KNOWLEDGE organiser · 2020-01-06 · Poppies Poet: Jane Weir Form: 4 stanzas - uneven lengths 6 lines, 11, 12, 6. The poem is a monologue. There is a conversational tone. Heavy use

KNOWLEDGE organiserYear 9

Half Term 2

CORE

English Literature Knowledge Organiser

Year 9: Power and Conflict Poetry 2

Poppies

Poet: Jane Weir

Form: 4 stanzas - uneven lengths 6 lines, 11, 12, 6.

The poem is a monologue. There is a conversational

tone. Heavy use of enjambment (flow of thoughts) and

caesura (trying to hold emotions together. There is no

rhyme or rhythm.

Structure: The poem is chronological – preparation for

the son leaving, his departure and what she does after.

Context: The poem is written from the perspective of a

mother whose son is away fighting – it does not specify

when or which war. Weir wrote the poem as a

commission for a collection of war poems in 2009. Jane

Weir is a living poet and textile designer – hence the

references to sewing and fabric.

Setting: In England / UK around Armistice Day

Themes: war and conflict, loss, absence, memory

identity

Language features

Imagery of war: ‘blockade’ ‘poppies’ ‘ reinforcements’

Imagery of injury: ‘spasms’ ‘bandaged’ ‘graze’

Domestic (home) imagery: ‘white cat hairs’ ‘making

tucks, darts, pleats’ ‘playground voice’

Senses: ’hoping to hear’ ‘smoothed down your collar’

‘run my fingers through’

Symbolism: ‘a songbird from its cage’, ‘ a single dove’

Metaphor: ‘the gelled blackthorns of your hair’

Simile: ‘like a wishbone’

Alliteration: ‘steeled the softening’

Repetition; ‘before’

1st person: ‘I went into your room’

Other quotations: ‘in a split second you were away,

intoxicated.’

‘Play at being Eskimos”

‘crimped petals, spasms of paper red’

Kamikaze

Poet: Beatrice Garland

Form: Narrated in the third person but includes the 1st

person narrative of the daughter in the final three stanza.

There is no pilot’s voice suggesting he is cut off from

society. There is no rhythm or rhyme.

There 7 stanzas all of six lines.

Structure: The first 5 stanzas are all one sentence

covering the flight as the daughter imagines it. The final

two stanzas deal with the reaction to the pilot / father’s

actions. There is enjambment throughout.

Context: Japan was a hugely patriotic country and in

WW2 pilots were encouraged to become Kamikaze pilots,

committing suicide at the end of their missions to bomb

the enemy. The return of the father would have brought

great shame on the family, despite the fact that he

returned because he loved his family.

Beatrice Garland is a living poet who is also a clinician

and researcher for the NHS. ‘Kamikaze’ was published in

2013

Setting: Japan

Themes: war, identity, honour, family, memory

There are many referenced to nature and light.

Language features

Simile: like bunting on a green-blue translucent sea

Symbolism: at sunrise, like a huge flag

Domestic imagery: ‘bringing their father's boat safe’ ‘ he

and his brothers on the shore’

Imagery of war: ‘a Samurai sword’ ‘one way journey into

history’

Language of patriotism: ‘a shaven head full of powerful

incantations’

Imagery of nature / beauty: ‘green-blue translucent sea ‘

‘Cairns of pearl-grey pebbles,’ ‘flashing silver’

Sibilance: ‘silver …swivelled towards the sun’

Irony: looking at fishing boats when he should have been

looking for battleships

Repetition: ‘safe’

Other key Quotations:

‘my mother never spoke again in his presence’

They treated him as though he no longer existed’

‘we too learned to be silent’

‘the better way to die’

The Émigrée

Poet: Carol Rumens

Form: 1st person narrative in three stanzas. Stanza

1 and 2 have 8 lines whereas stanza 3 has 9. there

is no rhyme or rhythm although each stanza

finishes with the word ‘sunlight’

Structure: The opening stanza captures the

narrator’s memory. The second stanza fleshes out

the memory. The third stanza is about the reality of

her existence now in the dark city. The poet uses

enjambment to create a flowing pace of a narrative

speaker.

Context: Émigrée relates to the word emigrate, the idea that a

person goes and settles in another country,

sometimes not feeling welcome to return.

The poet bases many of the ideas on modern

examples of emigration from countries like Russia

or the Middle East where people are fleeing

corruption and tyranny, or those countries change

in their absence to some from of dictatorship.

Setting: - unspecified but two locations

Themes: Conflict of emotions and memory. Political

conflict. Identity and isolation

Language features

Pathetic fallacy: sunlight clear

Aside: ‘I am told’

Personification: ‘sick with tyrants’ ‘I comb its hair

and love its shining eyes’

Metaphors: ‘I have every coloured molecule’ ‘It lies

down in front of me’

Language of war: ‘ time rolls it tanks’

Alliterations: ‘time rolls its tanks’

Contrast; ‘my shadow falls as evidence of sunlight’

Other Key Quotations:

‘I am branded by the impression of sunlight’

‘There once was a country’

‘The white streets of that city, the graceful slopes’

‘Frontiers rise between us’

‘Being dark in their free city’

War Photographer

Poet: Carol Ann Duffy

Form: Written as a third person narrative. 4

stanzas featuring rhyming couplets and non

rhyming lines

Structure: Regular structure representing the

process of developing the photos and how they

are seen by others. Use of enjambment and

caesura.

Context: The development of films is an old

fashioned process – now digital. The red light

and chemical processes create a sinister feel.

The poem shows the contrast between the war

zone and home. A war photographer’s job is a

dangerous one.

Themes: conflict of war but also the conflict

between home and war. It also deals with his

emotional conflict and need for detachment.

Memory.

Language features

Sibilance: spools of suffering

Juxtaposition: war images and ‘a Mass’

Metaphor: ‘All flesh is grass’

Irony: did not tremble then’

Couplet: ‘beneath the feet / nightmare heat’

Caesura: ‘Belfast. Beirut. Phnom Penh.’

Pun: ‘ a hundred agonies in black and white’

Internal rhyme: ‘prick with tears between the

bath and pre lunch beers’

Collective pronoun: ‘they do not care’

Key Quotations:

‘Rural England’

‘twist before his eyes’

‘blood stained into foreign dust’

‘Spools of suffering set out in ordered rows’

‘fields which don’t explode beneath the feet’

Key vocabulary is

highlighted in yellow

English Literature Knowledge Organiser

Year 9: Power and Conflict Poetry

Poppies

Who is the poem by?

How many stanzas does it have and

how do they vary?.

Where is the poem set and how

does it develop?

What is Armistice Day?

What are the main themes of the

poem?

Write an example of the following:

Metaphor

Repetition

Simile

Senses

Alliteration

Symbolism

Domestic imagery

War imagery

What does ‘intoxicated’ suggest?

What does ‘a single dove’

represent?

What does ‘released a songbird

from its cage’ mean?

Explain what is meant by ‘the

ending of the poem.

How does the poem deal with the

theme of loss and absence?

Kamikaze

Who is the poem by?

How many stanzas does it have?

Where is the poem set?

How are the ideas organised?

What did Garland base the poem on?

What was a Kamikaze pilot?


poem?

Write an example of the following

Simile

Natural imagery

Patriotism

Imagery of war

How the father was treated

Symbolism

Domestic imagery

Sibilance

National Identity

How do you thing the daughter feels

about her father and the way he was

treated now?

How does the poem deal with the

theme of loss?

The Émigrée

Who is the poem by?

What form is used?

What structural devices does the

poet use to show movement from

the past to the present?

What were the poet’s experiences

of conflict?

When is poem set and what is it

about?


poem?

Write an example of the

following:

Alliteration

Personification

Metaphor

Contrast

Why is ‘sunlight’ repeated?

What does ‘I have no passport ’

mean?

Why does the poem start with

‘There was a country’?

What are the poet’s feelings for

her country?

What is the evidence that the

poet feels she doesn’t fit in?

War Photographer

Who is the poem by?

How many stanzas does it

have?

What structural devices are

used?

What is the poem about?

What are the main themes?

Write an example of the

following:

Sibilance

Metaphor

Caesura

Juxtaposition /contrast

What does ‘spools of

suffering’ mean?

How does the poet show their

criticism of people back in

England?

What does ‘fields which don’t

explode beneath the feet’ tell

you about the realism of war?

What is a war photographer?

What are the photographers

most powerful memories?

KEY VOCABULARY/TERMS Electron Microscope Microscopy Adaption Mitosis Eukaryotic Organelle

Prokaryotic Synthesise Permeable Replicate Differentiate Embryonic

Centimetre (cm)

Millimetre (mm)

Micrometre (μm)

Nanometre (nm)

Magnitude

Bacterial Cell

Section 1- Cell Structure

Eukaryotic Cells Prokaryotic Cells

Structure Function Animal Cells

Plant Cells

Bacterial Cells

1. Nucleus Contains the genetic information that controls the functions of the cell. Y Y

2. Cell Membrane Controls what enters & leaves the cell. Y Y Y

3 Cytoplasm Where many cell activities & reactions happen. Y Y Y

4 Mitochondria Provides energy from aerobic respiration. Y Y

5 Ribosomes Make proteins- site of protein synthesis. Y Y Y

6 Chloroplast Where photosynthesis occurs. Y

7 Vacuole Use to store water & other chemicals as cell sap. Y

8 Cell Wall Strengthens & supports the cell (made of cellulose in plants)

Y Y

9 DNA Loop A loop of DNA NOT in a nucleus. Y

10 Plasmid A small circle of DNA, may contain genes associated with antibiotic resistance.

Y

Diffusion No energy required

Movement of particles in a solution or gas from a high to a

low concentration

Osmosis No energy required

Movement of water from a dilute solution to a more

concentrated solution across a partially permeable membrane

Active transport ENERGY required

Movement of particles from a low concentration to a high

concentration

Human Embryonic stem cells

Can be cloned and made to differentiate into most

cell types

Adult bone marrow

stem cells

Can form many types of human cells e.g. blood

cells

Meristems (plants)

Can differentiate into any plant cell type throughout

the life of the plant.

Independent variable – concentration of solution Dependent variable –

change in mass Control variable – volume of solution,

temperature, time, surface area of potato

The potato in the sugar solution will lose water so will have less mass

at the end; the potato in the pure water solution

will gain water.

Osmosis Microbiology Required Practicals

Place paper disks that have been soaked with different antibiotics on an agar plate that has bacteria on it. The antibiotics should diffuse on to the agar. Most effective

antibiotic at killing the bacteria will have the largest

clear zone. Use a control that has sterile water on the disk. Leave in an incubator

for 48 hours at 25°C.

Micrometre (μm) to millimetre (mm): divide by 1000 Standard form: 0.003 = 3x 10-3

Microscopy

Biology Knowledge Organiser Year 9: Cell Biology

Year 9: Cell Biology

KEY VOCABULARY Learn the spelling of key words by using the look, cover, write, check method.

Practise converting between centimetre, millimetre, micrometre and nanometre.

Look each word up in a dictionary. Write the dictionary definition down. Try to reword it in your own words. Use the word in a new sentence of your own.

Write a summary of the story using at least 10 of the key words/phrases.

Challenge – find out the etymology and morphology of some of the key vocabulary for this topic

1. Draw and label an animal cell, describing the function of each structure.

2. Draw and label a plant cell, describing the function of each structure.

3. Draw and label a bacterial cell, describing the function of each structure.

4. What is a specialised cell?

5. Give the function and adaptations of 3 specialised animal cells. CHALLENGE: give additional examples.

6. Give the function and adaptations of 3 specialised plant cells.

7. Required Practical: Describe how you would use a light microscope to draw a cell specimen.

8. How do you calculate the actual size of the cell?

9. Express 0.00005 in Standard form. CHALLENGE: Practise converting different numbers in standard form e.g. 6 x 10-3

10. Describe the process of diffusion.

11. Explain the need for energy in active transport.

12. Required Practical: Write a method for investigating the effect of osmosis on potato.

13. Give the variables for the osmosis practical.

14. Describe three different types of stem cells.

15. Explain the use of stem cells. CHALLENGE: why are some people for and against stem cell use?

16. Describe the structure of an alveoli and how it is adapted for gas exchange.

17. Describe the process of mitosis.

18. Required Practical: Describe how to investigate the effects of different antibiotics on bacteria.

19. How do you calculate the area of the inhibition zone around the antibacterial disc?

20. Why is important to prepare an uncontaminated culture?

What I need to know:

Atomic structure and periodic table part 2

Metals and non metals

Dev

elop

men

t of

the

Perio

dic

tabl

e

The Periodic table

Group 0

Gro

up 1

Gro

up

7

Transition metals

H

Li

Na

K

Rb

Cs

Fr

Be

Sc Ti

Mg

V Cr Mn Fe Co Ni Cu Zn Ga Ge Se Br Ca Kr

Y Zr Nb Mo Tc Ru Pd Ag Cd In Sn Sb Sr Te Rh

Ba Hf Ta W Re Os Ir Au Hg Tl Pb Bi Po La At Pt

Ra Rf Db Sg Bh Hs Mt ? ? Ac ?

Al P

N O

S Cl

F Ne

Ar

Rn

I

Si

Xe

He

B C

As

1 2 3 4 5 6 7 0 Elements arranged in order of atomic number

Elements with similar properties are in

columns called groups

Elements in the same group have the same number of outer shell electrons and elements in the same period (row) have

the same number of electron shells.

Metals to the left of this line, non metals to the right

Noble gases Alkali metals Halogens

Transition metals

Befo

re d

isco

very

of

pro

tons

, ne

utro

ns a

nd

elec

tron

s

Elements arranged in order of atomic weight

Early periodic tables were incomplete, some elements were placed in

inappropriate groups if the strict order atomic weights was followed.

Men

dele

ev

Left gaps for elements that hadn’t been

discovered yet

Elements with properties predicted by Mendeleev were discovered and filled in

the gaps. Knowledge of isotopes explained why order based on atomic weights was

not always correct. Metals To the left of the Periodic

table

Form positive ions. Conductors, high melting and

boiling points, ductile, malleable.

Non metals

To the right of the Periodic

table

Form negative ions. Insulators, low melting and

boiling points.

Nob

le g

ases

Unreactive, do not form

molecules

This is due to having full outer shells of

electrons.

Boiling points

increase down the

group

Increasing atomic

number, down the

group

Alka

li m

etal

s Very reactive with oxygen, water and chlorine

Only have one electron in their outer shell. Form +1 ions.

Reactivity increases down

the group

Negative outer electron is further away from the positive nucleus so is

more easily lost.

With oxygen

Forms a metal oxide

Metal + oxygen metal oxide

e.g. 4Na + O2 2Na2O

With water

Forms a metal hydroxide and

hydrogen

Metal + water metal hydroxide +

hydrogen

e.g. 2Na + 2H2O 2NaOH + H2

With chlorine

Forms a metal chloride

Metal + chlorine metal chloride

e.g. 2Na + Cl2 2NaCl

Halo

gens

Consist of molecules made of a pair of atoms

Have seven electrons in their outer shell. Form -1 ions.

Melting and boiling points increase down the group (gas liquid

solid) Increasing atomic mass number.

Reactivity decreases down the group

Increasing proton number means an electron is more easily gained

With

met

als

Forms a metal halide

Metal + halogen metal halide

e.g. Sodium + chlorine sodium chloride

e.g. NaCl metal atom loses

outer shell electrons and halogen gains

an outer shell electron

With

hy

drog

en

Forms a hydrogen halide

Hydrogen + halogen hydrogen halide

e.g. Hydrogen + bromine hydrogen bromide

e.g. Cl2 + H2 2HCl

With

aqu

eous

so

lutio

n of

a

halid

e sa

lt A more reactive halogen will

displace the less reactive halogen

from the salt

Chlorine + potassium bromide potassium

chloride + bromine

e.g. Cl2 +2KBr 2KCl + Br2

Compared to group 1

• Less reactive • Harder • Denser

• Higher melting points

Typical properties

• Many have different ion possibilities with different charges • Used as catalysts

• Form coloured compounds

Key vocab = Purple

GCSE Chemistry Knowledge Organiser Atomic structure and the periodic table 2

Self Quizzing Questions

1. What order are elements of the modern periodic table arranged in?

2. What does the group number tell us? 3. How are elements in the same group similar? 4. What does the period number (row), tell us? 5. Where are the metal elements found? 6. Describe some properties of metallic elements. 7. EXT: What do malleable & ductile mean? 8. Where are the non-metal elements found? 9. Describe some properties of non-metallic

elements. 10. How were elements arranged in early periodic

tables? EXT: What problems did this cause? 11. What did Mendeleev do differently with his

periodic table? 12. How did Mendeleev’s periodic table solve the

problems caused in earlier periodic tables? 13. What name is given to group 1 metals? 14. What do all group 1 metals have in common? 15. How does the reactivity of group 1 metals

change as you go down the group? EXT: explain why.

16. Describe the reaction between group 1 metals with oxygen, write a word and symbol equation.

17. Describe the reaction between group 1 metals with water, write a word and symbol equation.

18. Describe the reaction between group 1 metals with chlorine, write a word and symbol equation.

19. Where are transition metals found in the periodic table?

20. Compare transition metals with group 1 metals. 21. What are the typical properties of transition metals.

EXT: give a use of them. 22. Give the colours and charges of common transition

metal ions. 23. Which group are the noble gases in? Name 4. 24. What are the properties of the noble gases? EXT:

explain the properties. 25. What do we call the elements in group 7? Name 4 as

you go down the group. 26. Which one will have the highest melting and boiling

point? What state will it be? 27. Which one is the most reactive? Explain why? 28. Describe the molecules of group 7 elements. 29. What do all group 7 elements have in common? 30. Describe the reaction between group 7 element with

group 1 metal, write a word and symbol equation. 31. Describe the reaction between group 7 element with

hydrogen, write a word and symbol equation. 32. Describe the reaction between group 7 element with

a solution of a halide salt, write a word and symbol equation.

BONDING, STRUCTURE AND THE PROPERTIES

OF MATTER 1

The

thre

e st

ates

of

mat

ter

Ioni

c Particles are oppositely charged

ions

Occurs in compounds formed from metal and non metal elements

combined. Co

vale

nt

Particles are atoms that share pairs of

electrons

Occurs in most non metallic elements and in compounds of

non metals.

Met

allic

Particles are atoms which share

delocalised electrons

Occurs in metallic elements and alloys.

Ionic bonding

Ionic compounds

Met

allic

bon

ding

Prop

ertie

s of i

onic

co

mpo

unds

Chemical

bonds

Electrons are transferred so that all atoms have a noble gas configuration (full outer

shells).

Metal atoms lose electrons and

become positively charged ions

Group 1 metals form +1 ions Group 2 metals form +2 ions

Non metals atoms gain electrons to become negatively charged ions

Group 6 non metals form -2 ions Group 7 non metals form -1 ions

Dot and cross

diagram

Giant structure

Na+ Cl-

Structure

• Held together by strong

electrostatic forces of attraction between

oppositely charged ions • Forces act in all directions in

the lattice

High melting and boiling points

Large amounts of energy needed to break the bonds.

Do not conduct electricity when solid

Ions are held in a fixed position in the lattice and cannot move.

Do conduct electricity when molten or

dissolved

Lattice breaks apart and the ions are free to move.

Giant structure of atoms

arranged in a regular pattern

Electrons in the outer shell of metal atoms are

delocalised and free to move through the whole structure. This sharing of electrons leads to strong

metallic bonds.

Prop

ertie

s of

met

als a

nd a

lloys

Metals as conductors

Good conductors of electricity

Delocalised electrons carry electrical charge

through the metal.

Good conductors of thermal energy

Energy is transferred by the delocalised

electrons.

High melting and boiling

points

This is due to the strong metallic

bonds.

Pure metals can be bent and shaped

Atoms are arranged in layers that can slide over each

other.

Alloys

Mixture of two or more

elements at least one of

which is a metal

Harder than pure metals because atoms of different sizes

disrupt the layers so they cannot slide over each other.

s solid

l liquid

g gas

Solid, liquid,

gas

Melting and freezing happen at

melting point, boiling and

condensing happen at boiling point.

The amount of energy needed for a state change depends on the strength of forces between

particles in the substance.

(HT only) Limitations of simple model: • There are no forces in the

model • All particles are shown as

spheres • Spheres are solid

Pure metal Alloy

Na Na Cl Cl x

x x

x x x x

x x

x x

x x x [ [ ] ] - +

(2, 8, 1) (2, 8, 7) (2, 8) (2, 8, 8)

Key vocab = Purple

GCSE Chemistry Knowledge Organiser Structures and bonding 1

Self Quizzing Questions 1. Which elements are held together by ionic

bonds? 2. Which elements are held together by covalent

bonds? 3. Which type of substances are held together by

metallic bonds? 4. Ionic bonds are between which type of particles? 5. What do the particles do with their electrons

when they bond covalently? 6. In metallic bonding: describe a feature of the

electrons in 1 word. 7. Name 2 processes that occur at the melting point. 8. Name 2 processes that occur at the boiling point. 9. The amount of energy needed for a state change

depends on what? 10.Name the three states of matter. 11.Why are metals good conductors of electricity? 12.Why are metals good conductors of heat,

(thermal energy)? 13.What is an alloy? 14.Why are alloys harder that pure metallic

elements? 15.Why can pure metallic elements be bended and

shaped, (malleability)? 16.Why do metals have high melting and boiling

points?

17. In metallic bonding, what is meant by delocalised electrons?

18.How do delocalised electrons make metallic bonds strong?

19. Ionic bonding leads to atoms which all have a what?

20.In ionic bonding, metal atoms lose or gain electrons?

21.In ionic bonding, metal atoms become positive or negative ions?

22.In ionic bonding, non-metal atoms lose or gain electrons?

23.In ionic bonding, non-metal atoms become positive or negative ions?

24.Group 1 metals become what type of ions? 25.Group 2 metals become what type of ions? 26.Group 6 non-metals become what type of ions? 27.Group 7 non-metals become what type of ions? 28.Describe how a bond occurs between sodium

and chlorine to make sodium chloride. {3} 29.Why do ionic compounds have high melting and

boiling points? {2} 30.Why do ionic compounds not conduct electricity

when solids? 31.Why do ionic compounds conduct electricity

when molten or dissolved?

Work done = Force x distance (W = F x s); Kinetic energy = 0.5 x mass x (velocity)2 (EK = 0.5 x m x v2); Efficiency = useful/total; Density = mass / Volume ( = m / V) G

ravi

tati

on

al p

ote

nti

al E

ne

rgy

= m

ass

x gf

s x

he

igh

t (E

P =

m x

g x

h);

Po

we

r =

Wo

rk(E

ne

rgy)

/ t

ime

(P

= W

/t =

E/t

)

Power = Potential difference x Current (P = I x V); Power = Current2 x Resistance (P = I2 x R); Energy transferred = Charge flow x Potential difference (E = Q x V)

Ch

arge = C

urre

nt x tim

e (Q

= I x t); Po

ten

tial diffe

ren

ce = C

urre

nt x R

esistan

ce (V

= I x R)

GCSE Physics

KEYWORDS in RED

wo

rk

po

we

r

force

Useful energy

Wasted energy

dissipate

efficiency

Specific Heat

Capacity

Ene

rgy

Pat

hw

ays

extension

mass

Energy stores

mechanical

electrical

heat

radiation

Kinetic energy

Elastic potential

energy

Gravitational potential

energy


ravi

tati

on

al p

ote

nti

al E

ne

rgy

= m

ass

x gf

s x

he

igh

t (E

P =

m x

g x

h);

Po

we

r =

Wo

rk(E

ne

rgy)

/ t

ime

(P

= W

/t =

E/t

)


Ch

arge = C

urre

nt x tim

e (Q

= I x t); Po

ten

tial diffe

ren

ce = C

urre

nt x R

esistan

ce (V

= I x R)


1. State the 4 Energy pathways.

2. What is meant by ‘radiation’ [as an Energy

pathway]?

3. Define Kinetic energy.

4. Give 2 examples of systems storing or transferring

elastic energy.

5. State the equation for finding gravitational potential

energy.

6. List the 8 Energy stores.

7. What is meant by ‘work done’? Give the unit.

8. What is Power? State the equation and give the

unit.

9. What is specific heat capacity?

10. State 3 factors affecting shc.

11. How can you reduce the amount of energy

wasted?

12.What is efficiency? State the equation to

calculate it.

13. State the principle of conservation of energy.

14. What happens to energy which is wasted?

(where does it go?)

15. Give the unit for the spring constant.

16. State 2 ways of reducing friction.

17. What is meant by an open [Energy]system?

18. Give the unit of Temperature.

19.Name the 4 ways to transfer Energy.

20. What is the unit for Energy?

21. Why is this the same as the unit for Work

done?

Physics Knowledge Organiser - Paper 1 Energy 1


ravi

tati

on

al p

ote

nti

al E

ne

rgy

= m

ass

x gf

s x

he

igh

t (E

P =

m x

g x

h);

Po

we

r =

Wo

rk(E

ne

rgy)

/ t

ime

(P

= W

/t =

E/t

)


Ch

arge = C

urre

nt x tim

e (Q

= I x t); Po

ten

tial diffe

ren

ce = C

urre

nt x R

esistan

ce (V

= I x R)

GCSE Physics

KEYWORDS in RED

National Grid

Global Energy

Resources Renewable Resources

Non-enewable Resources

Nuclear

Biofuel

Fossil Fuel (Coal, Oil and Gas)

Tidal

Wave

Hydroelectric

Wind

Solar

Geothermal

ADVANTAGES DISADVANTAGES

CABLES Step-down

transformer

Step-up transformer

National Grid


ravi

tati

on

al p

ote

nti

al E

ne

rgy

= m

ass

x gf

s x

he

igh

t (E

P =

m x

g x

h);

Po

we

r =

Wo

rk(E

ne

rgy)

/ t

ime

(P

= W

/t =

E/t

)


Ch

arge = C

urre

nt x tim

e (Q

= I x t); Po

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1. How is energy used for transport?

2. State the 2 ways energy is used for heating.

3. Where does most of our energy used for electricity

come from?

4. Give 2 examples of non-renewable energy

resources.

5. What is meant by a renewable energy source?

6. What is the role of a power station?

7. What is the role of the National Grid?

8. Give 2 uses of fossil fuels.

9. State how fossil fuels are used to generate

electricity.

10. List 2 positives and 3 negatives with fossil fuel

energy.

11. How does a nuclear power station work and

what process does it use?

12. Give 2 positives and 2 negatives of nuclear

power.

13. What is Biofuel? Give one positive and

negative with Biofuel.

14. Sate 3 ways water can be used to generate

electricity.

15.Give an advantage and disadvantage of each.

16. How is wind used to generate electricity?

17. State 2 Advantages and 2 disadvantages of

wind power.

18.Where does the energy for Geothermal power

come from?

19.What do all sources other than solar have in

common?

20.State 2 ways solar energy is used.

Physics Knowledge Organiser - Paper 1 Energy 2

Mathematics Knowledge Organiser

Year 9 : Autumn 2nd Half Term

KEY VOCABULARY/TERMS

Ratio, proportion, multiplication, multiply, division, divide, currency, conversion, graph Integer, number, digit, decimal, decimal place, significant figure, check, rounding, inequality, error interval Decimal place, significant figure, rounding, estimation

Exchange Rates

To convert from British pounds to a foreign currency, you

multiply by the exchange rate.

To convert from a foreign currency to British pounds, you

divide by the exchange rate.

Estimation

Sometimes it is a good idea to estimate a calculation

rather than work it out exactly, if you don’t need to know

the exact value. In this situation, round the numbers in

the question before performing the calculation. Usually,

numbers are rounded to one significant figure. The

'approximately equal to' sign, ≈, is used to show that

values have been rounded.

Rounding and Error Intervals

The basics:

Upper bound – the largest value that a number can be

(to a specified degree of accuracy)

Lower bound – the smallest value that a number can

be (to a specified degree of accuracy)

Error interval – the range of values (between the

upper and lower bounds) in which the precise value

could be.




Ratio, proportion, multiplication, multiply, division, divide, currency, conversion, graph Integer, number, digit, decimal, decimal place, significant figure, check, rounding, inequality, error interval Decimal place, significant figure, rounding, estimation

Exchange Rates

Estimation Rounding and Error Intervals




Decimal, percentage, inverse, multiplication, increase, decrease, multiplier, profit, loss

Compound interest, growth, decay, depreciation, multiplier

Powers, roots, brackets, squares, cubes, order of operations

Percentage of an Amount

Percentages of amounts can be calculated by writing the

percentage as a fraction or decimal and then multiplying it by

the amount in question

This example could also be worked out by converting the

percentage to a decimal. However, this method may be easier

to do if a calculator is available.

Use of a Calculator

Interest, Growth and Decay

Interest is money that is paid regularly at a particular percentage, usually when money has been lent or borrowed. For example, a bank will give its customers interest to reward them for saving money with them, but it will also charge interest to anyone who has borrowed money from them. As the name suggests, simple interest is a quick

way of calculating interest. Simple interest is

worked out by calculating the percentage

amount and multiplying it by the number of

periods that the money will be invested for.

Compound interest means that each time

interest is paid onto an amount saved or owed,

the added interest also receives interest from

then on.

Put simply, compound interest changes the

amount of money in the bank each time and a

new calculation has to be worked out.




Decimal, percentage, inverse, multiplication, increase, decrease, multiplier, profit, loss

Compound interest, growth, decay, depreciation, multiplier

Powers, roots, brackets, squares, cubes, order of operations

Percentage of an Amount

Use of a Calculator

Interest, Growth and Decay


Year 9:Working towards - Types of number


sum units hundreds tens thousands million place value add

subtract difference total calculate round significant figures

decimal place approximate ascending descending positive negative

FACTORS

"Factors" are numbers we can multiply

together to get another number.

When we find the factors of two or more

numbers, and then find some factors are

the same ("common"), then they are the

"common factors".

Example: 12 and 16

• The factors of 12 are:

1, 2, 3, 4, 6 and 12

• The factors of 16 are:

1, 2, 4, 8 and 16

So the common factors of 12 and 16 are:

1, 2 and 4

SQUARES & ROOTS

When a number has been multiplied

by itself, we say that it is a square

number. Square numbers are linked

to area.

The square root of a number n is a

number that, when multiplied by itself,

equals n.

MULTIPLES AND PRIMES

Multiples are……………………….

CUBES AND ROOTS


Year 9:Working towards - Types of number

KEY VOCABULARY

Learn the spelling of key words

by using the look, cover, write,

check method.

types of number

SUPER STRETCH!!!!

A square plate has an area of 81cm2. What is its

side length?

A cube has a volume of 64 cm3, what is the length

of it’s side?

Ebacc

GCSE Computer Science Topic 1.2 Memory

Computer memory is a physical device capable of storing information temporarily or permanently.

RAM stands for Random Access Memory. RAM is volatile, this means that without power, data is lost. RAM is editable, this means that what is stored in RAM read from and written to. e.g. data moved in and out.

ROM stands for Read Only Memory. ROM is non-volatile. This means that without power, data is retained (safe/stored). ROM is read-only. This means that the data inside ROM is fixed. It can only be read, not written to.

ROM stores the instructions required to boot up the computer. These instructions are called the BIOS (Basic Input Output System). The BIOS checks the hardware is functioning and loads the operating system into RAM.

RAM stores the Operating System once the computer has booted up. RAM also stores any program instructions and data that are open / running or in use. *any program/app that is open on your computer system is moved into RAM.

Virtual memory is an area of the hard-drive used as temporary RAM, when RAM is full.

If there are too many programs open at once or a particularly memory intensive program is open, there may not be enough space in RAM to hold all of the program data. The OS swaps out some of the data from RAM to secondary storage (hard drive) to make room for the new data. If there was no virtual memory the OS would have to say: "Sorry, you can not load any more applications. Please close another application to load a new one." Usually the LEAST recently used data is swapped out to virtual memory. When the data is needed again it is transferred back to RAM to be accessed by the CPU. The more RAM a computer system has, the less virtual memory will be needed. Adding more RAM can significantly improve the performance of a computer.

The read-write speeds of a hard drive is much slower than RAM. Therefore it takes longer to fetch data to the CPU to be processed. There will be a significant drop in system performance if the system has to rely heavily on virtual memory. If the OS is constantly swapping data between RAM and the hard drive, programs will run more SLOWLY. This is called disc thrashing.

What I need to know:

GCSE Computer Science - Topic 1.2 Memory

Define memory.

State what RAM stands for.

State what ROM stands for.

Describe the main differences between ROM and RAM.

Explain RAM’s purpose in a computer system.

Explain ROM’s purpose in a computer system.

Define virtual memory.

Explain why virtual memory is needed.

Describe the main disadvantage of using virtual memory.

Explain why adding more RAM could improve the performance of a computer system.

French Knowledge Organiser GCSE core information

Year 9/Theme 1 IDENTITY AND CULTURE

Friendships Family Going out

Prior Knowledge

French Knowledge Organiser GCSE core information

Year 9/Theme 1 IDENTITY AND CULTURE

Qu’est-ce qu’il y a dans la photo? Écris quatre phrases.

Want more practice? CGP French workbook. Page 28 & 29.

Want more practice? CGP French workbook. Page 30.

Want more practice? CGP French workbook. Page 45.

Unit 1c AQA GCSE Geography Physical landscapes of the UK

(Part 1 - Processes)

Relief of the UK

Relief of the UK can be divided into uplands and lowlands. Each have their own characteristics.

Key

Lowlands

Uplands

Areas +600m: Peaks and ridges cold, misty and snow common. i.e. Scotland

Areas -200m: Flat or rolling hills. Warmer weather. i.e. Fens

Types of Erosion

The break down and transport of rocks – smooth, round and sorted.

Attrition Rocks that bash together to become smooth/smaller.

Solution A chemical reaction that dissolves rocks.

Abrasion Rocks hurled at the base of a cliff to break pieces apart or scraped against the banks and bed of a river.

Hydraulic Action

Water enters cracks in the cliff, or river bank, air compresses, causing the crack to expand.

Types of Transportation

A natural process by which eroded material is carried/transported.

Solution Minerals dissolve in water and are carried along.

Suspension Sediment is carried along in the flow of the water.

Saltation Pebbles that bounce along the sea/river bed.

Traction Boulders that roll along a river/sea bed by the force of the flowing water.

What is Deposition?

When the sea or river loses energy, it drops the sand, rock particles and pebbles it has been carrying. This is called deposition. Heaviest

material is deposited first.

Mass Movement

A large movement of soil and rock debris that moves down slopes in response to the pull of gravity in a vertical direction.

Rock slides occur when there is a failure along the bedding plane.

Slumping occurs when there is a downward rotation of sections of cliff. Often occur after heavy rain.

Rockfall is the rapid free fall of rock from a steep cliff face because of gravity.

How do waves form?

Waves are created by wind blowing over the surface of the sea. As the wind blows over the sea, friction is created - producing a

swell in the water.

Why do waves break?

1 Waves start out at sea.

2 As waves approaches the shore, friction slows the base.

3 This causes the orbit to become elliptical.

4 Until the top of the wave topples over (breaks).

Mechanical Weathering Example: Freeze-thaw weathering

Stage One Water seeps into cracks and fractures in the rock.

Stage Two When the water freezes, it expands about 9%. This wedges

apart the rock.

Stage Three With repeated freeze-thaw cycles, the rock breaks off.

Types of Waves

Constructive Waves

This wave has a swash that is stronger than the backwash. This therefore builds

up the coast.

Destructive Waves

This wave has a backwash that is stronger than the swash. This therefore erodes the

coast.

Size of waves

Affected by: • Fetch how far the wave has travelled • Strength of the wind. • How long the wind has been blowing

for.

Types of Weathering

Weathering is the breakdown of rocks where they are.

Biological

Breakdown of rock by plants and

animals e.g. roots pushing rocks apart.

Mechanical

Breakdown of rock without changing its

chemical composition e.g.

freeze thaw

Name four types of erosion

Name four types of transport

Name three types of mass movement

Name two types of weathering

Define erosion

Define deposition

Define mass movement

Define weathering

Define the terms ‘lowland’ and ‘highland’

Describe two types of erosion

Describe two types of transport

Explain why waves can have different sizes

Describe the difference between constructive and destructive waves

Describe the process of freeze-thaw weathering

Explain how a rockfall occurs

Explain why waves break at the coast

Explain why material is deposited

With the help of diagrams explain how a slump and a rock slide are different.

Research the names of some lowland and highland areas o f the UK

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Unit 1c AQA GCSE Geography Physical landscapes of the UK (Part 2 – Coastal landscapes)

Formation of Coastal Spits - deposition

1) Formed where waves approach the coast at an angle.

2) Swash moves up the beach at the angle of the prevailing wind.

3) Backwash moves down the slope of the beach at 90° to coastline, due to gravity.

4) This zigzag / saw-tooth movement (Longshore Drift) transports material along the beach.

5) When there is a sudden change in direction of the coastline deposition occurs due to a loss of energy when hitting ‘slack’ (slow moving ) water

6) Over time the deposited material will extend out from the coastline . This is called a spit.

7) Sand blown from the spit is deposited in the sheltered area behind the spit. This is called a salt marsh.

8) A change in prevailing wind direction forms a hook.

Example: Spurn Head, Holderness Coast.

Formation of Bays and Headlands - erosion

1) Formed where there are alternating bands of harder and sorter rock along the coast.

2) Waves attack the coastline. 3) The softer rock is eroded more quickly than the

harder rock forming a bay. 4) The harder (more resistant) rock is eroded more

slowly. It is left jutting out into the sea and is called a headland.

5) The water in the bay is calm and this causes deposition. As a result a beach s created.

Formation of Coastal Stack - erosion

1) Formed where a headland juts out from the coast

2) Erosion (hydraulic action and abrasion) widens cracks in the cliff face over time.

3) Eventually the crack develops into a cave

4) Caves from both sides of the headland break through to form an arch.

5) The top of the arch is weakened by weathering and the base is widened by erosion until the arch collapses to form a stack

6) Further weathering and erosion turns the stack into a stump.

Example: Old Harry Rocks, Dorset

Bay

Formation of a cliff and wave-cut platform -

erosion

1) Formed where the coast rises from the sea 2) Erosion (hydraulic action and abrasion) attack the base of the cliff at high tide. 3) Eventually a wave-cut notch develops at the base of the cliff 4) As the notch gets bigger the cliff is undercut 5) When the weight of the cliff can no longer be supported the cliff collapses – it retreats

inland leaving a platform of rock called a wave-cut platform which is exposed at low tide 6) For a while the fallen rock prevents erosion of the cliff. It is eroded by attrition and will

eventually be removed. It also erodes the wave-cut platform by abrasion. 7) The process repeats as another notch begins to form

Name three landforms created by erosion.

Name a landform created by deposition

Put these landforms in the right sequence to show how a stack is formed: arch, stack, crack, stump, cave.

Name the feature of the coastline which is needed for a Headland to form

Name the feature of the coastline which is needed for a spit to form

Name the feature of the coastline which is needed for a cliff to form

Describe how a spit is formed

Describe how a stack is formed

Describe how a wave-cut platform is formed

Describe the process of longshore drift

With the help of a diagram identify the features of a coastline with headlands and bays

With the help of a diagram identify the features of a spit

With the help of a diagram identify the features of a cliff and wave -cut platform

Define the term ‘headland’

Define the term ‘bay’

Define the term ‘stack’

Define the term ‘spit’

Describe how a wave-cut platform will change over time

Define the term ‘wave-cut notch’

Explain why a saltmarsh forms behind a spit

Explain why bay s often have beaches

With the help of a diagram describe the features of a coastline with caves, arches and stacks.

Un

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History Knowledge OrganiserKey people Britain: Health and the people

Other key peopleGilbert Eagles, Ibn-al-Nafis, Albucasis, Frugardi, Hugh and Theodoric of Lucca, John of Arderne, Leonardo da Vinci, King Charles II, Thomas Sydenham, Lady Mary Wortley Montague, Humphry Davy, Horace Wells, Queen Victoria, Florence Nightingale, Paul Ehrlich, Aneurin Bevan, Wilhelm Rontgen William Beveridge.

Harvey Louis Pasteur

Dr John Snow

James Simpson

Edward Jenner

John Hunter

Hippocrates ParéVesaliusIbn-SinaAl-RaziGalen

Joseph Lister Florey & Chain

Alexander Fleming

Joseph Bazalgette

Edwin Chadwick

Robert Koch

History Knowledge OrganiserKey people Britain: Health and the people

Key person Role in the development of medicine 😁 😐 ☹

History Knowledge OrganiserBritain: Health and the People 1. Medicine Stand Still

KEY VOCABULARY/ TERMSBad air, gong farmer, pilgrimage, trepanning, sanitation, monk, cesspit, Theory of the Four Humours, Theory of Opposites, Church, Islam, Christianity, dissection, purging, vomiting, bloodletting, apothecary, urine chart, planets, Black Death, superstition, cauterisation, flagellation, privies, buboes,infirmary, monastery, barber surgeon, prayer.

Key datesc1230 Compendium Medicine written by

Gilbert Eagle. A medical book of European and Arab knowledge.

1348 The Black Death arrives in England. Bubonic and Pneumonic. No understanding of cause or known cure.

Islam Both ChristianityDoctors in hospitals‘For every disease Allah has given a

cure’Mental illness treated

with compassionSettled empireIbn-Sina’s book

documented 760 drugs

Medical books

No human dissection

Universities at Padua

and BolognaObservation

Care not cureIllness comes from sinning.

Use Galen and Hippocrates’

ideas700 hospitals - mostly small

and centres of rest

Key individuals

Hippocrates Claudius Galen

Al-Razi Ibn-Sina (Rhazes) (Avicenna)

Surgery● Albucasis● Frugardi● Hugh and Theodoric of

Lucca● Mondino● Guy de Chauliac● John of Arderne

Public health TownsBuilt near rivers for both drinking water and waste disposal.Rubbish thrown onto the street.Privies were usually over cesspits that were emptied by gong farmers.No knowledge of germs and infection believed in bad air.

MonasteriesBuilt near rivers in isolated areas.They had systems of pipes for water, a lavatorium to wash and an infirmary to care for the sick. Keeping clean was part of the daily routine of monks. Monks copied books including medical books. Care not cure.

Key beliefsThe Theory of the Four Humours and use of opposites.

Diagnosis included checking urine using taste and urine charts. Treatments included purging by vomiting and bloodletting. People used wise women, doctors, monasteries, prayer, the apothecary and barber surgeons.

History Knowledge OrganiserBritain: Health and the people 1. Medicine stands still

KEY VOCABULARY/ TERMS - use these in your answers to the above questions

Bad air, gong farmer, pilgrimage, trepanning, sanitation, monk, cesspit, Theory of the Four Humours, Theory of Opposites, Church, Islam, Christianity, dissection, purging, vomiting, blood letting, apothecary, urine chart, planets, Black Death, superstition, cauterisation, flagellation, privies, buboes,infirmary, monastery, barber surgeon, prayer.

Explain the significance of… 8 marks

Explain the significance of the Four Humours on Medieval medical knowledge.Explain the significance of Christianity on the development of public health in Medieval England.Explain the significance of Islam on Medieval medicine.

How useful is Source… to a historian studying… 8 marks

How useful is this source to a historian studying the impact of the Black Death in England?

Miniature of the Three Living and the Three Dead, with the Anglo-Norman poem 'Le dit des trios morts et trios vifs' below, from the De Lisle Psalter, England (East Anglia), c. 1308 – c. 1340,

Factor question 16 marks 4 SPaG

Was religion the main factor in the development of public health in the Middle ages? Explain your answer with reference to religion and other factors.

Compare… In what ways were they similar/different? 8 marks

Compare public health in a Medieval town with public health in a Medieval monastery. In what ways were they different?Compare the beliefs of Hippocrates and Galen. In what ways are they similar?

innovation

ARTIST INFORMATION

ART Knowledge Organiser Year 9 : Term 1:2

ARTIST – MICHAEL ENGLISH

Relevant dates 1941 - 2009

Artist information British illustrator who devoted his time to making people look again at objects that they usually took for granted. He enjoyed the use of colour, the intricacies of folds and facets and the play of light on surfaces, all of which combine to make his images look so realistic.

Description of work In the 1970s he started to develop Hyper Realist work, using an airbrush to produce enlarged, highly detailed versions of everyday objects. To produce his work he copied from photographs as well as real life, often producing pencil drawings before starting the final airbrushed picture.

KEY VOCABULARY Illustration– A visual image based upon text, an object or theme, designed for use in published media such as books and magazines. Intricate – Something that is very complicated or detailed. Hyper realism – A style of painting that represents a high quality photograph

WORK EXAMPLE

ASSESSMENT CRITERIA ASSESSMENT OBJECTIVE 1 - Develop ideas through investigations, demonstrating critical understanding of sources.

ASSESSMENT OBJECTIVE 2 - Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

ASSESSMENT OBJECTIVE 3 - Record ideas, observations and insights relevant to intentions as work progresses.

ASSESSMENT OBJECTIVE 4 - Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

ARTIST INFORMATION


Write 3 relevant facts about the artist

1.

2.

3.

Write the definitions for these words

Illustration – Intricate – Hyper realism -

Write about your likes/dislikes of the artist’s

work

Likes: Dislikes:

Copy the picture in your book

ARTIST INFORMATION

ART TEXTILES Knowledge Organiser Year 9 : Term 1:2 Free machine embroidery

Key Vocabulary Embroidery foot- this allows the fabric to be moved around the sewing machine easily. Reinforced/stabilised – the fabric is strengthened using bondaweb or interfacing so that it doesn’t crease when being sewn. Bobbin – the piece of equipment that holds the lower thread Feed dog – the part of the sewing machine that moves up and down under the fabric and moves the fabric along and through the machine.

ARTIST INFORMATION


Answer the following questions in your reflection log.

Explain what an embroidery foot is used for.

Why is it important that the feed dogs are down when doing free motion embroidery?

Why does the fabric need to be stabilised when working on free motion embroidery?

Identify two other methods of stabilising fabric for free motion embroidery.

What is a bobbin?

Free machine embroidery challenge

Use free motion embroidery to recreate one of the sketches in your sketchbook, or use a biro to shade the image.

Extension task

Draw and label the parts of a sewing machine.

NCFE V-Cert - Health and Fitness Level 1/2 Combined. Health and Skill related components of fitness

3.2.1 Health related components of fitness

Component Definition Athlete who won benefit

Cardiovascular Endurance The ability of the heart, lungs and blood to transport oxygen. Marathon Runners

Muscular Endurance The ability of a muscle or muscle group to undergo repeated contractions avoiding fatigue.

Rower

Muscular Strength The ability to overcome a resistance. Types of strength; static - maximal strength that can be applied to an immovable, dynamic - repeated contractions applied to a moving object, explosive - sometimes called power. A combination of speed x strength.

Weightlifter

Body Composition The percentage of body weight which is fat, muscle and bone. Low BMI = GYMNAST

Flexibility The range of movement possible at a joint. Gymnast

3.2.1 Skill related components of fitness

t

Agility The ability to move and change direction quickly (at speed) while maintaining control. Badminton Player

Speed The maximum rate at which an individual is able to perform a movement or cover a distance in a period of time. It also defined as putting the body parts into action as quickly as possible. Marathon Runners

Coordination The ability to use different (two or more) parts of the body together smoothly and efficiently. Trampolinist

Power Explosive strength or anaerobic power is th product of strength and speed (strength x speed) Javelin

Balance The ability to maintain the body’s centre of mass above the base of support. Footballer

Reaction Time The time taken to respond to a stimulus. Boxer

Coordination - A trampolinist timing their arm and leg movements to perform the perfect tuck somersault Body Composition- The gymnast has a lean body composition to allow them to propel themselves through the air

Reaction Time - A boxer perceives a punch from their left and rapidly moves their head to avoid being struck Muscular Endurance - A rower repeatedly pulling their oar against the water to propel the boat towards the line

NCFE V-Cert - Health and Fitness Level 1/2 Combined. Health and Skill related components of fitness

Questions 1. State the 6 skill related components of fitness.

2. State the 5 health related components of fitness.

3. Write any 3 definitions of skill related components of fitness.

4. Write any 3 definitions of health related components of fitness.

5. Describe why a rugby player would need to use speed in their sport.

6. Suggest a health and fitness activity that would need good reaction time.

7. Explain why a badminton player would need good coordination.

8. Explain why a football player would need a mixture of fitness components.

9. Describe why BMI is a factor during health and fitness activities.

10. Compare

11. Name two sports where agility is needed? And justify your reasons why?

12. Explain the importance of muscular endurance and flexibility in gymnastics.

Key terms

CARDIOVASCULAR ENDURANCE FLEXIBILITY MUSCULAR

ENDURANCE MUSCULAR STRENGTH

BODY COMPOSITION

POWER COORDINATION REACTION TIME

AGILITY BALANCE

SPEED

ARTIST INFORMATION

Graphic Design Knowledge Organiser Year 9 (Illustration) : Term 1:2

Inspiration – Illustration

KEY VOCABULARY

Composition, Imagery, Alignment, Colour

Graphic Design components

Composition - is the area of graphic design where all the separate elements come together to form a whole. When all of your type, your images, your graphics and colours, come together to form one cohesive design. A successful composition means that you have arranged, distributed, aligned and compiled your design in a way that not only looks good but is also highly functional and effective.

Imagery - Using images to communicate ideas is essential to achieve successful graphic designs. Imagery is very common throughout the majority of graphic design areas:- • Logos and branding • Packaging • Advertising • Web and app design • Publication graphic design (books, newspapers, magazines) • Motion graphics • Environmental graphic design (signage, wall murals, window

graphics) • Art and illustration graphics (t-shirt design, book illustration and covers, video games, album art etc.) Imagery is a great tool in communication world wide as it can express feeling in information without using a language.

Saul Bass – 1920-1996 Saul Bass was most famous for creating simplistic but effective movie posters for directors like Alfred Hitchcock, Stanley Kubrick and Martin Scorsese.

Hattie Stewart Hattie Stewart is an artist and illustrator who is famous for her ‘doodle bombing” magazine covers her work has now become so successful she provides illustrations to help advertise Adidas and the iTunes festival.

Shepard Fairey – 1970 Street artist, graphic designer, illustrator and founder of Obey clothing. One of his most famous pieces of graphic design is his advertisement supporting Barak Obama’s presidential electoral push.

ASSESSMENT CRITERIA

Competence - How you complete and improve your work using the project activities.

Technical ability – How yow have used the Graphic design components to creatively produce a successful outcome.

ARTIST INFORMATION

Graphic Design Knowledge Organiser Year 9 : Term 1:2

Illustrators How do you think Saul Bass created his posters? ............................................................................................................................................................................................................................................ ……………………………………………………………………………………………………………….. What stands out about the work Hattie Stewart? ………………………………………………………………………………………………………………..……………………………………………………………………………………………………………….. ……………………………………………………………………………………………………………….. How does Shepard Fairey use tone in his work? ……………………………………………………………………………………………………………….………………………………………………………………………………………………………………..……………………………………………………………………………………………………………….

What must you consider when creating a graphic design with successful composition? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Name five areas of graphic design where imagery is essential. • • • •

Add an arrow to the composition mistakes in the poster below. There are seven mistakes. The first is done for you.

No space between the words.

What is meant by alignment in Graphic design? ………………………………………………………………………………………………………………………………………………………………………………………………………………..

A balanced diet consists of a variety of different types of food, providing adequate amounts of the nutrients necessary for good health – carbohydrates, fats, proteins, vitamins, minerals, fibre and water

CARBOHYDRATES Types of food: Bread, Rice, Pasta,

Potato Benefits: Main source of energy, stored and quick release. Good for endurance performers.

PROTEIN Types food: Eggs, fish, meat, cheese, nuts Benefits: energy source, growing new body tissue, body tissue repair

TYPE OF MACRONUTRIENT TYPE OF MACRONUTRIENT

GOOD FATS: Fish, nuts, olive oil, avocado BAD FATS: Fried food, chips, chocolate, butter, cheese Benefits: source of energy, all fats need to be eaten in moderation. TYPE OF MACRONUTRIENT

FATS

VITAMINS Types:

MINERALS WATER / FIBRE

Calcium – milk, cheese, broccoli Sodium – salt, bacon, fruit, vegetables Iron – red meat, chicken, broccoli, spinach, fish Benefits: Calcium – forms bones and teeth Sodium – regulates body fluid Iron – helps oxygen transportation

TYPE OF MACRONUTRIENT TYPE OF MACRONUTRIENT TYPE OF MACRONUTRIENT

Benefits: A – treats eye disorders and skin infections B – relief from Kidney and Liver disorders plus anaemia C – helps treat scurvy, common colds and cancer D – helps relieve arthritis and diabetes E – helps blood circulation and ageing process

A – Fruit and Vegetables B – Dairy, eggs, fish C – Fruit D – Dairy, fish E – Fruit, Vegetables, cheese, oil, dairy K – Fruit, vegetables, cheese, chicken

Types of food – cereals, bread, fruit and vegetables

Benefits: Water - hydrates the body, 70% of our body weight is water. Stops overheating, helps waste disposal. Fibre - regulates the digestive system and intestines helping with the removal of waste products

Too much salt High blood pressure (hypertension) Having high blood pressure puts strain on your heart that can lead to your blood vessels becoming damaged, making them more at risk of heart disease.

Too much saturated fat

High cholesterol High levels of cholesterol (a type of fatty substance) in the blood can build up in the walls of the coronary arteries, restricting blood flow to the heart and rest of the body.

Too much sugar

Diabetes The increased levels of blood glucose that can occur in type 1 and type 2 diabetes can damage the coronary arteries, increasing the chances of heart disease developing.

Too much fat Being overweight or obese Research shows that being overweight or obese can raise your blood cholesterol levels, increase your blood pressure and increase your risk of developing type 2 diabetes.

Macronutrientsare those nutrients required in large amounts that provide the energy needed to maintain body functions and carry out the activities of daily life. There are 3 macronutrients – carbohydrates, proteins and fats.

Year 9 KO 1:2 HOSPITALITY

Questions

1.What are the 7 nutrients that our bodies need to survive? 2. What is meant by Macronutrients ?

3. List all the vitamins our bodies need and explain how each one helps the body?

4. Explain which mineral our bones need and why?

5.What causes high blood pressure? 6. A diet which is high in fat causes what sort of health risks?

Year 9 KO 1:2 HOSPITALITY

KEY VOCABULARY

Consists - Be made up of or to compose. Strain - Putting pressure on something. Sources - where you get something from.

Faulty electrical systems

Heat generated from poor connections

Overloaded electrical sockets

Multiple appliances on the same socket

Smoking materials Discarded onto fuel source

Arson Deliberate fires

Poor storage and control of combustible materials

KO 1:2 – Year 9 CONSTRUCTION SOME CAUSES OF FIRE


Deliberate - Doing something intentionally. Extinguisher- a device containing water or a special gas, powder, or foam that is put onto a fire to stop it from burning Vapourised - When flames are smothered with liquid gas.

Use the following questions to check your knowledge.

What law states employees, public and employers must remain safe?

What signs should a new building have put inside and why?

What would happen if you put water on an electric fire?

What law states that chemicals should be locked away and why?

What should equipment and machines be fixed and what law covers this ?

What would the impact be if someone was seriously injured ?

List some causes of fire

What fire extinguisher would you use for putting out a paper fire?

What type of fire extinguisher has a blue band?

What fire extinguisher should you never use on an electric fire ?

g Organiser Year 9 1:2 1970s, 1980s and 1990s

KEY VOCABULARY - INSTRUMENTATION

Learn the spelling of key words by using the look, cover, write, check method.

BALLAD RIFFING VIBRATO FALSETTO RITARDANDO RUBATO VOCAL RANGE SYNCOPATION STROPHIC FORM MODULATION REVERB

KEYFACTS

Copy the following into your book - What rhythmic device was commonly used in the drum kit? What were the common types of texture used? Can you find a song as an example? What was the main type of technology used at this time? Research and explain what is meant by a ballad.

STRUCTURE

What is the typical structure of a verse/chorus song? What is the typical structure of a ballad? Where would a modulation occur?

FIND YOUR OWN

Give three of your own examples of songs from the

1970s/198/1990s

LISTENING TASKS

Write a short appraisal (description) for three artists/bands suggested on your K.O.

NOTATION

Pick a song that you are currently learning and notate the melody or accompaniment pitch

and/or rhythm. E.G Oasis Wonderwall

Documents

KNOWLEDGE organiser · 2020-01-06 · Poppies Poet: Jane Weir Form: 4 stanzas - uneven lengths 6 lines, 11, 12, 6. The poem is a monologue. There is a conversational tone. Heavy use