in the cord
…

…
…
…

…
…
…

…

English KS3, Unit 7 – Year 9: Reading a Novel

What is a novel Context Studying a novel at a higher level

A novel is the name we give Settings Context has three main elements: When the novel was written; where it was written and the
to a long prose narrative. Characters author. These things can change the meaning of a text and the way that readers view and
Most of the books that you understand a text. You should try to find out a bit about these three things before you start
read are probably novels. Plot reading a novel.
Themes
A novel usually follows a This can be the country/ city where the story takes place but can also include the places that the
single storyline and will characters live, work or travel to. Think about how they are described or shown to readers.
describe several characters in
depth. It will usually have As you read, think about what you learn about each character. What is your opinion of them and
many underlying themes. why? Do they change throughout the novel or stay the same?

The overall storyline: what happens in the story; what happens to each of the characters; whether
the story is happy, sad or something else; the order in which the story is told.

The underlying issues and ideas that a novel explores. This could really be anything. For example
some of the themes in Harry Potter include ‘Good vs. evil’, ‘friendship’, ‘power & responsibility’.

Cyclical structure Structure Terminology Ambiguity Language Terminology
Where a story begins and ends in the same time or place. Antithesis
Connotation Where something can be understood in more than one
Foreshadowing Where the writer hints that something is going to happen Pathetic Fallacy way. You have to make your own mind up.
Linear structure later in the story. Juxtaposition
Time shifts Using two opposite ideas close together. For example
Where a story follows a chronological time line and ‘feather of lead’. This can be used to show confusion,
Narrative moves through the 5 part narrative structure as madness, evil etc.
perspective expected.
The ideas that a word creates beyond its primary meaning.
Where the story moves backwards or forwards in time. (e.g. ‘black’ is a shade. We know what it is but it has
This can be shown through dates, adverbs/adverbials of connotations of death, darkness, fear etc.)
time or sometimes a change in narrative perspective.
A type of personification where elements of nature (e.g.
First person – the story is told by a narrator who is a the weather) is shown to have feelings that reflect the
character in the story. feelings of the character.
Second person – the story is told through direct address,
talking to the reader as though they are a character in Putting two ideas , places or characters close together to
the story. show the contrast between them.
Third person – the story is told by an omniscient narrator
who knows everything that happens including characters Anthropomorphism Giving human feelings or qualities to animals, usually to
thoughts and feelings. make us pity them or like them.

English KS3, Unit 7 – Year 9: Writing Essays

What is an essay? Discourse markers to help you to structure your essay.

An essay is an extended piece of non-fiction writing which builds an argument about a Addition In addition Comparison Similarly
particular topic. Most essays are made up of an introduction or overview followed by a Furthermore Likewise
series of PEE/A paragraphs and finally a conclusion or summary of the argument. Moreover As with
As well as Like
PEE/A Paragraphs Also Equally
Additionally In the same
way

The main point of your e.g. If the question is ‘How is Lennie Sequencing First(ly), Qualifying But
argument. Often a presented in Part One?’ second (ly), (limit, specify However
Point brief response to the A point might be: Lennie is presented as third(ly) or modify) Although
Evidence question that you are animal like in part one. Next Unless
answering. Finally Except
Explanation/ Subsequently Apart from
Analysis Brief quotation from This is shown by the quote… Following As long as
the text (no more than Evidence of this is…
a sentence) that backs We see this when the writer says… Illustration For example Contrast Whereas
up the argument you He says…/He does… (evidence) Such as Instead
are making. For instance Alternatively
As revealed Unlike
Explanation of how Explanation: by/ as shown Otherwise
the quote you chose This shows… by Conversely
proves the point you This suggests… In the case of On the other
made. Includes Analysis: Illustrated by hand
comments on the The word… connotes…
language, any devices The phrase… suggests Cause and Because Emphasis Especially
or techniques the The technique/device… effect (linking) So In particular
writer uses and the Effect on reader: Therefore Particularly
overall effect on the This makes the reader feel… Thus Above all
reader. The reader might think… Hence Significantly
The effect on the reader is… Consequently Notably

Imperative verbs Answering the question Plan your argument

Words such as ‘take’, ‘explore’, ‘explain’ are Question words (5Ws& H) Every essay you write will require you to argue a
commands. Look for these in the question and make point or perspective. Make sure that you know what
sure that you do this in your answer. Who? What? When? Where? Why? How? your ideas are and how you will present them by
These words tell you what sort of response you need spending at least 5 minutes planning.
to give. Usually ‘what’ questions are simpler than
‘how’ questions, for example.

English Year 9 Spellings

Tested 18/09/’17- 02/10/’17- 16/10/’17- 06/11/’17- 20/11/’17- 04/12/’17-
in your 29/09/’17 13/10/’17 03/11/’17 17/11/’17 01/12/’17 15/12/’17
skills
lesson
between

Commonly misspelled words

1. absence 1. arguing 1. changeable 1. definition 1. environment 1. government
2. accidentally 2. argument 2. changing 2. describe 2. equipped 2. grammar
3. accommodate 3. arithmetic 3. choose 3. description 3. especially 3. grandeur
4. accumulate 4. ascend 4. chose 4. desperate 4. exaggerate 4. grievous
5. achievement 5. athletic 5. coming 5. dictionary 5. excellence 5. height
6. acquaintance 6. attendance 6. commission 6. dining 6. exhilarate 6. heroes
7. acquire 7. balance 7. committee 7. disappearance 7. existence 7. hindrance
8. acquitted 8. battalion 8. comparative 8. disappoint 8. existent 8. hoping
9. advice 9. beginning 9. compelled 9. disastrous 9. experience 9. humorous
10. advise 10. belief 10. conceivable 10. discipline 10. explanation 10. hypocrisy
11. amateur 11. believe 11. conferred 11. dissatisfied 11. familiar 11. hypocrite
12. among 12. beneficial 12. conscience 12. dormitory 12. fascinate 12. immediately
13. analysis 13. benefited 13. conscientious 13. effect 13. February 13. incidentally
14. analyse 14. boundaries 14. conscious 14. eighth 14. fiery 14. incredible
15. annual 15. Britain 15. control 15. eligible 15. foreign 15. independence
16. apartment 16. business 16. controversial 16. eliminate 16. formerly 16. inevitable
17. apparatus 17. calendar 17. controversy 17. embarrass 17. forty 17. intellectual
18. apparent 18. candidate 18. criticize 18. eminent 18. fourth 18. intelligence
19. appearance 19. category 19. deferred 19. encouragement 19. frantically 19. interesting
20. arctic 20. cemetery 20. definitely 20. encouraging 20. generally 20. irresistible

French

Talking about: personality; what you do with your friends; what music you
listen to; say what you’re going to wear; saying what you did last week-end

alorsModule 1: Mon identitéso être to be Talking about: where you live; describing
avec with écouter to listen to your home; meals; the carnival.
bien Module 2:welljouerto play
comme d’hab Chez moi, chez toi.as usualallerto go
en général in general faire to do
ensemble together rigoler to have a laugh
où where parler to speak
ou or porter to wear
si if manger to eat
tout all regarder to watch
tout le temps all the time visiter to visit
vrai true nager to swim
vraiment truly, really
souvent often Il y a there is
surtout especially habiter to live
partout everywhere prendre to take
quand when manger to eat
boire to drink
Extra Reading acheter to buy
http://www.french-games.net/ aller to go
http://www.bbc.co.uk/schools/primarylanguages/french/ chanter to dance
http://www.bbc.co.uk/languages/french/ participer to take part
porter to wear
s’amuser to have a laugh

les plats à take away meal
emporter

Year 9 Geography Knowledge Organiser 1: The Living World @stcmhumanities

Introduction to Ecosystems – Key Terms Changes to an Ecosystem

An ecosystem is a natural system made up of plants, Some parts of the ecosystem depend on the others. Consumers depend on producers
animals and the environment. There are links between the for a source of food and some depend on them for a habitat (place to live) If one part of
living and non-living components (parts/sections) of an the ecosystem changes then that will affect all the other parts that depend on it.
ecosystem.
Hot, dry Reduced Fewer Numbers of Numbers of
Biotic components are the living features of an ecosystem summer plant berries thrushes fall sparrow hawks
such as plants and animals growth for birds fall

Abiotic components are the non-living factors such as Global Ecosystems – the climate of an area determines the type of ecosystem. Different parts of the
climate (temperature and rainfall), soil, water and light.
world have different ecosystems. Grassland – Savannah grasslands are found
The organisms in ecosystems can be classed as
consumers, decomposers or producers. between the tropics. Although there are wet and

Producer is an organism that uses sunlight energy to dry seasons rainfall is still quite low. Temperate
produce food.
grasslands are found in areas where there is less
Consumer is an organism that gets its energy by eating
other organisms – it eats producers or other consumers. rainfall but more variation in temperature. There

A food chain shows what eats what are no trees here, just plants.

A food web shows lots of food chains & how they overlap. Temperate Deciduous Forest – found mainly in

the mid-latitudes where there are 4 distinct

seasons. Summers are warm and winters are mild

Polar – found in the north and south poles where there and there’s rainfall throughout the year. Deciduous
is very little rainfall. Not much grows. Dark for several trees lose their leaves in colder times.

months per year. Tropical Rainforest – found around the Equator

Hot Desert - found between 15˚ and 35˚ between the tropics. Hot and wet all year. Lush,
north and south of the Equator. Very hot dense vegetation. No seasons

daytime temperatures, very cold at night and Tundra – found high latitudes. Have very cold weather,
very little rainfall (less than 250mm). Very very little rainfall. Hardly any trees, vegetation low in
little vegetation. height. Layer of permanently frozen ground -permafrost

Year 9 Geography Knowledge Organiser 2: The Living World Tropical Rainforests @stcmhumanities

CLIMATE – same all year around. No PLANTS – most trees are evergreen (they don’t drop PLANT ADAPTATIONS
seasons. Very hot (28˚C), temperature range their leaves). Many trees are very tall & the vegetation
is low because it is near the Equator and sun is extremely dense. The forest floor is very dark. Buttress Roots - Some very tall trees have developed ways
overhead all year around. Very high rainfall of getting much needed support by forming Buttress Roots,
(2000 mm per year) and it rains every day) ANIMAL ADAPTATIONS - Many animals use which grow out from the base of the trunk sometimes as high
camouflage to escape becoming prey, and predators as 15 ft above the ground.
SOIL – not very fertile as the heavy rain use it to help them catch prey. Some animals are
washes the nutrients away this is called poisonous and use bright colours to warn predators to Drip Tips - Almost all plants in the rainforest have developed
LEACHING. The soil is red in colour and leave them alone. For example there are several drip tip leaves. These stop the heavy downpours of rain
called a LATOSOL. The nutrients in this soil species of brightly-coloured poisonous arrow frogs. damaging the leaves of the plants. Rain water simply drips off
are near the surface because this is where the Many animals spend their entire lives high up in the the end of the leaves.
decayed leaves are found. canopy. They have strong limbs so they can climb
and leap from tree to tree. Some animals are nocturnal Lianas - Lianas are a type of climbing vine found throughout
(this means they are active at night). They sleep tropical rainforests. They have thick, woody stems and come
through the day and feed at night when it is cooler. in various lengths and have been found to be up to 1km long!
They begin life on the forest floor but depend on trees for
DEFORESTATION – this is support as they climb upwards towards the sunlight they need
the removal of trees from to reach to survive.
forests. This is happening on
a huge scale in many tropical Many leaves have flexible bases so that they can turn and
rainforests. Deforestation has face the sun throughout the day.
many impacts.
Plants called epiphytes can live on branches high in the
canopy to seek sunlight

EFFECTS OF DEFORESTATION -

Population Pressure – as the population in the Commercial Logging – trees are felled to make
areas increases, trees are cleared to make new money. Road building for logging also needs
land trees to be cleared.
Mining Extraction – minerals are mined to make Commercial Farming – forest is cleared to
money make way for cattle grazing.

Energy Development – building dams to Subsistence Farming – forest is cleared so that
generate HEP floods large areas of forest families can grow food for themselves to eat.

Year 9 Geography Knowledge Organiser 3: The Living World Hot Deserts @stcmhumanities

CLIMATE – there is very little rainfall – less PLANTS – growth is fairly sparse due to the lack of PLANT ADAPTATIONS
than 250mm per year. When it rains it varies a rainfall. Plants that do grow include cacti. They are
lot. Temperatures are extreme – they range usually quite short. Some plants have a short life cycle Plant roots are either very long to reach deep water supplies
from very hot during the day (45˚C) to very only appearing when it rains. or spread out wide near the surface to catch as much rain as
cold at night (below freezing) possible when it rains. The Great Basin Sagebrush has
ANIMAL ADAPTATIONS roots that are 25 metres long.
SOIL – this is usually shallow with a coarse
gravelly texture. There is hardly any leaf fall so Being nocturnal means that animals can stay Many plants are succulents. This means they have large
they will be no nutrients, which means a very cool in burrows during the day or sit still in the fleshy stems for storing water and thick waxy skin to reduce
unfertile soil. Lack of rainfall means the soil is dry. shade whilst it’s hottest. water loss. Some plants have sharp spines and toxins to
stop animals stealing water from their stems.
Desert animals also have long limbs or ears
that provide a large surface area for them to Some plants have small leaves or spines this gives them a
lose heat from. low surface area reducing transpiration – for example, the
Desert Yellow Daisy
Lizards and snakes are able to tolerate high
body temperatures. For example, desert The seeds of some plants only germinate when it rains – the
iguanas can survive in temperatures up to plants grow, flower and release seeds in just a few weeks,
42°C. which makes sure they only grow when there’s enough water
to survive.

Some bigger animals store large amounts of DEVELOPMENT DEVELOPMENT
fat which they can break down into water OPPORTUNITIES IN CHALLENGES IN
when needed. Camels are excellent examples DESERTS DESERTS
of such creatures.
 Extraction of mineral  Extreme temperatures
Camels keep sand out of their eyes and nose resources  Inaccessibility
by having triple eyelids, long eyelashes and  Water Supply
being able to close their nostrils.  Solar Energy
 Tourism
DESERTIFICATION – this is the degradation of land so that it becomes desert-like – it becomes drier and  Farming
less productive. Soil erosion is a key part of desertification. Exposed soil is easily removed by wind and
water. Hunan activities are also to blame for desertification.

WWI Origins & Western Front Trench Conditions! History
Department
Fighting was rare – work was not! Knowledge
Organiser –
Soldiers repaired trenches, stood sentry Year 09 / 01

Soldiers quickly got covered in body Unhealthy – hot in summer, freezing in duty, fixed barbed wire, spied on the
winter. Soldiers could suffer from ulcers, enemy, and carried out countless other
lice, rats filled the trenches. boils, rashes, pneumonia, tuberculosis, tasks.

Food was basic – tinned ‘bully’ dysentery and bronchitis amongst other Danger was everywhere: grenades, shell
beef, maconochie (stew), things. Trench foot was a particular fire, enemy snipers, machine guns,
problem. The toilet was called a ‘latrine’ poison gas and unhealthy conditions…
bread and hard biscuits.
and was a hole in the ground!
these dangers were there even if there
Luxury food included bacon, Ideally Soldiers would spend a week in a was no direct fighting!
cheese and jam. Water had front line trench, four weeks in a support
chlorine in it! But food war
regular and edible! trench and eight weeks in reserve And all the time you were surrounded by the

trenches. stench of war – and the stench of the dead.

Timeline World War I 1914 – 1918 (Western Front)

Steps to War July to August 1914 1914 – The BEF face the Germans in the Battles of Mons and the Marne. Both sides ‘dig
in’ – creating two opposing trench systems by December. Famous unofficial Christmas
18th July Assassination – AH blames Serbia. Truce December 1914. First Battle of Ypres. Huge recruitment campaign starts.
29th Russia mobilises in support of Serbia. 1915 – Second Battle of Ypres – Germans use poison gas for first time.
1st August Germany, supporting AH, declares 1916 – Battle of Jutland (only main sea battle of WWI). July 1st sees the start of the 141
war on Russia. day long Battle of the Somme. First tanks used.
3rd August Germany declares war on France 1917 – USA enters the war on our side. July 31st sees the start of the third Battle of
due to the Schlieffen Plan. Ypres, known as the Battle of Passchendaele. In December Russia agrees an armistice
4th August Germany attacks France through with Germany.
Belgium, Belgians resist, we declare war on 1918 – US President Wilson outlines his 14 peace points. Germany attempts one last
Germany to defend Belgium. push in the spring – but is quickly pushed back. November 9th - German Kaiser Wilhelm
6th August AH declares war on Russia II abdicates – Germany asks for peace. November 11th the armistice is signed and the
12th August Britain & France declare war on fighting stops.
AH.

Causes of WWI Key Words / Spellings Trenches

Long Term Causes – M.A.I.N Alliance Allies The Trench system stretched from the English channel to
Switzerland, over 400 miles! This network became known as…
Militarism: (Arms Race) the Militarism Alliances
attempt to build up a strong army
and navy gave nations the means Imperialism Nationalism The Western Front!
and will to make war.
Alliances: in 1882, Germany, Cause Austro-Hungary
Austria-Hungary and Italy formed
the Triple Alliance. This alarmed, Belgium Consequence
France, Britain and Russia. By 1907,
they had all joined the Triple War Front Schlieffen Plan
Entente. Europe was divided into
two armed camps, to help each Stalemate Trench
other if there was a war.
Imperialism: the desire to conquer Soldier Somme
colonies, especially in Africa. This
brought the powers into conflict - Attrition Parapet
Germany wanted an empire. France
and Britain already had empires. Triple Alliance
Nationalism: the belief that your
country is better than others. This Triple Entente
made nations assertive and
aggressive. BEF (British Expeditionary Force)

Short Term Cause Passchendaele

The MAIN causes resulted in Trenches were complex, with front line, supply, communication and rear reserve trenches. Between the German
tension that needed a ‘spark’. On and British trenches was an area called ‘no-mans land’. Trenches were designed to give maximum protection for
28th June 1914, a Bosnian-Serb soldiers, whilst allowing them to shoot at the enemy. Both sides ‘dug in’ to protect themselves: this caused…
terrorist, Gavrilo Pricip,
assassinated the heir to the Stalemate!
Austro-Hungarian throne, Franz
Ferdinand. Princip hoped to
‘shock’ Ausro-Hungary into giving
Bosnia independence, but instead
they declared war on Serbia! This
triggered the alliance systems and
soon WWI had begun.

N1 N2 N3

YEAR 9 AUTUMN A1
MATHS

S1 S2

S3
S4

G1 G2
G3 G4

SONGWRITING

PIANO
CHORDS

PHYSICAL EDUCATION YEAR 9 KS3 KNOWLEDGE ORGANISER- THE PRINCIPLES OF TRAINING

There are certain P​ RINCIPLES OF TRAINING ​which should be followed in order to improve sporting performance

Specificity Progressive Overload FITT Principle

Your training should be ‘linked’ towards your chosen sport or This principle involves working the body harder than normal and gradually increasing the amount Frequency
activity. of exercise you do. How often you train?

You need to train specifically to develop the right: This makes our body adapt to the training levels and therefore getting fitter. I​ ntensity
➢ muscles – if your sport requires a lot of running, work How hard you train?
mainly on your legs. Athletes need to monitor performance levels and adjust the programme in order to take fitness
➢ type of fitness – do you need strength, speed, stamina level to a higher level. Time
or a combination? How long you train?
➢ skills – you need to practice any relevant skills like
kicking, serving and passing. Type
Which method of training
For example- The training for a shot putter would be different you use?

from the training for a marathon runner……… KEYWORDS

You would not ask your shot putter to run 2 miles nor ask a ● Specificity
runner to use heavy weight based exercises ● Progressive

Rest and Recovery Individual Needs Overload
● Rest &
For effective training performers should achieve the right Everybody's fitness level differ and we should therefore tailor training to meet their specific needs.
balance between rest and recovery. Recovery
Understanding an individual's needs will mean training is set at their level and accounts for their ● Individual
Rest and recovery allows the body to: strengths and weaknesses.
Variance
1.​ R​ eplenish energy stores ● Reversibility
Repair muscles fibres ● FITT Principle

Adaptation Reversibility

One or more of your physiological systems change as a This means that instead of progressing or remaining at the same level, the athlete loses
result of long term training. fitness.​ It only takes 3 or 4 weeks to get out of condition

Your body changes to meet the demand of the training /
competition you are involved in.

RE Year 9 Autumn Term: Alpha Know these Bible stories and quotes.

Episode 2 Episode 3
Jesus Heals a Man With Leprosy The Crucifixion of Jesus
When Jesus came down from the As they were going out, they met a man from Cyrene, named Simon, and they forced him to
mountainside, large crowds followed him. A carry the cross. They came to a place called Golgotha (which means “the place of the skull”).
man with leprosy came and knelt before him There they offered Jesus wine to drink, mixed with gall; but after tasting it, he refused to
and said, “Lord, if you are willing, you can drink it. When they had crucified him, they divided up his clothes by casting lots. And sitting
make me clean.” Jesus reached out his hand down, they kept watch over him there. Above his head they placed the written charge
and touched the man. “I am willing,” he said. against him: this is Jesus, the king of the Jews. Two rebels were crucified with him, one on
“Be clean!” Immediately he was cleansed of his right and one on his left. Those who passed by hurled insults at him, shaking their heads
his leprosy. Then Jesus said to him, “See that and saying, “You who are going to destroy the temple and build it in three days, save
you don’t tell anyone. But go, show yourself yourself! Come down from the cross, if you are the Son of God!” In the same way the chief
to the priest and offer the gift Moses priests, the teachers of the law and the elders mocked him. “He saved others,” they said,
commanded, as a testimony to them.” “but he can’t save himself! He’s the king of Israel! Let him come down now from the cross,
Jesus Appears to Thomas and we will believe in him. He trusts in God. Let God rescue him now if he wants him, for he
Now Thomas, one of the Twelve, was not said, ‘I am the Son of God.’” In the same way the rebels who were crucified with him also
with the disciples when Jesus came. So the heaped insults on him.
other disciples told him, “We have seen the The Death of Jesus
Lord!” But he said to them, “Unless I see the From noon until three in the afternoon darkness came over all the land. 46 About three in
nail marks in his hands and put my finger the afternoon Jesus cried out in a loud voice, “Eli, Eli,*a+ lema sabachthani?” (which means
where the nails were, and put my hand into “My God, my God, why have you forsaken me?”).When some of those standing there heard
his side, I will not believe.” A week later his this, they said, “He’s calling Elijah.” Immediately one of them ran and got a sponge. He filled
disciples were in the house again, and it with wine vinegar, put it on a staff, and offered it to Jesus to drink. The rest said, “Now
Thomas was with them. Though the doors leave him alone. Let’s see if Elijah comes to save him.” And when Jesus had cried out again
were locked, Jesus came and stood among in a loud voice, he gave up his spirit. At that moment the curtain of the temple was torn in
them and said, “Peace be with you!” Then he two from top to bottom. The earth shook, the rocks split and the tombs broke open. The
said to Thomas, “Put your finger here; see bodies of many holy people who had died were raised to life. They came out of the tombs
my hands. Reach out your hand and put it after Jesus’ resurrection and went into the holy city and appeared to many people. When
into my side. Stop doubting and believe. the centurion and those with him who were guarding Jesus saw the earthquake and all that
Thomas said to him, “My Lord and my God!” had happened, they were terrified, and exclaimed, “Surely he was the Son of God!” Many
Then Jesus told him, “Because you have seen women were there, watching from a distance. They had followed Jesus from Galilee to care
me, you have believed; blessed are those for his needs. Among them were Mary Magdalene, Mary the mother of James and Joseph,
who have not seen and yet have believed.” and the mother of Zebedee’s sons.

Episode 4
Ephesians 2:8-9
‘For it is by grace you have been saved, through faith—and this is not from
yourselves, it is the gift of God—not by works, so that no one can boast.’

Episode 5 Episode 6
The Bible as library
The Bible is not just one book, but an entire library, with stories, songs, poetry, letters and
history, as well as literature that might more obviously qualify as 'religious'.
The Christian Bible has two sections, the Old Testament and the New Testament.
The Old Testament is the original Hebrew Bible, the sacred scriptures of the Jewish faith,
written at different times between about 1200 and 165 BC.
The New Testament books were written by Christians in the first century AD.
The Old Testament
The Hebrew Bible has 39 books, written over a long period of time, and is the literary
archive of the ancient nation of Israel.
The New Testament
The New Testament has 27 books, written between about 50 and 100 AD, and falling
naturally into two sections: the Gospels, which tell the story of Jesus (Matthew, Mark, Luke
and John); and the Letters (or epistles) - written by various Christian leaders to provide
guidance for the earliest church communities.
The Letters
Letters were the natural way for church leaders to communicate with their converts, and
the earliest ones were written before the Gospels. They offered advice to people who were
working out how to express their commitment to Jesus in ways that would be relevant to
the many different cultural contexts in which they found themselves throughout the Roman
Empire.
Reading them can be like listening to one half of a conversation, as the writers give answers
to questions sent to them either verbally or in writing. Paul was the most of the letters
though he was not the only one.
The Gospels
The Gospels were written to present the life and teachings of Jesus in ways that would be
appropriate to different readers and for that reason are not all the same.

Episode 7 Episode 10
In Job, we see a man who God allows to be directly attacked by Satan. He is an The Problem of Evil.
example of faithfulness as he loses everything important to him yet remains faithful
to God. Its purpose is to illustrate God’s sovereignty and faithfulness during a time Episode 11
of great suffering. So Jesus asked, “Where did you put Lazarus?”
In chapters 1-3, God tests Job’s faithfulness through allowing Satan to attack him. They answered him, “Lord, come and see.” Jesus cried.
God told Satan, “Behold, all that he has is in your power, only do not put forth your The Jews said, “See how much Jesus loved him.” But
hand on him” (1:12). Through Job’s trials, all is lost including his health, his wife some of the Jews asked, “Couldn’t this man who gave a
even tells him to curse God and commit suicide, but he remains strong and faithful, blind man sight keep Lazarus from dying?” Deeply
“Through all this Job did not sin nor did he blame God.” (1:22). moved again, Jesus went to the tomb. It was a cave with
From chapters 4-37, Job’s friends give him plenty of bad advice, in rounds of a stone covering the entrance. Jesus said, “Take the
discussion. They mistakenly blame his sufferings on his personal sins rather than stone away.” Martha, the dead man’s sister, told Jesus,
God testing and growing Job. “Lord, there must already be a stench. He’s been dead
In chapters 38-42, God speaks to Job and restores him. God knows that Job has for four days.” Jesus said to her, “Didn’t I tell you that if
received incorrect guidance from his friends. God fittingly declares that humans do you believe, you would see God’s glory?” So the stone
not know everything. Then He humbles Job by asking a series of questions that was moved away from the entrance of the tomb. Jesus
could never be answered by anyone other than Almighty God; for example, “Have looked up and said, “Father, I thank you for hearing me.
you understood the expanse of the earth? Tell Me, if you know all this”. God then I’ve known that you always hear me. However, I’ve said
brings him to an understanding that believers don’t always know what God is doing this so that the crowd standing around me will believe
in their lives. that you sent me.” After Jesus had said this, he shouted
as loudly as he could, “Lazarus, come out!”
In the end, Job answers God by saying, “I have declared that which I did not The dead man came out. Strips of cloth were wound
understand”. God then blessed Job with twice as much as he had before his trials around his feet and hands, and his face was wrapped
began. with a handkerchief. Jesus told them, “Free Lazarus, and
let him go.
Episode 8
The symbols of the Holy Spirit

Episode 12
The Holy Spirit Comes at Pentecost.
• Happened 50 days after Easter
• Seen as the birthday of the church
• Holy Spirit came to the disciples in wind and fire
• They could all speak different languages
• Peter preached that people should believe in Jesus,
repent of their sins and be baptised.
• 3000 were baptised that day.

Extension:
Street Pastors was pioneered in London in 2003 by Les Isaac. On that first night, 18 volunteers took to the streets of
Brixton – 15 women and 3 men. Since then we have trained over 12,000 street and prayer pastors, who have played an
active part in strengthening community life and working for safer streets. Currently, more than 300 towns and cities
around the UK have a Street Pastors team. When you add prayer pastors, management teams and trustees, this means
that there are over 20,000 volunteers in total associated with the Street Pastors network. There are also a growing
number of Street Pastors teams overseas.
As well as serving the night-time economy, the Street Pastors model is being used in daytime and community settings,
for example, in parks, schools and colleges. In 2014 we started to train experienced street pastors for the role of
response pastors – volunteers who provide physical and emotional support in times of crisis. Whichever context they are
in, street pastors offer reassurance, safety and support through listening, caring and helping. They work together with
other partners to make communities safer.
Each city project is set up by Ascension Trust, which is the governing body behind Street Pastors, and run by a local
coordinator with support from local churches and community groups, in partnership with the police, local council and
other statutory agencies. “Street Pastors is about Christians rolling up their sleeves and getting involved in practically
responding to the problems of crime and safety. They are like beacons on our streets and I want to see them shining
brightly in every constituency.”
David Burrowes MP, Patron of Street Pastors

Year RE Knowledge Organiser: Pilgrimage and The Messiah KEY WORDS
pilgrimage – a spiritual or religious journey
Pilgrimage is a journey of spiritual significance. retreat – quiet time with God away from busy everyday life
Often, a pilgrimage involves visiting a significant place which reflects spiritual and Ten Commandments – the ten rules given to Moses on Mount Sinai
religious beliefs. Decalogue – ‘deca’: ten, ‘logos’: word, so literally ‘ten words’, another word for the
Pilgrimages can also be 'inner journeys’: when Christians think about their real self Ten Commandments
and what God wants of them. Law – rules to live
Covenant - agreement between God and his people
To find out more about themselves and God, some Christians go on a retreat. This is Guide – being shown the way
a special kind of quiet pilgrimage where time is taken to reflect on and spend time life journey - the idea of life being like travelling
with God in prayer. leader – one who shows the way or inspires
People go on pilgrimages for different reasons: vision - to see ahead
Messiah – the one sent to save, Christians believe Jesus is the Messiah
 to show they are Christians Christ – another word for the Messiah, saviour, ‘anointed one’
 to become closer to God ‘Anointed One’ – Kings were anointed with oil to show they were chosen by God;
 to say thank you for something good that has happened Jesus is known as the Anointed One to show God had chosen him to be Saviour
 to make up for something they have done wrong - Christians call this Son of man – Jesus calls himself this often
of David’s line – King David was a Jewish King and the Messiah was expected to
penance come from his line
 to ask for help or healing Taizé
 to find out what it is like. The Taizé community is an ecumenical monastic order devoted to peace and justice
 to help them understand their faith better through prayer and meditation. There are 100 Roman Catholic and Protestant
monks from 30 countries across the world.
Where do Christians go on pilgrimage? It was founded in 1940 by Brother Roger. The 90-year-old monk died in August 2005
 Israel- to walk in the footsteps of Jesus after being stabbed during a prayer service.
 Rome- To see St Peter’s Basilica Today Taizé is one of the world's most important sites of Christian pilgrimage. Each
 Lourdes in France- Where Our Lady appeared to St Bernadette. Many year tens of thousands of young pilgrims flock to the small village of Taizé in central
miraculous healings have happened here. France to share in the community's way of life.
 Taize in France- a place of worship for young Christians. Prayer and silence are at the heart of the Taizé experience. Young people from every
 Walsingham- Called England’s Nazareth. corner of the globe are encouraged to live out the Christian gospel in a spirit of joy,
 Canterbury Cathedral simplicity and reconciliation.

Other religious places of pilgrimage Thousands of young people go to Taize every week in the
 Western wall in Jerusalem- Judaism
 Golden Temple in Amritsar - Sikhism summer, and join in the Brothers’ prayers, and also have time
 Makkah- Islam
 Bodh Gaya- Buddhism to discuss the questions and doubts that are part of faith.

This is often done in many languages as the young people are

from all over the world.

The Messiah
Messiah is the Hebrew version of the Greek word Christ = Chosen/anointed one.
The Jews believed the Messiah would free them from Roman oppression.

It was said that the Messiah would be a man who would unite the Jews and restore
the kingdom of Israel.
He would be anointed by God, a King, a warrior and a judge. He would be royal.

He would be a religious man who kept the Jewish laws. Jesus’ baptism. God sent the
He would bring healing to the sick and afflicted. He would bring peace.
Jesus was not going to be the kind of messiah the Jews expected. holy spirit and said that Jesus

He fulfilled Old Testament prophecies which offered hope to God’s people. The was his ‘beloved Son’.
Messiah would come to save them.
He would bring peace, but not how they expected. Jesus would be a “suffering Mark 8:27-33
servant”. 27 Jesus and his disciples went on to the villages around Caesarea Philippi. On the
Jesus often told people not to tell anyone he was the Christ (see text opposite from way he asked them, “Who do people say I am?” 28 They replied, “Some say John
Mark’s Gospel). This is called “The Messianic Secret”. There are many reasons why
he may have said this. Perhaps he wanted people to work it out for themselves. the Baptist; others say Elijah; and still others, one of the prophets.”
Maybe he didn’t want to be arrested before he had done the work he came to do. 29 “But what about you?” he asked. “Who do you say I am?”

Jesus was the Messiah who was Peter answered, “You are the Messiah.”
Sent by God 30 Jesus warned them not to tell anyone about him.
The son of God who prayed “Abba,Father”
Of King David’s line The Ten Commandments
A teacher 1. Do not worship any other gods
A healer 2. Do not make any idols
Brought a message of peace and love 3. Do not misuse the name of G-d
His message was for the world not just Israel. 4. Keep the Sabbath holy
His message was spiritual, not just worldly 5. Honour your father and mother
6. Do not murder
What is the New Covenant? 7. Do not commit adultery
The New Covenant (or New Testament) is the promise that God makes with 8. Do not steal
humanity that He will forgive sin and restore fellowship with those whose hearts are 9. Do not lie
turned toward Him. Jesus Christ, Saviour and Messiah, is the mediator (bringer) of 10. Do not covet
the New Covenant, and His death on the cross is the basis of the promise. The Old Covenant
This was the Covenant (agreement) that God made with Abraham, Moses, and other
Old Testament prophets, that God would protect and care for them. They would be
God’s people, and should obey God’s Commandments. (See above). Jesus was the
Messiah who brought the New Covenant.

History of Atomic Structure Physics - Atomic Structure Atomic Structure

Democritus 400 BC The Modern day Atom 2D Atomic Structure of Carbon
Came up with the idea that if you kept cutting
something in half you’d eventually get to the smallest The modern atom has a nucleus made of
part of matter. He called this Atomos - meaning
uncuttable. The modern word “Atom” comes from him Neutrons and Protons. These particles have a

John Dalton 1808 relative mass of 1. IT is surrounded by negatively
Imagined atoms as small uncuttable spheres. All
atoms of an element were the same size and mass charged electrons in electron shells. We often
but there were different atoms for different elements.
use 2D diagrams to represent atoms, which are
J.J Thomson - 1897
Discovered electrons and came up with the actually 3D.
“Plum Pudding Model”. This has a positively
Charged sphere, with the negative electrons On the periodic table, atoms are represented as
dotted throughout it..
shown. The largest number is the Relative Atomic
Ernest Rutherford - 1911
Tested the plum pudding model and fired particles at Mass, Z. It represents teh total number of particles
atoms. Discovered that the model was wrong and
proposed that atoms had positive, heavy nucleus which in the nucleus. The smaller number A, is the Atomic
was very heavy, and most of the rest is empty space.
Number, representing the number of protons. Z-A
Niels Bohr - 1913
Discovered electron shells - that gives the number of neutrons.In an atom, the number
electrons orbit in fixed shells
and the 2,8,8 rule. of electrons = the number of protons A. Isotopes have the same

James Chadwick - 1932 Atomic number, but a different relative atomic mass, meaning
Discovered the Neutron and that the Proton and Neutron
had the same mass, but the neutron had no charge, they have more or less than the usual number of neutrons
unlike the proton which is positively charged.
Nuclear Radiation

If the nucleus is too large, the

nucleus becomes unstable,

and will break down. This

is known as nuclear

decay. Decay processes

make the nucleus

more stable. Alpha Radiation is 4 particles that break away

from teh parent nucleus. The particles are 2

protons and 2 neutrons and are represented as a

He nucleus. These particles are easily stopped by

paper or skin.

Beta Radiation is a fast moving electron that is

ejected from inside a nucleus. (It starts out as

part of a neutron, which turns into a Proton in the

process). It passes through paper and skin but is

stopped by 2mm aluminium

Gamma Radiation is an EM wave and only

stopped by thick lead.

Physics - Atomic Structure

Alpha Decay Gamma decay - gamma is different. There are no particles
involved, the nucleus gives out electromagnetic radiation instead.
In Alpha decay, an unstable
nucleus emits an alpha Half life - the length of
particle. This is made up from
2 protons and 2 neutrons, and time taken for the Activity
is the same as the nucleus of of a source to decrease to
a Helium atom. half it’s value.
It is represented as Activity is the number of
counts per second and is
Nuclear decay equations show the changes that happen in a measured in Becquerels
nucleus. They always follow the same pattern. In Alpha decay, (Bq).
atomic mass decreases by 4 and atomic number decreases by 2,
representing the loss of the alpha particle.Each row of numbers To find the half life, take the starting value of Activity and then half it.
balances. Draw a line across at this new value and drop it down to the x-axis
when you meet the half life curve.
Beta Decay Half lives can be used to date ancient artefacts and to decide on the
safe use of Radiation.
In Beta Decay, a
neutron Irradiation vs Contamination
spontaneously turns
into a proton and Irradiation is exposure to radiation, for
electron. The proton example in cancer treatments. Alternatively in
stays in the nucleus, nuclear accidents.
but the electron is Gamma Radiation can be used to treat cancer
emitted at speeds up and also as a tracer. (Because it passes
to 95% the speed of through the body it can be seen by a camera
light. outside and the path of the radiation traced).

In this example Beta equation, again the numbers in each row Contamination is when
balance. radioactive material becomes
attached to another material. For
example if Alpha radiation was

mixed with your food and
absorbed, into your body. This
would be deadly because alpha

radiation is very ionising and
would cause damage to the cells

inside you.

Circuit Diagrams Physics - Electricity Resistance

Circuit symbols are essential for All Components have an amount of electrical resistance. This limits
drawing and explaining circuits. the amount of current that can flow through them. Note that
Circuit diagrams are drawn with some current can still flow, unless the Resistance is very very big.
a ruler and a pencil.
Essential Units Filament Bulb Diode Fixed Resistor

● I = Current, measured These diagrams - known as IV Characteristic graphs show how
in Amps (A) the resistance of the components changes with current. FOr the
fixed resistor the Resistance does not change and it obeys Ohm’s
● V = Potential Law. For the Bulb and Diode, the resistance changes as the
Difference, measured current changes.
in Volts (V)
Combining Resistances
● R = Resistance,
measured in Ohms For resistors in series, the
(Ω) resistance increases as you add
more resistors.
● Q = Charge, Rt= R1 + R2
measured in
Coulombs (C)

An electrical current, is a flow of electrical charge. In a circuit this charge is
seen as the movement of electrons In electrolysis it is the movement of

charged Ions. Q = I x t

Potential Difference, is the energy transferred by the circuit, per unit charge.

V=E÷Q

Electrical Power, is the energy delivered per second by the circuit and has

two formula: P (W) = V x I or P = E ÷ t

Resistance Heating, is the energy converted to Heat per second by a For resistors in parallel, the
resistance decreases as you add
component and has these formula: P (W) = I2 x R or P = V2 ÷ more resistors.
R 1/Rt=1/ R1 +1/ R2

Resistance, for Ohmic conductors, R is constant and be calculated as: Why does resistance decrease when you add resistors in parallel?
Each new branch adds a second route for current to travel.
R=V÷I It is a bit like road works. If roadworks are holding up traffic
(Resistance), and a diversion route is opened up, more traffic
(current) can flow. The more diversions, the less the hold up.

Series Circuits Physics - Electricity Domestic Energy

In a Series circuit, UK Mains Electricity is an
there is only one route alternating current which has a
around the circuit. mean value of 230V. (Blue line
(Ignoring Voltmeters). below). A Battery/Cell/Lab
power supply provides Direct
current at a fixed value (red
line).

Each component follows the last component, one after the other, The National Grid An electricity meter monitors
in series. the amount of electricity that
The national grid transfers energy you use and electricity
Series Rules are: from the power station to your home companies use this to bill you.
1) The current is the same at all points in the circuit and to appliances which then make
2) The Potential Difference given to the circuit by the cell is use of the energy. Step-up Plugs and Mains Cables
shared out between all the components. transformers, increase voltage, and
3) Adding more components, increases the total resistance reduce current. This is more efficient 1. Cable Grip - holds the cable
and decreases the total current. as there are less resistance heating in place
effects - which would transfer energy 2. Neutral wire (blue) - 0V.
Parallel Circuits to the surroundings. See the Completes the circuit
Resistance Heating equation earlier. 3. Earth wire (green/yellow).
In a Parallel circuit, A step-down transformer brings the Safety wire which stops metal
there can be different voltage back down to 230V for use in appliances becoming live.
routes around the the home. 4. Live Wire (brown) - at 230V
circuit,so that current 5. Fuse - safety device if
can go through two current becomes too large,
components in parallel. different ratings eg: 1A, 3A, 5A,
7A, 13A
The circuit has junctions where the current splits or joins up and
different branches for the current to follow.

Parallel Rules are:
1) The total current into a junction is the same as the total
current out of the junction
2) The Potential Difference across each branch is the same
as the Potential Difference given by the power supply
3) Adding more components in parallel, decreases the total
resistance and increases the total current.

Particle Model of Physics - Particle Model Specific Latent Heat of Fusion - the energy needed to turn
Matter
Energy transfers 1kg of a Solid into a Liquid

of Matter
Changes of state are physical changes - the material recovers its original
We can model matter - properties if the state change is reversed.
solids liquids and gases -
using a particle model. E=mxL Specific Latent Heat of Evaporation - the energy needed to
The model predict various turn 1kg of a Liquid into a Gas

INCREASING DENSITY properties of solids liquids m=mass(kg)
and gases, and most E=Energy(J)
importantly the atomic L=”Specific Heat
arrangement. Capacity” (J/kg)

Particle Model and

Use this formula Pressure

Density, ρ, is measured in for working out

kg/m3 energy when
there are
Mass, m is measured in kg changes of state
Volume, v is measured in m3

Required Practical 17: The Specific Latent Heat is the amount of energy needed to change
You must be able to the state of 1kg of a material at constant temperature.
recall how to measure
the density of regular
shaped objects and
irregular shaped ones.

With a Eureka can, the Temperature is a measure of E = m x c x Δθ
object displaces it’s
own volume of water, Hotness, whereas Heat is a ● m=mass(kg)
so measuring this in a
measuring cylinder measure of Energy. ● E=Energy(J)
gives V. Mass is found
with a mass balance. The specific heat capacity is, ● c=Specific Heat Capacity

The Internal Energy of a System is the amount of “The amount of Energy needed (J/kg℃)
energy stored by the particles. It is made up of
the Kinetic energy and Potential Energy that they to raise the temperature of 1kg Use this formula whenever there
posses. Heating the system, increases the
internal energy of a material by 1℃” are changes of temperature