Year 7 : Understanding fractions Tip - A larger denominator does not mean a larger fraction. - To find equivalent fractions multiply/divide the numerator and denominator by the same number. Questions 1) Simplify a) 42 96 b) 64 120 2) Write as a decimal a) 2 7 b) 3 8 3) Write as a fraction a) 0.48 b) 0.166 c) 0.308 4) a) 3 5 35 b) 2 9 45 c) 5 11 121 ANSWERS : 1) a) 7 16 b) 8 15 2) a) 0.2857… b) 0.375 3) a) 12 25 b) 83 500 c) 77 250 4) a) 21 b) 10 c) 55 Key Words Fraction: A fraction is made up of a numerator (top) and a denominator (bottom). Equivalence: Two fractions are equivalent if one is a multiple of the other. Simplify: Cancel a fraction down to give the smallest numbers possible. Key Concept 1 4 = 2 8 = 3 12 = 4 16 = 0.25 Examples Simplify 3 24 Write 0.34 as a fraction Write 6 7 as a decimal What is 3 5 45 45 ÷ 5 × 3 = 27 0 3 4 = 34 100 = 17 50 Independent Learning codes: M158, M939, M410, M671, M335
Year 7: Four operations with fractions Key Words Fraction: A fraction is made up of a numerator (top) and a denominator (bottom). Key Concept Mixed numbers These are made up of a whole number and a fraction. = × + = Tip - A larger denominator does not mean a larger fraction. - To find equivalent fractions multiply/divide the numerator and denominator by the same number. Examples Questions 1) + 2) + 3) − 4) × 5) ÷ ANSWERS: 1) 13 15 2) 51 56 3) 17 45 4) 4 21 5) 3 7 Independent Learning codes: M835, M601, M931, M157, M197, M216, M110, M265
Year 7 :Order fractions, decimals & integers Key Words Integer: Whole number. Ascending Order: Place in order, smallest to largest. Descending Order: Place in order, largest to smallest. Inequality: Statement that contains <, >, , , to show which quantity is greatest/smallest. Key Concept FDP Equivalence Tip - Convert all numbers to the same form, either fractions, decimals or percentages. - If using a calculator convert them all to decimals. Examples Questions: Order each set of numbers 1) 2) 3) 1) ANSWERS: 7 12 , 2 3 , 3 4 , 5 6 , 2. 0 2) 3 7 , 49 . 0, 1 2 , 05 . 0 3) 7 32 , 25% , 29 100 F D P 1 100 0.01 1% 1 10 0.1 10% 1 5 0.2 20% 1 4 0.25 25% 1 2 0.5 50% 3 4 0.75 75% 56% 3 4 0.871 23% 6 7 3 4 3 8 1 2 7 8 1 4 6 8 3 8 4 8 7 8 2 8 4 2 3 5 1 1 4 3 8 1 2 3 4 7 8 0.56 0.75 0.871 0.23 0.857… 2 3 5 1 4 23% 56% 3 4 6 7 0.871 To order these fractions, make the denominators the same. To order these, convert them all to decimals. Independent Learning codes: M410, M335, M958, M264, M533
Year 7: Algebraic Expressions Examples Simplify the following expressions: 1) 4p + 6t + p – 2t = 5p + 4t 2) 3 + 2t + p – t + 2 = 5 + t + p 3) f + 3g – 4f = 3g – 3g 4) f² + 4f² - 2f² = 3f² 5) 6a × 3b × 2c = 36abc 6) 9 3 = 3b 8g – 4m - 3) 2) 12 + 2t + 3p ANSWERS: 1) 8p 4b² - 4) 8) 7) 3p 6) 48m²n 5) 40abc 3 Key Words Simplify Collect together the like terms. Term The separate parts of expressions, equations, formulae and identities e.g. 2 + 4 has the terms 2 and +4 Key Concepts When collecting like terms involving addition or subtraction, add/subtract the numbers in front of the letters. If the like terms are multiplied, multiply the numbers in front of the letters and put the letters next to each other. If the like terms are divided, divide the numbers in front of the letters. Questions Simplify: 1) 7p + 3q + p – 3q 2) 5 + 4t + 3p – 2t + 7 3) m – 8g – 5m 4) b² – 7b² + 2b² 5) 2a × 5b × 4c 6) 8m × 3n × 2m 7) 36 12 8) 6 18 Independent Learning codes: M830, M813, M175, M428
Year 7: Solving Equations Key Words Unknown: A letter which represents a number we do not know the value of. Terms: The numbers and letters in the expression or equation. Inverse: The operation which will do the opposite. Key Concept Inverse Operations Tip Answers can be: • Integers • Decimals • Fractions • Negatives Examples Questions: Solve 1) x + 8 = 19 2) y – 25 = 15 3) 2y = 82 4) 4 = 7 5) 2 − 6 = 2 6) 3(2x – 3) = 15 7) 4x – 8 = 2x + 1 ANSWERS: 1) x = 11, 2) y = 40, 3) y = 41, 4) t = 28, 5) p = 16, 6) x = 4, 7) x = 4.5 Independent Learning codes: M707, M634, M647
Year 7: Perimeter Key Words Perimeter: The distance around the outside of the shape. Unit of measure: This could be any unit of length cm, inch, m, foot, etc. Dimensions: The lengths which give the size of the shape. Circumference: The perimeter of a full circle. Key Concept 2D Shapes Tip - Always include units with your answer. - If you don’t have a calculator use pi as 3.14. Examples Questions – Find the perimeter of each shape to 1dp ANSWERS: 1) a) 28 m b) 26 cm 2) a) 75.4 cm b) 44.0 m c) 15.1 mm Parallelogram Trapezium Right-angled triangle Isosceles triangle Equilateral triangle Step 1 – Find the missing lengths. Find the perimeter Find the circumference to 1dp 3cm 3cm Step 2 – Add the lengths 3 + 4 + 3 + 3 + 6 + 7 = 26 cm = × = × 10 Radius = 5, Diameter = 10 = 31.4 1) a) b) 2) Formula = Independent Learning codes: M920, M635, M690
Year 7: Area Key Words Area: The amount of square units that fit inside the shape. Perimeter: The distance around the outside of the shape. Dimensions: The lengths which give the size of the shape. Shapes: Rectangle, Triangle, Parallelogram, Trapezium, Kite. Key Concepts Area Tip Always remember units. These units are squared for area. mm2, cm2, m2, etc. Examples Questions – Find the area. 2 2) 87 cm 2 2) 112 cm 2 ANSWERS: 1) 96 cm = 2 × 4 = 82 = 1 2 10 × 12 = 602 = 5 × 14 = 702 = 5 × 3 + 2 × 5 = 252 1) 2) 3) 5 cm Independent Learning codes: M390, M269, M610, M996, M291, M705
Year 7: Listing outcomes and sample space Key Words Event An activity that may have several possible results Outcome The result of an event Sample space All the possible outcome of an experiment Probability How likely an event is to happen Examples ANSWERS: 1) ABC, ACB, BAC, BCA, CAB, CBA 2a) 3 6 b) 1 6 Key Concepts When there are a number of different possible outcomes in a situation we need a logical and systematic way in which to view them all. We can be asked to list all possible outcomes e.g. choices from a menu, order in which people finish a race. We can also use a sample space diagram. This records the possible outcomes of two different events happening. Two dice are thrown and the possible outcomes are shown in the sample space diagram below: 1) What is the probability that 2 numbers which are the same are rolled? 6 36 = ℎ ℎ 2) What is the probability that two even numbers are rolled? 9 36 = ℎ ℎ Starter Main Fishcake Melon Lasagne Beef Salmon List all of the combinations possible when one starter and one main are chosen. F, L M, L F, B M, B F, S M, S Note: You can write the initials of each option in a test. You do not need to write out the full word. Spinner Coin Red Green Blue Heads H,R H,G H,B Tails T,R T,G T,B 2a) What is the probability that a head is landed on? b) What is the probability that a head and a green are landed on? 1) Abe, Ben and Carl have a race. List all of the options for the order that the boys can end the race. Independent Learning codes: M941, M938, M755, M718, M829
Year 7: Introducing probability Key Words Probability: The chance of something happening as a numerical value. Impossible: The outcome cannot happen. Certain: The outcome will definitely happen. Even chance: The are two different outcomes each with the same chance of happening. Expectation: The amount of times you expect an outcome to happen based on probability. Formula = × . Examples 1 Tip Probabilities always add up to 1. Questions In a bag of skittles there are 12 red, 9 yellow, 6 blue and 3 purple left. Find: a) P(Red) b) P(Yellow) c) P(Red or purple) d) P(Green) ANSWERS: 1) a) 12 30 = 2 5 b) 9 30 = 3 10 c) 15 30 = 1 2 d) 0 Key Concept Chance Probability Probabilities can be written as: - Fractions - Decimals - Percentages 1) What is the probability that a bead chosen will be yellow. Show the answer on a number line. = = 2 8 = 1 4 2) How many yellow beads would you expect if you pulled a bead out and replaced it 40 times? 1 4 × 40 = 1 4 40 = 10 Independent Learning codes: M941, M938, M755, M718, M829
Year 7: Venn diagrams and Set notation Key Words Set A set is a collection of things Venn diagram A diagram that shows sets and which elements belong to which set by drawing a region around them. Union A collection of elements that belong to ALL sets Intersection A collection if elements common to both sets Example Questions ANSWERS: bi) 10/40 ii) 25/40 iii) 25/40 iv) 10/40 = 1/4 Key Concepts Venn diagrams show all possible relationships between different sets of data. Probabilities can be derived from Venn diagrams. Specific notation is used for this: P(A ∩ B) = Probability of A and B P(A B) = Probability of A or B P(A’) = Probability of not A B S 8 have both a brother and sister 8 (30-8) = 22 (25-8) = 17 a) Complete the Venn diagram b) Calculate: i) P(A ∩ B) ii) P(A B) iii) P(B’) = 8 50 = 47 50 = 20 50 iv) The probability that a person with a sister, does not have a brother. = 8 25 (50-22-8-17) = 3 a) Complete a Venn diagram to represent this information. b) Calculate: i) P(F ∩ S) ii) P(F S) iii) P(S’) iv) The probability someone who has visited France, has not Independent Learning codes: gone to Spain. M829, M419, M834
Year 7: Sequences Key Words Sequence: A list which is in a particular order following a pattern. Term: Each particular part of a sequence. Linear sequence: A sequence which is formed by adding or subtracting the same amount each time. Tip If a sequence is decreasing, the ‘n’ term will be negative. Eg, 15, 11, 7, 3, … Nth term = -4n + 19 Questions 1) Find the next two terms and the term to term rule a) 9, 13, 17, 21, … b) 7, 12, 17, 22, … c) 9, 7, 5, 3, … d) 3, 4, 7, 11, 18 2) Find the nth term a) 7, 9, 11, 13, … b) 8, 13, 18, 23, … c) 15, 12, 9, 6, … d) 1, -3, -7, -11, … 2 d) 29, 47, - 1 , Rule = - ANSWERS: 1) a) 25, 29 Rule = +4 b) 27, 32, Rule = +5 c) 1, 4n + 5 - 3n + 18 d) - Rule = add previous 2 numbers 2) a) 2n + 5 b) 5n + 3 c) Key Concept Types of Sequence Sequence as pictures: Linear sequence: 4, 7, 10, 13, 16, … Fibonacci sequence: (add the previous two terms) 1, 1, 2, 3, 5, 8, … +3 +3 +3 +3 Examples Next pattern is: Sequence = 4, 7, 10, 13, …. Term to term rule = + 3 Independent Learning codes: M381, M241, M981
Year 7: Angle properties Key Words Angle: This is formed by two lines joined by a common endpoint. Quadrilateral: 4 sided shape. Polygon: Many sided shape. Regular polygon: All sides and angles are equal. Interior angle: The angle inside a polygon. Exterior angle: The angle formed when a side length of a polygon is continued. Key Concepts Tip Remember isosceles triangles have two equal angles and equilateral triangles have three equal angles. Examples Questions 1) Find the missing angles: 4) 75 , 68 , 112 3) 68 2) 56 ANSWERS: 1) 32 = 180° × 4 = 720° = 360 . Angles at a point add to 360 Angles on a line add to 180 29° + 72° = 101° 180° – 101° = 79° 169° + 31°+ 90° = 290° 360° – 290° = 70° 120° + 120°+ 85° + 115° = 440° 540° – 440° = 100° 85 63 34 112 Independent Learning codes: M502, M541, M780, M818, M351
What are some example of invasion games? ● Football ● Netball ● Basketball ● Rugby ● Handball ● American Football What skills will I need to develop to be successful? ● Ball control skills; passing, dribbling, receiving. ● Movement to create space. ● Vision to identify space. ● Shooting techniques. ● Defensive techniques. What components of fitness are needed to be successful? ● Cardiovascular endurance. ● Muscular strength and muscular endurance. ● Balance. ● Speed. ● Coordination. ● Reaction time. What do the rules relate to? ● Promoting player safety. ● Promoting fair play. ● Use of space. ● Scoring systems. ● Making the game exciting for spectators. KS3 PE- Invasion games Invasion sports" are team games in which the purpose is to invade the opponent's territory while scoring points and keeping the opposing team's points to a minimum, and all within a defined time period. What are some example of invasion American Football Invasion sports to keeping the opposing team's points to a minimum, and all within a defined
What are some example of invasion games? ● Tennis ● Badminton ● Table Tennis ● Squash ● Volleyball What skills will I need to develop to be successful? ● Racquet control. ● Accuracy and precision. ● Movement. ● Vision. ● Anticipation and reaction time. ● Hand eye coordination. What components of fitness are needed to be successful? ● Reaction time. ● Speed. ● Power. ● Agility. ● Balance. ● Coordination. What do the rules relate to? ● Promoting player safety. ● Promoting fair play. ● Use of space. ● Scoring systems. ● Making the game exciting for spectators. KS3 PE- Net and wall games Players/teams score by hitting an object into a court space in such a way that the opposing player/team cannot hit it back within the allowed amount of bounces.
What are some example of Athletics events: ● Track events. ● Throwing events. ● Jumping events. What skills and attributes will I need to develop to be successful? ● Reaction time. ● Balance. ● Stamina. ● Mental strength. ● Strength and power. ● Speed. ● Coordination. What components of fitness are needed to be successful? ● Reaction time. ● Speed. ● Power. ● Agility. ● Balance. ● Coordination. ● Muscular strength. ● Cardiovascular endurance. What do the rules relate to? ● Promoting fair play. ● Promoting safety. ● Use of space. ● Scoring systems. ● Making the game exciting for spectators. Athletics is a group of sporting events that involves competitive running, jumping, throwing, and walking. KS3 PE- Athletics What are some example of
What are some example of striking and fielding sports. ● Cricket. ● Rounders. ● Softball ● Baseball. What skills will I need to develop to be successful? ● Batting skills. ● Fielding skills. Throwing, catching, retrieval skills. ● Decision making. ● Precision. ● Tactical awareness. ● Communication. What components of fitness are needed to be successful? ● Reaction time. ● Power. ● Agility. ● Balance. ● Coordination. ● Speed. What do the rules relate to? ● Promoting fair play. ● Promoting safety. ● Use of space. ● Scoring systems. ● Making the game exciting for spectators. KS3 PE- Striking and fielding Striking/Fielding Games are activities in which players score points by striking an object and running to designated playing areas or prevent opponents from scoring by retrieving the object and returning it to stop the play. Fielding skills. Throwing, catching,
What are some example of Gymnastic events. Floor Rings Vault High bar Uneven bars Parallel bars Beam Pommel horse What skills will I need to develop to be successful? ● Balance ● Co-ordination ● Agility ● Power ● Strength and endurance ● Consistency ● Accuracy What components of fitness are needed to be successful? ● Power. ● Agility. ● Balance. ● Coordination. ● Speed. ● Reaction time. ● Flexibility What do the rules relate to? • Competition. • Safety. • No jewellery of any type can be worn. • Hair must be tied away from the face at all times. • No shoes are allowed on the gym floor. • Time limits • Deductions for poor technique What do the rules relate to? Competition. No jewellery of any type can be worn. Gymnastics is a sport that includes exercises requiring balance, strength, flexibility, agility, coordination, and endurance. KS3 PE- Gymnastics What are some example of Gymnastic events.
What are some example of skill used in a routine. Bounces Seat drop Twist Back drop Tuck Front drop Pike Swivel hips Straddle Front somersault What skills and attributes will I need to develop to be successful? ● Confidence ● Balance ● Co-ordination ● Agility ● Power ● Timing What components of fitness are needed to be successful? ● Power. ● Agility. ● Balance. ● Coordination. ● Speed. ● Reaction time. ● Flexibility What do the rules relate to? • Competition. • Safety. • A routine must always start and finish on feet. • Competitors must start their routine within 60 seconds after presenting to the judges. • Competitors are permitted up to one “out bounce”, a straight jump to control their height at the end of a routine, before sticking the landing. Trampolining or trampoline gymnastics is a recreational activity, acrobatic training tool as well as a competitive Olympic sport in which athletes perform acrobatics while bouncing on a trampoline. KS3 PE- Trampolining
What are some example of dance disciplines. Ballet Acro Pointe Tap Jazz Musical theatre Hip hop Latin Lyrical Ballroom Contemporary Street What skills and attributes will I need to develop to be successful? ● Confidence ● Balance ● Co-ordination ● Agility ● Power ● Timing ● Flexibility ● Creativity What components of fitness are needed to be successful? ● Power. ● Agility. ● Balance. ● Coordination. ● Speed. ● Reaction time. ● Flexibility What do the rules relate to? • Competition. • Safety. • A routine must always start and finish on feet. • Competitors must start their routine within 60 seconds after presenting to the judges. • Competitors are permitted up to one “out bounce”, a straight jump to control their height at the end of a routine, before sticking the landing. Dance is a performing art form consisting of purposefully selected sequences of human movement. This movement has aesthetic and symbolic value, and is acknowledged as dance by performers and observers within a particular culture. KS3 PE- Dance
KS3 Year 7 – Cells Keywords: Organism – A term used to describe all living things. Cell – The smallest building block of all living things. Cell membrane – The part of the cell that controls what substances enter and leave the cell. Nucleus – The part of the cell that controls all the cell’s activities and contains DNA. Cytoplasm – A jelly-like substance where chemical reactions happen. Mitochondria – The part of the cell which releases energy Cell wall – The part of a plant cell made of cellulose which gives the leaf its structure Vacuole – The part of a plant cell full of cell sap to give leaves their shape Chloroplast – The part of a plant cell where photosynthesis happens. Chlorophyll – The green pigment in leaves of plants which absorbs sunlight. Photosynthesis – The chemical process that occurs in the leaves of plants where carbon dioxide and water are converted into glucose and oxygen. Microscope – A piece of scientific equipment used to make something small appear much larger Specimen – A piece or portion of a sample selected for examination. Specialised cell – Cells that have specific features that allow them to carry out their functions. Animal Cell Plant Cell Specialised Cells Microscopes Science Skills Organising Cells Sperm cells – Their function is to swim to the egg cell for fertilisation. Their tail helps them to do this. Nerve cells – Their function is to send messages to control the body. The axon and connections help them to do this. Leaf cells – Their function is to take in lots of sunlight (for photosynthesis to make food). Their many chloroplasts helps them to do this. Root hair cells – Their function is to take in lots of water. Their large surface area helps them to do this. • The parts of a microscope are: eye piece lens, stage, objective lenses, handle/arm, light/mirror, coarse focusing wheel, fine focusing wheel • To calculate magnification of an image seen under a microscope, use the equation: Magnification = eyepiece magnification x objective lens magnification • The following method should be used to observe something under the light microscope: 1. Place the specimen under the clips on the stage 2. Move the objective lenses so that the lowest magnification is facing the specimen 3. Move the stage up towards objective lens using the coarse focus wheel ensuring that is does not touch it 4. Place your hand on coarse focus wheel and look through the eyepiece lens 5. Move the coarse focus wheel slowly away from you so that the stage moves down 6. When the image becomes clearer, use the fine focus wheel instead and focus the image to make it clear A group of the same cells working together is called a tissue. A group of tissues working together for the same function is called an organ A group of organs working together for the same function is called an organ system. Multicellular organisms require organ systems to carry out life processes A hazard is something that can cause harm A risk is the harm that might happen to you or someone else A precaution is what you do to prevent a hazard from causing harm A scientific question is one that a) Can be answered b) Can be tested or measured Science is about: • observing the world (watching and listening) • asking questions about nature and how the world works • testing our ideas to see if they are true
KS3 Year 7 – Particles Keywords: Matter – A substance that has mass and volume and occupies space. Solid – a substance that holds its shape because it is made up of particles that are packed closely together in a fixed structure Liquid – a substance where the particles are still close together, but not as tightly bonded or in a fixed structure like a solid Gas – a substance made up of high energy particles that are constantly moving rapidly Compress – when we squash something to make it smaller Flow – The movement of liquids and gases Volume – the amount of space that a substance or object occupies Particle – a small localized object which can be described by several physical or chemical properties Melting – the physical change of state from solid to liquid Freezing – the physical change of state from liquid to solid Condensation – the physical change of state from gas to liquid Boiling – the physical change of state from liquid to gas Melting Point – the temperature at which a solid changes into a liquid Boiling Point – the temperature at which a liquid changes into a gas Diffusion – the movement of particles from an area of high concentration to an area of lower concentration Concentration – the number of particles in a given volume Rate – a measurement of how quickly something happens over time Pressure – a measure of how force is exerted over an area Collision – occurs when particles come into direct contact due to the force exerted on them Density – the mass of an object per unit of volume Mass – a measure of the number of particles in an object States of Matter Changes of State • When a solid melts, the particles gain energy from the surroundings, so they begin to vibrate faster. The particles move away from their places in the arrangement and start to move around more. • When a liquid starts to freeze, its particles move more slowly as they lose energy to the surroundings. The particles form a regular arrangement and vibrate on the spot. • During condensation, a gas cools. The particles lose energy. They move closer together until they are touching. This forms a liquid. • The particles in a solid can vibrate in a fixed position and cannot move from place to place because there are strong forces, which attract the particles towards each other • The particles in a liquid are able to move around each other because the bonds are strong enough to keep the particles close together, but weak enough to let them move around each other The Particle Model • All matter is made from tiny particles • Particle in a solids are arranged in a regular pattern, touch each other and vibrate on the spot • Particles in a liquid are arranged randomly, are touching and move freely • Particles in a gas are arranged randomly, do not touch and move freely • Some substances expand when heated. This is because when heated, particles have more energy. They vibrate more. The space between particles is bigger. • Variable – anything that can change or be changed • Independent – is the variable you change (the variable you want to investigate) • Dependent – is the variable you measure because it depends on the IV • Control – are the variables you keep the same because they could affect the dependent variable Gas Pressure • Gas pressure happens because of particles colliding with the walls of a container • Increasing the size of the container decreases the gas pressure as there will be less collisions. • Decreasing the size of the container increases the gas pressure as there will be more collisions. • The deeper underwater you travel, the greater the pressure. • The higher up you go into the atmosphere, the less the pressure. • Greater pressure compresses gas particles so they are closer together and have a smaller volume Solid Liquid Gas Variables Diffusion • Diffusion is the movement of particles from a high concentration to a low concentration. • Diffusion happens in liquids and gases because particles are free to move • Diffusion cannot happen in solids because particles in a solid are not free to move • Diffusion happens faster when the particles in a liquid or gas are moving faster after heating
KS3 Year 7 – Particles Gas Pressure • Gas pressure happens because of particles colliding with the walls of a container • Increasing the size of the container decreases the gas pressure as there will be less collisions. • Decreasing the size of the container increases the gas pressure as there will be more collisions. • The deeper underwater you travel, the greater the pressure. • The higher up you go into the atmosphere, the less the pressure. • Greater pressure compresses gas particles so they are closer together and have a smaller volume Density and Volume • Density is defined as the mass per unit volume of a substance. • Density = mass ÷ volume • Volume = length x width x height • If an object has an irregular shape, the volume can be measured using a displacement can, or Eureka can. • The displaced water in the cylinder occupies the same amount of space as the irregular object. The volume of water in the graduated cylinder is equal to the volume of the object.
KS3 Year 7 – Forces Keywords: Force – An interaction between two objects Contact force – A force acting on objects that are physically touching Non-contact force – A force acting on objects that are physically separated Gravity – A force that pulls objects with mass or energy downwards Drag – The force which acts against the movement on an object when it moves through a fluid (a liquid or gas). Air resistance – The force acting against the movement on a object when it moves through air Friction – The force between two solid objects that are touching and moving across each other Tension – A pulling force exerted on an object by a string, rope or rod. Balanced – when forces acting on the same object are equal in size but opposite in direction Unbalanced – when forces acting on the same object are not equal in size and are opposite in direction Free-body diagrams – Force diagrams using arrows to show the direction and size of the force Resultant force – the net force or the overall effect of all the forces acting on an object Deformation – when we apply a force to change the shape of an object Extension – The amount a length has increased by Lubricant – A substance which reduces friction Forces • A force can change an object’s shape, speed or direction. • Examples of contact forces include: drag forces, friction, air resistance, tension and normal contact forces. • Examples of non-contact forces include: gravity, electrostatic attraction and magnetism. • Forces acting on one object are represented by free-body force diagrams using arrows to show the direction and size Balanced and Unbalanced Forces • Forces are balanced only when forces acting on the same object are equal in size but opposite in direction. • An object’s motion or shape does not change if forces are balanced. • Unbalanced forces change an object’s shape, speed or direction. • The unit of force is Newton (N) • When forces are balanced the resultant force is 0N. • When the forces are unbalanced the resultant force is not 0N Interaction Pairs • Forces always act in interaction pairs. • Interaction pairs act on 2 different objects. • If A exerts a force on B, then B exerts a force on A. The forces are equal in size but opposite in direction. Deformation • Changing the shape of an object can be called deformation • The extension of a spring = final lengthoriginal length. • The extension of spring can be measured when different weights are added (larger with more weight added) • If too much force is added, then a spring does not return to its original shape. The spring has reached its elastic limit. Drag Forces and Friction • Drag forces occur in fluids. • Fluids are liquids and gases. • Drag forces include water resistance and air resistance. • Friction occurs between solids. • Drag forces and friction act in the opposite direction to motion. • To move a block along a surface, the forces need to be unbalanced. The pulling force needs to be just bigger than friction. • Rougher surfaces generate more friction than smoother surfaces. • Friction is reduced by adding a lubricant direction to motion.
KS3 Year 7 – Reproduction Keywords: Asexual reproduction – when an organism makes an exact copy of itself to make a new individual from one parent cell Sexual reproduction – when sex cells (gametes) from two individuals fuse to form a new individual from two parent cells Gamete – the general name of the male and female sex cells Puberty – the stage when your body changes from that of a child to that of a young adult capable of reproducing Fertilisation – when the gametes meet and the nuclei fuse to make a new cell Embryo – the name given to an unborn baby from the time of fertilization until eight weeks of development Foetus – what an embryo is called from eight weeks until the day of its birth Penis – Passes sperm into the vagina during intercourse Vagina – Canal where the penis is placed during intercourse Testes – Makes sperm and the male hormone testosterone Ovary (human) – Contain developing eggs (ova). Uterus – Where a foetus (baby) develops from a fertilised ovum Fallopian tube – Funnel-shaped opening to catch ovum when it is released from ovary Placenta – where the exchange of substances between the mother and embryo occurs Umbilical cord – connects the foetus to the placenta Hormone – chemical substances that act as messenger molecules in the body. Menstruation – the first part of the female reproductive cycle when the uterus lining is shed Ovulation – part of the female reproductive cycle when an egg cell is released from the ovary Gestation – when the embryo grows and develops into a foetus until it is ready to be born Reproduction • Cells and organisms reproduce to make new cells or organisms. • Reproduction can be sexual or asexual. • Examples of asexual reproduction include: unicellular organisms, bacteria, fungi and plants. • Animals and plants reproduce sexually. • The male gametes in animals are sperm cells. • The female gametes in animals are egg cells. Male and Female Reproductive Systems • The male reproductive system develops during puberty. • The female reproductive system develops during puberty. Keywords cont… Pollen – the male gamete and the ovule is the female gamete Carpel – the female parts of the flower Stamen – the male parts of the flower Ovule – the female gamete in plants Ovary (flower) – Contain ovules; where fertilisation in plants takes place Filament – The part of a flower’s stamen which supports the anther Anther – the part of the stamen in a flower where pollen is produced Style – The thin part of a flower, connecting the ovary and the stigma Stigma – the male gamete in plants Petal – the often brightly coloured modified leaves of a flower Sepal – The outer parts of the flower Germinate – the phase of plant growth when the seed begins to sprout Seed – the small parts produced by plants from which new plants grow Pollination – the transfer of pollen from the anther of one plant to the stigma of another plant Menstrual Cycle • The female reproductive cycle is called the menstrual cycle • The menstrual cycle prepares a woman’s body for pregnancy • The menstrual cycle is controlled by sex hormones • On average, one menstrual cycle lasts 28 days • Ovulation is when the egg is release and it occurs on day 14 • The uterus lining builds up to allow the embryo to develop. • If fertilisation does not take place then the uterus lining is shed between days 1-5. This is called menstruation Puberty • The body goes through changes during puberty or adolescence (e.g. body and pubic hair grow) • This prepares the body for sexual maturity and the production of gametes • These changes are controlled by sex hormones • A hormone is a chemical messenger transported in the blood • Examples of body changes in boys include: voice breaks, testes start to make sperm, shoulders broaden, facial hair grows • Examples of body changes in girls include: hips widen, periods start, breasts develop • Examples of body changes in both include: Body shape changes, pubic hair grows, body hair grows, grow taller, emotional changes, spots/acne
KS3 Year 7 – Reproduction Fertilisation and Gestation • Fertilisation is when the gametes meet and the nuclei fuse to make a new cell. • After fertilisation, the cell multiplies to make an embryo. • Implantation is when the embryo embeds into the uterus wall. • After implantation, the embryo grows and develops into a foetus until it is ready to be born. This is called gestation. • The amniotic sac contains fluid which protects the foetus from knocks and bumps. • The placenta is where the exchange of substances between the mother and embryo occurs. • The umbilical cord connects the foetus to the placenta. Sexual Reproduction in Plants • The male gamete is the pollen grain. • Pollen is produced by the anther. • The female gamete is the egg found in the ovule. The ovule is in the ovary. • Pollination is the transfer of pollen from the anther of one plant to the stigma of another plant. • Pollination can be carried out by insects, animals or the wind. • Fertilisation is when the pollen and egg join and their nuclei fuse. Fertilisation happens in the ovule. • After fertilisation, the ovary develops into the fruit and the ovule develops into the seed. • The seed contains the embryo which will grow into a new plant. The process of a plant growing from a seed is called germination. • Germination requires water, oxygen and warmth. • Seed dispersal is needed so that the new plant grows far away from the parent plant so they don’t compete for water and light. • Seeds are dispersed by: 1. Animals externally (stuck to fur) 2. Animals internally (eaten) 3. Wind and explosion 4. Water CARPEL
KS3 Year 7 – Atoms, Elements and Compounds Keywords: Element – a substance made up of only one type of atom Atom – the smallest part of an element that can exist Chemical symbol – a letter or letters used to represent a chemical element. Periodic Table – A table that lists all the elements that have been discovered Period – the horizontal rows of the Periodic Table Group – the vertical columns of the Periodic Table Property – the characteristics of a substance Brittle – when something breaks when too much force is applied to it Malleable – when a material can be bent or shaped easily Ductile – when a material can be stretched into wires Sonorous – when a material makes a ringing sound when struck Reactivity – how easily a substance reacts chemically with other substances Reactivity series – A list of metals in order of reactivity Compound - a substance that contains two or more elements chemically bonded together Hazard symbol – Image used on chemicals and containers so that appropriate safety precautions can be taken Flammable – When any substance, material or object burns easily Corrosive – When any substance can dissolve the structure of another Molecule – a small group of non-metal atoms (two or more) chemically joined together Formulae – Shows the relative number of atoms of each element in a compound/molecule Subscript – The small number is chemical formulae that tells us the number of atoms Elements • All substances are composed of atoms • Elements are made from only one type of atom (e.g. this diagram shows an element because it is made from only one type of atom) • There are about 100 different elements • An atom is the smallest part of an element that can exist • Elements have specific physical and chemical properties • Physical properties = state, appearance, smell, magnetic, etc. • Chemical properties = what it reacts with and how reactive it is Compounds • Compounds are formed from elements by chemical reactions • Chemical reactions always involve the production of one or more new substances (e.g. in the diagram below there are two elements that when they react together, make a new compound) • A compound contains two or more elements chemically joined together in fixed proportions • A compound has different properties from the elements it’s composed • Compounds can only be separated into elements by chemical reactions • A molecule is two or more non-metal atoms chemically joined together – this can be an element (e.g. H2 ) or a compound (e.g. H2O) Periodic Table • Elements are organised in the Periodic Table • The Periodic Table is organised into periods and groups • Groups are vertical columns • Periods are horizontal rows • Elements in a group have similar chemical properties • Metals are on the left hand side of the ‘staircase’ and non-metals are on the right hand side of the ‘staircase’ Hazard Symbols Chemical Formulae • Each element is represented by a chemical symbol. • e.g. Iron = Fe, oxygen = O, magnesium = Mg, gold = Au • The chemical formula of a molecule or compound tells you which elements and how many atoms of each are in one molecule • The small subscript number after an element symbol is the number of atoms of that element are in one molecule • e.g. In HNO3 there is 1 atom of hydrogen, 1 atom of nitrogen and 3 atoms of oxygen per molecule. liquid element gas element solid compound Naming Compounds • There are rules to follow when naming compounds: 1. Usually the metal goes first and the nonmetal goes second 2. If a metal and a non-metal react, the name of the non-metal ends in –ide 3. For some compounds, if there are a different number of atoms we add in ‘mono’ for 1, ‘di’ for 2 and ‘tri’ for 3 4. If the compound names ends in –ate then it usually contains three elements, including a non-metal and oxygen O C O O H H
KS3 Year 7 – Space Keywords: Gravity – an attractive non-contact force between all objects with mass Solar system – Gravitational field strength – Mass – the amount of matter an object contains Weight – the force of gravity acting on a mass Proportional – quantities that depend upon one another Orbit – a repeated path that an object takes around another object Galaxy – a huge collection of gas, dust, and billions of stars and their solar systems, all held together by gravity Universe – everything we can touch, feel, sense, measure or detect Planet – Interactive. large natural objects that orbit, or travel around, stars Moon – an object that orbits a planet or something else that is not a star Satellite – an object which orbits a planet Axis – an imaginary line an object turns around on Season – a division of the year based on changes in weather, ecology, and the number of daylight hours in a given region Eclipse – happens when one object in space blocks another from view Lunar eclipse – occurs when the earth is in between the moon and the sun, casting a shadow onto the moon. Solar eclipse – occurs when the Moon moves between Earth and the Sun Gravity • Gravity can also be called gravitational force • Gravitational forces act on and between all objects. • Gravity is a non-contact force. • Non-contact forces have a force field that weakens with distance The gravitational field strength decreases with distance • The gravitational field strength increases with mass. • The satellites orbit planets, asteroid belts and comets. • A natural satellite is a moon which orbits a planet. • Artificial satellites include those that orbit the Earth for communication. • It takes the Earth 365 days to orbit the sun once. This is a year. • Planets rotate on their axis which produces day and night. • The Earth rotates once every 24 hours. • The seasons are caused because the Earth is tilted on an axis at 23.5o. • An eclipse is caused when an object in space obscures the light from another object in space. • A solar eclipse happens when light from the sun is blocked from reaching parts of Earth. This happens when the moon comes between the sun and the Earth. • A lunar eclipse happens when light from the Sun is blocked from reaching the moon by the Earth when the Earth comes between the moon and the sun. Weight and Mass • Mass is the amount of matter contained in an object (measured in kilograms, kg) • Mass stays the same everywhere. • Weight is the force of gravity acting on a mass (measured in Newtons, N) • Weight (N) = mass (kg) x gravitational field strength (N/kg) Space and Gravity • Gravity is the force that holds objects in orbit • An orbit is the curved path of an object in space around another object in space • There are many billions of galaxies in the universe • Our solar system is a tiny part of one galaxy • The Universe is so large that distances are described in light years • A lightyear is the distance that light can travel in 1 year The Solar System • Our solar system contains lots of objects including the sun, planets, satellites, asteroid belts, and comets. • The sun is the star at the centre of our solar system. • The planets orbit the sun. • The planets are in the order: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune.
KS3 Year 7 – Interdependence Keywords: Ecosystem – the interaction of a community of organisms with the non-living parts of their habitat Habitat – A place where an organism lives Community – made of two or more different populations living in the same area that depend on each other for survival. Population – A group of the same organism (plant, animal, bacteria etc) in a particular area Organism – any biological living system that functions as an individual life form Sample – A representative part from a larger whole or group, studied to gain information about the whole Quadrat – The piece of equipment used to count organisms within it Transect – a line across a habitat, usually used to investigate a gradual change in a habitat rather than to simply estimate the number of organisms within it Producer – A plant that makes its own food using sunlight (by photosynthesis) Consumer – Organisms that cannot make their own food, so must eat other organisms. Predator – Consumers that kill and eat other animals Prey – Animals that are eaten Trophic level – shows how many steps it is from the start of the food chain Biotic factor – factors are living organisms that have an effect Abiotic factor – factors are non-living organisms that have an effect. Competition – when organisms fight for limited resources Territory - any area defended by an organism or a group of similar organisms for such purposes as mating, nesting, roosting, or feeding Ecosystems • An ecosystem is the interaction of a community of organisms with the nonliving parts (abiotic factors) of their habitat. E.g. a rainforest ecosystem contains: gorillas, ants, nut trees, lots of water and lots of sunlight • A population is a group of the same organism. E.g. a group of gorillas • A community is made of several different populations living in the same area that depend on each other for survival. E.g. populations of: gorillas, ants and nut trees Food Chains and Webs • Feeding relationships within a community can be represented by food chains and food webs • The direction of the arrow in a food chain and food web shows the direction of energy transfer • Producers are plants that can make their own food (glucose) using sunlight in the process of photosynthesis • Primary consumers eat producers, secondary consumers eat primary consumers and tertiary consumers eat secondary consumers • Predators are consumers that eat other animals, called prey • In a stable community the numbers or predators and prey increase and decrease in cycles • If there is a change in one population then this affects other populations in the community. You can use a food web to predict what changes could happen Sampling • Random sampling is used to estimate the size of a population in a habitat • Quadrats are placed randomly and used to count the number of individuals in a specific area e.g. estimating the total number of daisies in a field • Systematic sampling is used to investigate the effect of a factor on the distribution of organisms • This involves using quadrats placed at regular intervals along a transect line e.g. counting the number of daisies as you move further away from a pond Competition • Animals often compete with each other for space, mates and food • Plants often compete with each other for space, water, minerals and light • The best competitors are most likely to survive Abiotic and Biotic Factors • Biotic factors are living things that can affect a community • Examples of biotic factors are: food, disease and predators • Abiotic factors are non-living things that can affect a community • Examples of abiotic factors are: temperature, light, wind, amount of water
KS3 Year 7 – Mixtures Keywords: Mixture – A material made up of two or more different substances which are not chemically combined Pure – a substance which contains just one type of atom or compound Impure – a substance which contains more than one type of atom of compound Solute – a substance that can be dissolved Solvent – a substance in which something is dissolved Solution – A mixture in which one or more solutes is dissolved in a solvent Saturated solution – a solution where no more solute will dissolve Unsaturated solution – a solution where more solute will dissolve Dissolving – a process where solute particles disperse throughout the solvent Boiling point – the temperature at which a substance changes state from being a liquid to being a gas. Melting point – the temperature at which a substance changes state from being a solid to being a liquid Suspension – a mixture of at least one insoluble solid and a liquid Filtration – a process used to separate an insoluble solid from a liquid Crystallisation – a process used to separate a soluble solid from a liquid Distillation – the process of making a liquid pure by heating it until it becomes a gas and then cooling it until it is a liquid again Evaporation – the change of state from liquid to a gas Condensation – the change of state from gas to a liquid Distillate – the pure substance remaining after distillation Filtrate – the liquid remaining after filtration Fractional distillation – a process used to separate liquid mixtures with different boiling points Chromatography – a separation technique used to separate mixtures, especially coloured pigments and dyes Soluble – a substance which will dissolve Insoluble – a substance which will not dissolve Chromatogram – the pattern formed on an adsorbent medium by the layers of components separated by chromatography Pure or Mixture? • A mixture consists of two or more types of atoms or compounds not chemically combined together. • A pure substance is made of one type of atom or compound Separating Mixtures • Mixtures can be separated by physical processes such as filtration, crystallisation, simple distillation, fractional distillation and chromatography • These physical processes do not involve chemical reactions and no new substances are made. • In distillation, a solution can be separated by evaporating the solvent. • In crystallisation, the liquid is evaporated to leave behind solid crystals • In fractional distillation, the different fractions in a mixture can be separated due to their different boiling points • Filtration separates a solid from a liquid. The filtrate is the liquid • Chromatography separates soluble substances that travel at different speeds through a stationary phase Solutions • A solution is composed of a solute and a solvent. • A solvent is the substance a solute dissolves in. • A solute is the substance that dissolves in a solvent • A saturated solution is a solution in which no more solute will dissolve • An unsaturated solution is a solution in which solute will dissolve. • A substance is soluble if it will dissolve to form a solution. • A substance is insoluble if it will not dissolve to form a solution. • A solute dissolves when the solute particles fill in the spaces between the solvent particles. Separating Mixtures cont… • Rf = distance moved by substance / distance moved by solvent • Rf values are used to identify a substance in a particular solvent Pure Water Impure Water Melting and Boiling Points • Pure substances melt and boil at specific temperatures • Melting points and boiling points can be used to identify pure substances or mixtures
KS3 Year 7 – Energy Transfers Keywords: Energy – The property of matter and radiation which is its capacity to perform work (such as causing motion). Kinetic energy – how energy is stored in moving objects Gravitational potential energy – the energy an object has by its position above the surface of the Earth Elastic potential energy – energy stored in an object when there is a temporary strain on it (stretched) Thermal energy – released when a rise in temperature causes atoms and molecules to move faster and collide with each other Chemical energy – energy stored in the bonds of chemical compounds, like atoms and molecules Mechanical work – when a force is applied to move an object through a distance Electrical work – when charge flows (electricity) Calorie – a unit that can be used to measure energy Wasted energy – energy that is not usefully transferred or transformed Perpetual motion – Dissipate – Conservation of energy – The law that states energy cannot be created nor destroyed. It can only be transferred from one store to another. Closed system – Efficiency – The percentage ratio of the useful output energy to the input energy. Heat – the thermal energy transferred between systems due to a temperature difference Temperature – The measure of how hot or cold something is Expand – An increase in the volume of a substance while its mass remains the same Contract – a drawing together of surfaces or particles or a reduction of area or length Thermal conductor – allow heat to shift thermal energy from one object’s thermal store to another Thermal Insulator – they do not allow heat to flow through them easily Energy • Energy cannot really tell us how things work. • Energy can only tell us if things are possible to do. • Energy is measured in joules (symbol J). • One joule is quite a small amount of energy. • One kilojoule, 1 kJ = 1000 J (one thousand joules) • One megajoule, 1MJ = 1000 kJ = 1,000,000J (one million joules) Energy Transfers • Energy can be shifted from one store to another by physical processes (like forces or electric currents). • When energy shifts from store to store, useful work may be done (like speeding things up or moving things from place to place). • Energy can be transferred a) electrically, b) by heating, c) mechanically, d) by radiation • As energy is transferred, it may be carried: 1. Electrically in circuits 2. By heating 3. Mechanically 4. By radiation (including light) Energy Stores • Energy can be stored in different ways, including: 1. Moving things have a kinetic energy store 2. High up things have a gravitational potential energy store 3. Stretched, twisted or bent things have an elastic potential energy store 4. Hot things have a thermal energy store 5. Certain chemicals, like fuels or batteries, have a chemical store Energy Efficiency • We can calculate the amount of energy wasted by subtracting the energy usefully shifted from the total amount of energy at the start of a process. • The amount of energy wasted is often represented as the fraction (Useful energy output) / (Total energy input) which is called the efficiency. • Efficiency is often calculated as a percentage. • Wasted energy can be illustrated using a Sankey diagram. Wasted Energy • A system is just a group of one or more objects. • When energy is transferred, the total amount of energy in a system always stays the same. • Energy is always conserved and cannot be created or destroyed. This is the law of conservation of energy. • Some energy gets spread out or “dissipated” whenever a process transfers energy. • When energy becomes dissipated, it is not useful and so is wasted. Energy in Food • Different tasks in daily life require different amounts of energy. • Food energy content is often measured in calories instead of joules – different units for the same thing. • 1 food calorie is approximately 4200J. • Different foods contain different amounts of energy – food labels can tell us how much.
KS3 Year 7 – Energy Transfers Heat, Temperature and Thermal Energy • Heat is the name we give for thermal energy shifting from one store to another. How quickly it shifts is measured in watts (W). • Temperature tells us how hot or cold something is and is usually measured in degrees Celsius (°C) • Thermal energy is the amount of energy stored in an object because of the movement of its particles. Like all other energy stores, it is measured in joules (J). • Heat will flow naturally from hot objects to cold objects. • The rate of heat flow is faster the bigger the difference in temperature between the objects Temperature and Particles • Particles in a solid vibrate more when they are heated. • Particles in a liquid move faster when heated. • Particles in a gas move faster when heated. • The increased vibration or speed of the particles makes the particles take up more space. • Solids, liquids or gases will expand when heated because their particles are taking up more space. Conductors and Insulators • Thermal conductors are materials that allow heat to flow through them easily. • Thermal insulators are materials that do not allow heat to flow through them easily • Metals tend to be good conductors and non-metals tend to be good insulators
KS3 Year 7 – Electrical Circuits Keywords: Circuit – a device made of other, smaller electrical devices that can move the flow of electricity through itself to power larger devices Electricity – the presence or flow of charged particles Current – the rate of flow of charge around a circuit Voltage – the amount of energy shifted from the power source to the moving charges Electrical Charge – Series Circuit – There is only one path for the current to flow around the circuit Parallel Circuit – there is more than one path that the current can take to flow around the circuit. Amp – The unit used to measure current Ammeter – the device used to measure current Voltmeter – the device used to measure voltage Models of Electricity cont… • Increasing the current in a heating system means more water is flowing through the pipes each second. • Increasing the current in a circuit means more charges flow through the wire each second. • Turning up the temperature on a boiler means more thermal energy is given to the water, and the radiator gets hotter. • Increasing the voltage by adding batteries means more energy is given to the charges and the bulbs shine brighter. Series and Parallel • A complete circuit has no gaps, so the electricity can flow all around in a loop. • If the circuit is incomplete, the electricity cannot flow • If all of the components are connected into one main loop, it is a series circuit • If there’s more than one loop with junctions, it’s a parallel circuit. Voltage cont… • Voltage is the amount of energy shifted from the power source to the moving charges, or from the charges to the circuit component. • Adding voltage (adding batteries) increases the current and increases the brightness of bulbs. • The voltage in a series circuit is shared between components. • The voltage across the cell is equal to the voltage on each pathway of a parallel circuit. Models of Electricity • Electric circuits can be described using models, like a heating system. Voltage • Voltage is measured in Volts (V) by a Voltmeter. • Voltmeters are connected in parallel.
¿Cómo te llamas? (What is your name?) ¿Cuántos años tienes? (How old are you?) ¿Cuándo es tu cumpleaños? (When is your birthday?) Buenos días (Good day/ good morning) Buenas tardes (Good afternoon) Buenas noches (Good night) Hasta luego (See you later) Hasta pronto (See you soon) Adiós (Goodbye) Gracias (Thank you) Antonio Bárbara David Felipe José Manu Nacho Pilar y (and) tengo (I am*) (*When talking about age we use ‘I have’ in Spanish) un (1) año (year) Mi cumpleaños es el… (my birthday is on the…) El cumpleaños de Lily es el… (Lily’s birthday is on the…) dieciséis (16) diecisiete (17) dieciocho (18) diecinueve (19) veinte (20) veintiuno (21) veintidós (22) veintitrés (23) veinticuatro (24) veinticinco (25) veintiséis (26) veintisiete (27) veintiocho (28) veintinueve (29) treinta (30) treinta y uno (31) de (of) enero (January) febrero (February) marzo (March) abril (April) mayo (May) junio (June) julio (July) agosto (August) septiembre (September) octubre (October) noviembre (November) diciembre (December) dos (2) tres (3) cuatro (4) cinco (5) seis (6) siete (7) ocho (8) nueve (9) diez (10) once (11) doce (12) trece (13) catorce (14) quince (15) años (years) Me llamo (My name is) ¿De dónde eres? (Where are you from?) ¿Dónde vives? (Where do you live?) Soy (I am) inglés / inglesa (English) español / española (Spanish) francés / francesa (French) mexicano / mexicana (mexican) italiano / italiana (Italian) alemán /alemana (German) Vivo en… (I live in…) Inglaterra (England) Escocia (Scotland) Irlanda (Ireland) Gales (Wales) Francia (France) Espana (Spain) Italia (Italy) Alemania (Germany) ¿Cómo te presentarías?
¿Tienes mascotas/animales? (Do you have any pets?) Tengo (I have) Tenemos (we have) un (a) gato (cat) perro (dog) conejo (rabbit) hamster (hamster) párajo (bird) lagarto (lizard) ráton (mouse) caballo (horse) pez (fish) rojo (red) amarillo (yellow) morado (purple) blanco (white) negro (black) rosa (pink) azul (blue) verde (green) naranja (orange) marrón (brown) gris (grey) Cuando era jóven, tenía (when I was younger, I used to have) una (a) cobaya (guinea pig) serpiente (snake) tortuga (tortoise) araña (spider) roja (red) amarilla (yellow) morada (purple) blanca (white) negra (black) ¿Cómo es tu carácter? (What is your personality like?) En mi opinión (In my opinion) Pienso que (I think that) Mi familia dice que (My family says that) Mis amigos dicen que (My friends say that) soy (I am) soy una persona (I am a person) activo (active) timido (shy) extrovertido (outgoing) divertido (fun) simpático (nice) travieso (mischievous) cariñoso (loving) hablador (chatty) amable (polite) inteligente (intelligent) Mi amigo egoísta (selfish) (mi friend – boy) Mi amiga (My friend – girl) Mi mejor amigo (My best friend – boy) Mi mejor amiga (My best friend – girl) es (he/she is) son (they are) activa (active) timida (shy) extrovertida (outgoing) divertida (funny) simpática (nice) traviesa (mischievous) cariñosa (loving) habladora (chatty)
¿Quién hay en tu familia? (Who is in your family?) En mi familia hay (in my family there is) Mi familia consiste de (my family consists of) Tengo (I have) No tengo (I don’t have) mi (my) una (one) madre (mum) madrastra (step-mum) hermana (sister) hermanastra (step-sister) prima (cousin) abuela (grandma) y mis (and my) y dos (and two) y tres (and three) y cuatro (and four) y cinco (and five) padres (dads/parents) madre (mums) hermana (sisters) hermanos (brothers/siblings) hermanastras (step-sisters) hermanastros (step-brothers/step-siblings) primos (cousins) tías (aunties) tíos (uncles) abuelas (grandmas) abuelos (granddads/grandparents) mi (my) un (one) padre (dad) padrastro (step-dad) hermano (brother) primo (cousin) abuelo (granddad) ?Cómo te parece tu familia? (What does your family look like?) Mi madre (my mum) Mi hermana (my sister) es (is) es muy (is very) es un poco (is a little) alta (tall) baja (short) joven (young) vieja (old) y tiene (and he/she has) pero tiene (but he/she has) el pelo (hair) corto (short) largo (long) gris (grey) castaño (brown) rubio (blonde) pelirrojo (red) rizado (curly) Mi padre (my dad) Mi hermano (my brother) alto (tall) bajo (short) joven (young) viejo (old) los ojos (eyes) azules (blue) marrones (brown) grises (grey) verdes (green) ¿Cómo es tu familia?
¿Cómo es el carácter de tu familia? (What is the personality of your family like? Mi madre (my mum) Mi hermana (my sister) Mi mejor amiga (my best friend) se llama (is called) Sara Sofia Anna y tiene (and is) un año (one year old) diez años (ten years old) once años (eleven years old) doce años (twelve years old) veinte años (twenty years old) treinta años (thirty years old) cuarenta años (fourty years old) es una persona (he she is a… person) Simpática/o (kind) Generosa/o (generous) Graciosa/o (funny) inteligente (intelligent) Creativa/o (creative) Activa/o (active) Antipática/o (unkind) Maleducada/o (rude) Traviesa/o (naughty) Tonta/o (silly) Mi padre (my dad) Mi hermano (my brother) Mi mejor amigo (my best friend) Daniel Luis Carlos ¿Cómo te relacionas con tu familia? (How do you get on with your family?) Me llevo bien con (I get on well with) Me encanta (I love) Me gusta (I like) mi madre (mmum) mi madrastra (step-mum) mi hermana (sister) mi hermanastra (step-sister) mi prima (cousin) mi abuela (grandma) mi padre (dad) mi padrastro (step-dad) mi hermano (brother) mi primo (cousin) mi abuelo (granddad) porque (because) pero (but) me escucha (they listen to me) me soporta (they support me) me hace reír (they make me laugh) No me llevo bien con (I don’t get on well with) Odio (I hate) Me molesta (I’m bothered by) Me peleo con (I fight with) no me escucha (they don’t listen to me) es estricto (he’s strict) es estricta (she’s strict) es molesto (he’s annoying) es molesta (she’s annoying)
¿Qué deportes haces? (Which sports do you do?) Juego (I play) Jugamos (we do) al fútbol al baloncesto al tenis al voleibol al hockey (Football) (Basketball) (Tennis) (Volleyball) (Hockey) los lunes los viernes los sábados todos los días una vez por semana dos veces a la semana los fines de semana (on Mondays) (on Fridays) (on Saturdays) (every day) (once a week) (twice a week) (on weekends) con mi madre con mi padre con mi hermano con mi hermana con mi amigo con mi familia (with my mum) (with my dad) (with my brother) (with my sister) (with my friend) (with my family) Hago (I play) Hacemos (we do) patinaje ciclismo esquí atletismo equitación natación (Skating) (Cycling) (Skiing) (Athletics) (Horse-riding) (Swimming) ¿Cuándo haces deporte? (When do you do sports?) Juego (I play) No juego (I don’t play al fútbol al baloncesto al tenis al voleibol al hockey (Football) (Basketball) (Tennis) (Volleyball) (Hockey) cuando (when) porque (because) aunque (although) hace calor hace sol hace buen tiempo hace frío hace mal tiempo nieva llueve hay viento hay tormento (it’s hot) (it’s sunny) (it’s good weather) (it’s cold) (it’s bad weather) (it’s snowing) (it’s raining) (it’s windy) (it’s stormy) Hago (I do) No hago (I don’t do) patinaje ciclismo esquí atletismo equitación natación (Skating) (Cycling) (Skiing) (Athletics) (Horse-riding) (Swimming) ¿Qué haces en tu tiempo libre?
¿Qué deportes te gustan? (What sports do you like?) Me gusta (I like) Me gusta mucho (I really like) Me encanta (I love) Me chifla (I really love) No me gusta (I dislike) No me gusta nada (I really dislike) Odio (I hate) jugar (to play) al fútbol (football) al baloncesto (basketball) al tenis (tennis) al voleibol (volleyball) al hockey (hockey) porque (because) pero (but) aunque (although) es aburrido (it’s boring) es barato (it’s cheap) es caro (it’s expensive) es difícil (it’s difficult) es divertido (it’s fun) es fácil (it’s easy) es interesante (it’s interesting) hacer (to do) es sano (it’s healthy) patinaje (skating) ciclismo (cycling) esquí (skiing) atletismo (athletics) equitación (horseriding) natación (swimming) ¿Qué haces en tu tiempo libre? (What do you do in your free time?) En mi tiempo libre (In my free time) Cuando tengo estrés (when I’m stressed) Los fines de semana (on the weekends) Me gusta (I like) Me gusta mucho (I really like) Me encanta (I love) Me chifla (I really love) No me gusta (I dislike) No me gusta nada (I really dislike) Odio (I hate) escuchar música (to listen to music) salir con mis amigos (to go out with friends) jugar videojuego (to play videogames) ver la televisión (to watch TV) montar en Bicicleta (to ride my bike) ir al cine (to go to the cinema) ir de compras (to go shopping) leer (to read) navegar por internet (to surf the internet) porque (because) ya que (because) dado que (because) es divertido (it’s fun) es entretenido (it’s entertaining) es gracioso (it’s funny) es emocionante (it’s exciting) es relajante (it’s relaxing) es aburrido (it’s boring) es estúpido (it’s stupid)
¿Qué te gusta estudiar? (What do you like to study?) Me gusta (I like) Me gusta mucho (I really like) Me encanta (I love) Me chifla (I really love) No me gusta (I dislike) No me gusta nada (I really dislike) Odio (I hate) estudiar (to study) ciencias (Science) dibujo (Art) educación física (PE) español (Spanish) geografía (Geography) historia (History) informática (IT) ingles (English) matemáticas (Maths) música (Music) religión (RE) teatro (Drama) tecnología (DT) porque es ya que es (because) aburrido (boring) difícil (difficult) divertido (fun) fácil (easy) interesante (interesting) útil (useful) mi profesor de mi profesora de (my teacher of) antipático/a (unkind) estricto/a (strict) gracioso/a (funny) inteligente (intelligent) paciente (patient) severo/a (Stern) simpático/a (kind) ¿Qué hay en tu instituto? (What is there in your school?) En mi instituto… (In my School…) hay (there is) no hay (there isn’t) me gustaría (I would like) unos aulas (some classrooms) un campo (a field) un comedor (a canteen) un estudio de teatro (a drama studio) un gimnasio (a gym) unos laboratorios (some labs) un patio (a playground) una piscina (a swimming pool) un salón de actos (a hall) antiguo/a/s (old) equipado/a/s (equipped) grande/s (large) limpio/a/s (clean) moderno/a/s (modern) pequeño/a/s (Small) sucio/a/s (dirty) ¿Cómo es tu instituto?
¿Qué son las reglas de tu instituto? (What are the rules of your school?) En mi instituto… (in my School…) se debe (you must) es obligatorio (it is compulsory to) levantar la mano (put your hand up) ser puntuales (be on time) respetar a los profesores (respect the teachers) hacer los deberes (do your homework) llevar (to wear) una camisa (a shirt) una chaqueta (a blazer) una corbata (a tie) una falda (a skirt) unos pantalones (trousers) un suéter (a jumper) azul (blue) amarillo/a (yellow) blanco/a (white) gris (grey) negro/a (black) rojo/a (red) no se debe (you must not) está prohibido (it is banned to) usar el móvil en clase (use your mobile in class) correr por los pasillos (run in the corridors) comer chicle (chew gum) fumar ( smoke) dañar las instalaciones (damage the facilities)
Qué hay en tu barrio? (What is there in your neighbourhood?) Cerca de mi casa (Near my house) En mi ciudad (In my city) En el centro (In the centre) En mi barrio (In my neighbourhood) En mi calle (In my street) hay (there is/are) no hay (there isn’t/aren’t) cafeterías (cafés) restaurantes (restaurants) muchos jóvenes (lots of young people) una calle peatonal (a pedestrian street) un acuario (an aquarium) un centro comercial (a mall) un cine (a cinema) un club juvenil (a youth club) un parque grande (a big park) un polideportivo (a sports centre) un zoo (a zoo) mucho que hacer para los jóvenes (lots to do for young people) tenemos (we have) no tenemos (we do not have) muchas (many) calles bonitas (pretty streets) cosas que hacer (things to do) cosas que ver (things to see) instalaciones deportivas (sports facilities) tiendas (shops) muchos (many) edificios antiguos (old buildings) restaurantes (restaurants) ¿Dónde vives? (Where do you live?) Vivo en (I live in) Vivimos en (we live in) Me gustaría vivir en (I would like to live in) un piso (a flat) un chalet (a bungalow) una casa adosada (a semi-detached house) una casa en hilera (a terraced house) la planta baja (the ground floor) una granja (a farm) un edificio (a building) en las afueras (on the outskirts) en el campo (in the countryside) en la costa (on the coast) en la ciudad (in the city) en las montañas (in the mountains) con un salón bonita (with a pretty living room) con una cocina moderna (with a modern kitchen) con un jardín grande (with a big garden) con dos dormitorios (with 2 bedrooms) ¿Cómo es tu barrio?
¿Cómo es tu casa? (What is your house like?) Me gusta que (I like that) Me gusta mucho que (I really like that) Me encanta que (I love that) No me gusta que (I don’t like that) Odio que (I hate that) el salón (the lounge) mi dormitorio (my room) el dormitorio de mi madre (my mum’s room) el jardín (the garden) el cuarto de baño (the bathroom) es (is) muy (very) bastante (quite) un poco (a bit) grande (big) Pequeño/a (small) cómodo /a (comfortable) tranquilo /a (peaceful) desordenado /a (messy) ordenado /a (tidy) limpio /a (clean) sucio /a (dirty) bonito /a (pretty) la cocina (the kitchen) la puerta (the door) la escalera (the stairs) ¿Qué hay en tu casa? (What is there in your house?) La mesa (the table) La cama (the bed) La silla (the chair) La librería (the bookshop) La televisión (the television) La alfombra (the carpet) La lampara (the lamp) está (is) a la izquierda de (to the left of) a la derecha de (to the right of) al lado de (next to) delante de (in front of) detrás de (behind) entre (between) la mesa (the table) la cama (the bed) la silla (the chair) la lbrería (the bookshop) la televisión (the television) la alfombra (the carpet) la lampara (the lamp) los armarios (cupboards) los cuadros (the pictures) las plantas (the plants) Los armarios (the cupboards) Los cuadros (the pictures) Las plantas (the plants) están (are)
¿Qué trata de la película? (What is the film about?) La película trata de… (The film is about) un chico Un muchacho (a boy) que se llama Miguel (who is called Miguel) que sueña con ser músico (who dreams of being a musician) que toca la guitarra (who plays the guitar) La película tiene lugar en… (the film takes place in…) La peliula tiene lugar durante… (the film takes place during…) México El día de Muertos (the day of the dead) Los temas de la película son… (the themes of the film are…) La música (music) Las tradiciones mexicanas (Mexican traditions) Las relaciones familiares (family relations) ¿Cómo fue la película? (How was the film?) En mi opinion (in my opinion) Pienso que (I think that) La recomendaría (I would recommend it) Me gusto (I liked it) No me gusto (I didn’t like it) Porque (because) Pero (but) la historia (the plot) la música (the music) fue (was) no fue (wasn’t) emocionante (exciting) emotiva (emotive) entretenida (entertaining) aburrida (boring) Los personajes (the characters) Los temas (the themes) Las tradiciones (the traditions) fueron (were) no fueron (weren’t) graciosos (funny) fascinantes (fascinating) divertidos (fun) culturales (cultural)
Los personajes (the characters) La historia (The plot) Miguel Ernesto de la Cruz Mamá Coco Mamá Imelda Miguel dreams of becoming a musician, but his family do not allow it. His grandmother, Mamá Coco, breaks his guitar. Miguel steals a guitar from the grave of Ernesto de la Cruz, a famous musician, so that he can play in a local talent competition. When Miguel plays the instrument, he can see the dead returning to the land of Dante Héctor the living during the Dia de los Muertos. Miguel is taken back to the land of the dead and must be blessed by his dead relatives to be able to return to the land of the living. El Día de Muertos (The Day of the Dead) Families place food, photographs, marigold flowers, and gifts on an altar called ‘la ofrenda’ to welcome their dead relatives to return to the Land of the Living on 1st November. A common symbol of the festival is the Calavera (skull), which are worn in masks and eaten in the form of sugar or chocolate treats. Alebrijes are mythical creatures which represent the spiritual world and can be found as large sculptures during the Day of the Dead parade. In the film, they are the spirit animals which guide spirits into the land of the living. Miguel
Using your knowledge organiser for revision Mind Mapping Flash Cards Mind mapping is simply a diagram used to visually represent or outline information. It is graphic technique you can use to translate what is in your mind into a visual picture. Since mind mapping works like the brain does it allows you to organise information faster and more efficiently. Use information gathered from your knowledge organiser to create mind maps, Make sure to use colours and images, keeping writing to a bare minimum. Using this technique will help to embed key information into your long term memory. Use your knowledge organiser to make flash cards. Write the question on one side and on the other record the answer. Test yourself or work with a friend to make sure you know all the key information for each topic. You could also use flashcards to test yourself on the definitions of key terminology. Remember you need to revisit information 10 times for it to be embedded in your long term memory. Revision Clocks Self-Quizzing Start by drawing a basic clock. Break your knowledge organiser down into 12 subcategories. Make notes in each chunk of the clock. Revise each slot for 5 minutes, turn the clock over and then try to write out as much information as you can from one of the segments. Eg. all the information in the 2-3pm segment. Your brain will retain more information if you include images as well as key words. Self-quizzing is one of the most effective revision strategies to embed key knowledge. Students are taught how to use the read, cover, write, check revision strategy and question and answer flashcards to test themselves. This encourages students to take ownership of their learning, and to support them in developing good learning habits. Embedding this content is critical for long-term success and effective retrieval from long-term memory. Watch the video Watch the video Watch the video Watch the video