Year 9

Knowledge

Booklet

April 2018

Terms 5 & 6

This Knowledge Booklet is organised in the following order:

Art

English

Food Technology

Geography

History

ICT

Maths

MFL

Philosophy, Ethics and Values

Science

T H E C O M M U N I T Y C O L L E G E W H I T S T A B L E

Bellevue Road | Whitstable | CT5 1PX | T: 01227 272362 | E: admin@ccw.kent.sch.uk

ccwhitstable.org.uk | Headteacher: Mrs A M Gibson MA

‘Putting Learning First’

Dear Parent/Carer

At Community College Whitstable, we believe that a firm grounding in ‘core knowledge’

allows pupils to develop and deepen their learning across all of their lessons. With this in

mind, we have created this booklet to give you an overview of what your son or daughter will be

studying over the next two terms.

For many subjects, you will find an overview of topics and one or more ‘knowledge organisers’.

These documents organise information about topics. Pupils should try to learn this information so

that they can recall it easily.

Homework is set regularly by the school and you can see all of it at our Show My Homework site.

Sometimes, this is written homework. On other occasions, homework will be set which

asks pupils to memorise key information from knowledge organisers.

You can support your child by …

… checking through their homework with them on Show My Homework (see link below)

https://thecommunitycollege-whitstable.showmyhomework.co.uk/school/homeworks/calendar

… encouraging them to study their knowledge organisers and learn the material set

… quizzing them on the material in the organisers – what can they recall from memory?

… purchasing flashcards for your child to use – they can put questions and answers onto opposite

sides and ‘self-quiz’

… suggesting that they look up any language or terms they don’t understand, recording the definition

and etymology (see the example below)

… ensuring that they read from a challenging reading book every night and spend at least as much

time reading books as they do on mobiles or playing games.

This booklet contains some (but not all) of the knowledge pupils need this term. We will develop and

improve the materials over time – your feedback would be appreciated.

T H E C O M M U N I T Y C O L L E G E W H I T S T A B L E

Bellevue Road | Whitstable | CT5 1PX | T: 01227 272362 | E: admin@ccw.kent.sch.uk

Headteacher: Mrs A M Gibson MA

‘Putting Learning First’

You can contact the senior teacher responsible for overseeing your child’s progress using these

emails:

Year 7 ebritcher@ccw.kent.sch.uk

Year 8 ahampton@ccw.kent.sch.uk

Year 9 cverrall@ccw.kent.sch.uk

Year 10 dcostley@ccw.kent.sch.uk

Year 11 rmcleish@ccw.kent.sch.uk

Sixth Form lfearn@ccw.kent.sch.uk

You can contact me as deputy headteacher with responsibility for teaching and learning here:

sscales@ccw.kent.sch.uk

Thank you for your support.

Mr S Scales

Deputy Headteacher

Teaching and Learning

Year 9 - Interior Textile Design

Artists Styles Techniques Vocabulary Explained

Wallpaper Designer

William MorrisAndrew Martin

interior drawings mono printing Interior design The art or process of designing the interior decoration of a room or building.soft furnishings stitching

Vintagestyle

Cath Kidston Orla KielyAscher Ltd.

repeat patterns gouache painting

Mono-printingA form of printmaking that has lines or images that can only be made once, unlike most printmaking, where there are multiple originals.

vintage poly block printing

Monochrome Designs

Timney Fowler Timorous Beasties

monochrome screen printing

Repeat pattern

The elements of a pattern repeat in a predictable manner. A geometric pattern is a kind of pattern formed of geometric shapes and typically repeating like a wallpaper.

Other cultures batik

HOMEWORK PLANNER

Stencil

A thin sheet of card or plastic with a pattern cut out of it, used to produce the cut design on the surface below by the application of ink or paint through the holes.

Task 1 – collect Interior design pictures on

your theme that you could work from to design your own room.

Task 2 – Research cushion designs that use

pieces of fabric and collect scrap fabrics that could be used to make a cushion.

Monochrome An image produced in black and white or in varying tones of only one colour.

Task 3 – Do a black and white repeat design

using images related to your theme. VintageSomething from the past of high quality, especially something representing the best of its kind.

Task 4: Produce sketches and drawings related to the ideas you are developing in class. Gouache

painting

A method of painting using opaque pigments ground in water and thickened with a glue-like substance.Task 5 Produce an idea related to the project you are

developing in class . Use any relevant media.

Batik

a method of producing coloured designs on textiles by dyeing them, having first applied wax to the parts to be left undyed.

Task 6: Refine an idea you are developing in class. You could be exploring colour variations, materials and techniques or composition ideas.

PLOT (remember it’s a play!)A

ct O

ne

We meet two very different women, one of which is so poor she agrees to give away one of her twins to the other,richer woman,

We meet the twins ages 7 and they are very different in many ways (nurture) but do have quite similar natures. They’re treated very differently by the authorities.

Mrs L is paranoid her son will discover his adoption so moves the family to the country to get away from Mickey and Mrs J. Years later, the councils rehouses the Johnstones in the country.

Act

Tw

o

The boys meet again aged 14 and their friendship continues. The boys, again, display similar natures. They have very different qualities if education. Mickey is in love with Linda.

Mrs L becomes increasingly mad at the thought of Edward finding out and tries to kills Mrs J.

Aged 18, Edward goes to university and Mickey to a full-time job which he hates. The gap is widening between them.

Linda is pregnant so she & Mickey marry. Mickey loses his job, helps Sammy rob a garage & is sent to prison. Nothing is the same for him and Linda again.

Mickey is released from prison but is addicted to anti-depressants. Desperate, Linda asks Edward for help. He gets them a house & Mickey a job, but starts a brief affair with Linda.

Mrs L tells Mickey about the affair, he confronts Edward with a gun in the council chamber. Mrs J reveals that they are twins. Mickey shoots Eddie and the police kills Mickey.

SYMBOLS

GUNS represent not only represent the culture of the time, but the violence and danger of the characters, particularly Sammy.

MARILYN MONROE(tragedy)

used as a timeline that parallels the rise and fall of events. At the start lay, Mrs J is younger & as without a family; she compares herself to the young rising star of Marilyn Monroe. Towards the end of the play, Marilyn Monroe’s demise reflects the sad change in events within the play (Mickey’s mental illness.

CHARACTERSMrs Johnstone

Loving mother of 8 (9); poor; Catholic; can’t control her children.

Mrs Lyons Rich; desperate for a child; increasingly paranoid.

Mickey Johnstone

Friendly, energetic and witty; looks up to Sammy as no father figure; stuck in cycle of poverty due to class system.

Edward Lyons

Similar to Mickey, but also impulsive;feels restricted by his upbringing; lacks compassion when they’re older.

Linda Feisty, kind and humorous; trapped in poverty.

TheNarrator

Greek chorus; reveals the brothers die at the start & then on constantly reminds the audience of the twins’ fate;presents the themes of fate, destiny & superstition; at the end asks the audience if it was class or superstition that caused the tragedy.

Sammy Anti-social and criminal; represents the stereotypical dole-ite.

Mr Lyons Wealthy, but a distant father and husband; lacks compassion.

KEY QUOTATIONS“living on the never, never”

“a debt is a debt, and must be paid”

“the devil’s got your number”

“if you cross your fingers and if you count from one to ten”

“I grew up. An’ you didn’t, because you didn’t need to”

“I could have been him!”

“Do we blame superstition for what came to pass? Or could it be what we, the English, have come to know as class?”

THEMES & CONTEXT

SOCIAL CLASS: Russell shows how wealth brings privilege. The four main characters can be seen to be social stereotypes. Russell does this to show the unfairness that it results in.

NATURE V NURTURE: how much is a person’s life determined by their inherited genetics (their 'nature') and how much is determined by the environment they grow up in ('nurture')? They’re identical twins so the difference in the way their lives turn out must be a result of their different upbringings and social positions. Margaret Thatcher's right wing Conservative government claimed that everyone who wanted to work hard could be successful. Russell clearly objects to this view.

FATE AND BAD LUCK: Each of the major characters is presented as being trapped and plagued by various kinds of misfortune. Russell seems to be asking us to consider whether there really is such a thing as fate or destiny or whether life pans out because of natural rather than supernatural reasons, because of the way we are educated and live.

SUPERSTITION: The superstition imposed upon the play by Mrs Lyons – that should either Mickey or Eddie discover that they are one of a pair, they both will die – becomes a self-fulfilling prophecy. We are reminded constantly of this curse by the Narrator’s repetition of the song, ‘Shoes Upon the Table’. We’re asked to decide its impact at the end of the play.

MOTHERHOOD: What makes a mother? Does carrying the child matter? Who is the better mother in this play? Is there a differencebetween the maternal wealth of Mrs J and the material wealth of Mrs L?

Liverpool; unemployment, Conservative government (Margaret Thatcher); privatization of British industry; mass unemployment; cycle of poverty; grammar schools versus secondary moderns; low aspirations; low social mobility;

BLO

OD

BR

OTH

ERS –

WILLY R

USSELL

Macbeth by William Shakespeare – (Paper 1, Section A (45 minutes)) A two-part question: Part a is focused on the close language analysis of an extract which will be approximately 30 lines in length and Part b is focused on how a theme from the extract is explored elsewhere in the play. The focus will be on maintaining a critical style and demonstrating an understanding of the relationship between text and the context in which it was written.

Form and technique Motifs Themes

A tragic play (tragedy)

Tragic events presented: ones that deal with suffering, loss and death. Concerned with the downfall of one, usually very important, or high status character. A unity in that it deals with one main plot, in a single location or place and in a time span of twenty four hours. Harmatia

Nature ‘Against the use of nature’ (1.3); ‘Tis unnatural, / Even like the deed that’s done’ (3.4); ‘And his gash’d stabs looked like a breach in nature’ (3.1); ‘Boundless intemperance / In nature is a tyranny’ (4.3)

Ambition The driving force of Macbeth’s life. The tragic hero’s greatest weakness (causing him to fail from grace and inevitably die) is ambition. Macbeth acknowledges his ‘vaulting ambition’ when contemplating the murder of Duncan. Lady Macbeth and the witches influence over Macbeth is strong but his ambition is already there. Banquo, however, does not act on his ambitions

Fate and free will

The play explores the idea of self-fulfillinf prophecy. It’s unclear whether Macbeth has control over his fate.

Stage directions

Instructions to an actor or director on how to perform certain lines.

Sleep ‘Nature seems dead, and wicked dreams abuse / The curtain’d sleep’ (2.1); ‘There’s one did laugh in’s sleep, and one cried ‘Murder!’ (2.2)’ ‘Macbeth does murder sleep’ (2.2); ‘A great perturbation in nature, to receive at once the benefit of sleep and do the effects of watching!’ (5.1)

Supernatural Witchcraft has four functions in the play: it exposes the evil hiding within Macbeth; it directs his evil to particular deeds; it highlights the forces of evil at work in the world; and it creates a powerful atmosphere. The first characters we meet, the witches set the evil scene for everything to come. Witches know they will tell Macbeth something that will prey on his mind. The witches’ knowledge is like a drug to Macbeth. He is hooked on them from the start. Banquo warns against trusting supernatural knowledge but Macbeth will not listen. Macbeth has supernatural visions – the dagger and Banquo’s ghost. When Lady Macbeth calls on the dark forces she is asking demon spirits to possess her mind and body so that all her human pity can be removed. Banquo resists the temptation to force the prophecy. Supernatural is opposite of natural.

Harmatia A fatal flaw leading to the downfall of a tragic hero or heroine. Macbeth’s harmatia is ambition.

Rhyme A correspondence of sound between words or the ending of words, especially at the ends of lines of poetry. The witches olften speak in rhyme adding to the supernatural effect of creating spells.

Dialogue A conversation between two or more people. Light and dark

‘Stars, hide your fires; let not light see my black and deep desires’ (1.4); ‘that darkness does the face of earth entomb, / When living light should kiss it?’ (4.2); ‘Come, seeling night, / Scarf up the tender eye of pitful day’ (3.2)

Order and chaos

Macbeth opens with the chaos of war. In the course of the play, the audience witnesses destruction, murder and oppression. The world is turned upside down, and unnatural and cruel events become commonplace as Macbeth’s violent journey turns him into Scotland’s tyrant. However, it also begins and ends with a good king so it is also a play about order and restoration. Shakespeare was fascinated by kingship and the importance of the king to the health of the country and many critics believe he was sending a message to his own king.

Hubris Excessive pride or self-confidence. Macbeth is overfilled with ambition and arrogance, he allows his hubris to think he would be able to kill the King without penalty.

Soliloquy When a character speaks their thoughts aloud directly to an audience and without the presence of any other characters. Macbeth’s soliloquies reveal his thoughts as he considers whether to kill King Duncan.

Dreams ‘Art thou not, fatal vision, sensible / To feeling as to sight?’ (2.1); ‘Hence, horrible shadow! Unreal mockery, hence!’ (3.4); ‘Wash your hands; put on your nightgown; look not so pale! I tell you yet again, Banquo’s buried.’ (5.1)

Good and evil The play is about the evil humans are capable of showing towards one another. The play also explores the idea of supernatural evil. E.g. the Witches’ influence on Macbeth proves to be devestating. These creatures haunt the play, summoning foul weather and foul visions, infecting the story with a darkk and sinister atmosphere. Many evil crims are committed, including several murderes. There are many examples of goodness and charavcters who show honour and loyalty, e.g. Banquo.

Aside A remark in a play that is intended to be heard by the audience but is supposed to be unheard by the other characters in the play. Macbeth steps aside when talking to Banquo as he does not want Banquo to know he is thinking of committing regicide.

Blood ‘Make thick my blood’ (1.5); ‘And on thy blood and dungeon gouts of blood…/It is the bloody business which informs thus to mine eyes’ (2.1); ‘Will all great Neptune’s ocean was this blood clean from my hand?’ (2.1); ‘Here’s the smell of blood still.’ (5.1)

Revenge Contrasted with the idea of justice. When Duncan asks whether the traitorous Cawdor has been executed, he is asking for justice. Macbeth’s execution of Duncan’s guards is not an example of justice even though Macbeth claims to act in revenge for Duncan’s murder. When Banquo’s ghost appears, apparently seeking revenge for his death, Macbeth notes that Blood will have blood. Later, when Macbeth summons the witches, the ghost of Banquo ‘smiles’ at him, implyign that his revenge is complete and that his descendants will be kings.

Dramatic irony

A situation, or the irony, arising from a situation, in which the audience has a fuller knowledge of what is happening in a drama than a character does. When Ducan visits Macbeth’s castle, he describes the air as ‘pleasant’ when the audience know he is going to be killed.

Children ‘Your children shall be kings’ (1.3); ‘And pity, like a naked new-born babe,’ (1.7); ‘I have given suck, and know / How tender ‘tis to love the babe that milks me’ (1.7); ‘He has no children. All my pretty ones?’ (4.3)

Masculinity and feminity

Macbeth is accused of being unmanly (and defends himself). Lady Macbeths asks to be unsexed (having talked about babies, breastfeeding and infanticide). Banquo comments that the Witches have beards. The Witches worship a goddess.

Peripetisis A suddent revesal of fortune. After the murder of Duncan. Lady Macbeth shows Macbeth that water will cleanse him of the deed. However, later on in the play, it is Lady Macbeth who cannot get the blood off her hands.

Appearance and reality

Things are rarely as they seem. From the first scene (‘Fair is foul, and foul is fair’) the idea that the natural order of things cannot be trusted is fixed in our minds. Characters are deceitful and hypocritical – they tell lies. E.g. Lady Macbeth offers Duncan a warm welcome to her home when she is planning to kill him. In addition to this, several characters in Macbeth experience visions, and the boundaries between dreams and reality is blurred as natural, unnatural and supernatural events unfold.

Catharsis Cleansing of emotions – especially pity and fear. At the end of the play Macbeth says ‘…a poor player / That struts and frets his hour upon the stage / And then is heard no more. It is a tale / Told by an idiot, full of sound and fury, / Signifying nothing.’ (5.5)

Characters:

Macbeth Defeats the armies of the rebellion against King Duncan; meets three witches who prophesy that he will be king; plots with his wife to murder Duncan and assume the throne; arranges for his friend, Banquo, to be murdered in fear of the witches’ prediction that Banquo’s children will be kings; has Macduff’s family killed on the basis of further prophecies; is cornered by English and Scottish forces and killed in single combat by Macduff.

Anagnorisis A moment in a play when a character makes a critical discovery. When Macbeth discovers Macduff was not born of a woman that is an anagnorisis

Lady Macbeth

Invokes the powers of evil to help her influence her husband to commit murder and treason; subsequently acts the perfect hostess to the king in a false display of duty and affection; is an accomplice in the murder and in establishing an alibi in the form of Duncan’s guards; uses quick thinking and presence of mind to save Macbeth from admitting his guilt to the thanes when Banquo’s ghost appears at their banquet; is increasingly isolated from her husband and begins to sleep walk; is obsessed with nightmares of her actions and finally commits suicide

Rhyme A correspondence of sound between words or the ending of words, especially at the ends of lines of poetry. The witches often speak in rhyme adding to the supernatural effect of creating spells.

King Duncan

Listens to reports of Macbeth’s actions in battle and praises his courage; decrees that Macbeth will have the title when he learns that the Thane of Cawdor has been treacherous; praises Banquo for his worthiness and makes Malcolm heir to his throne; visits the Macbeths at Dunsinane and greets Lady Macbeth warmly; sends Banquo with a diamond as a gift for Lady Macbeth; is murdered by Macbeth

Banquo Helps defeat the enemies of King Duncan in battle; receives prophecies from the witches along with Macbeth; warns Macbeth against trusting the prophecies; suspects something before and after the murder; is assassinated at Macbeth’s orders while out riding with his son Banquo; appears as a ghost to Macbeth and disrupts his celebrations; appears as an apparition in the witches’ cave, confirming that his offspring will become future kings of Scotland and more.

The Witches

Seem evil and appear to provide information about the future. This destabilises the present by tempting Macbeth

Macduff Discovers Duncan’s murder; suspects Macbeth’s guilt and refuses to attend his coronation. Macbeth starts to fear him; abandons his castle and flees to England without his family. His family are murdered in his absence; hunts out and kills Macbeth in single combat.

Lady Macduff

The brave wife of Macduff. She does not run away, despite warnings. She is murdered with her son by criminals sent by Macbeth. Lady Macduff embodies the qualities of a loving mother and wife.

Malcolm Son of King Duncan and heir to the throne. He fears being falsely framed for murdering Duncan and flees to England. Later he returns with an English army to reclaim the throne. Malcolm outlines true kingly virtues to Macduff and replaces Macbeth as king.

Key scenes: Key quotations: Context: 1.1 Three witches meet on the heath Fair is foul and foul is fair (1.1) The Great

Chain of Being

In Shakespeare’s time people believed that authority was derived from God, in a great chain of being. God was at the top then came angels, mankind, animals, birds, fish and so on. In the human order the king was supreme. Males were above females. It was believed that kings were appointed by ‘divine right’ and were anointed by God. Challenging one’s place in society disrupted the chain and could lead to terrible chaos. People were expected to respect their positon in the hierarchy. Those who accepted their given place would be rewarded in heaven.

1.2 Macbeth and Banquo - brave soldiers M+B – brave soldiers: ‘O valiant cousin! Worthy gentleman!’ / ‘as sparrows, eagles, or the hare, the lion’ / ‘as

cannons overcharged with double cracks (1.2) / ‘This tyrant whose sole name blisters our tongue was once thought honest (4.3)

1.3 The witches meet Macbeth and Banquo. Macbeth becomes Thane of Cawdor

1.4 Duncan meets with Macbeth and plans to meet him at the castle.

The witches: ‘What are these so / So withered and wild in their attire, / That look not like th’inhabitants o’th’earth’ / ‘You should be women, / And yet your beards forbid me to interpret that you are so’ (1.3)

1.5 Lady Macbeth’s letter. Lady Macbeth convinces Macbeth to kill King Duncan.

The prophecies: ‘All hail Macbeth! Hail to thee, Thane of Glamis! / Thane of Cawdor! / that shalt be king hereafter!’ / ‘Lesser than Macbeth, and greater’ / ‘Why do you start, and seem to fear / Things that do sound fair’ / ‘What can the devil speak true?’ / ‘The greatest is behind us’ / ‘This supernatural soliciting / Cannot be ill, cannot be good’ / ‘My thought, whose murder yet is but fantastical / Shakes so my single state of man that function is smothered in surmise’ / ‘Look how our partner’s rapt’ (1.3) / ‘beware Macduff’ / ‘for none of woman born / Shall harm Macbeth’ / ‘until Birnam wood to high Dunsinane hill / Shall come against him.’

1.6 Duncan arrives at Macbeth’s castle

1.7 Macbeth’s soliloquy. Macbeth tells Lady Macbeth he will not murder Duncan. She convinces him to go ahead with the murder.

Light and dark: Stars hide your fires / Let not light see my black and deep desires (1.4) / ‘Come, thick night, / And

pall thee in the dunnest smoke of hell, / That my keen knife see not the wound it makes’ (1.5) ‘There’s husbandry in heaven / Their candles are all out.’ (2.1) ‘Out, out, brief candle! / Life’s but a walking shadow, a poor player / That struts and frets his hour upon the stage / And then is heard no more (5.6)

King James I

Macbeth was written between 1603 and 1606 which coincides with the accession of James the Sixth of Scotland to the English throne, as James the First of England. The play appeals to many of the king’s interests: it echoes his fascination with the supernatural (witches and prophecies); it compliments him by making his ancestor, Banquo, a hero in the play. King James had survived an assassination attempt, so the questions about the role of the monarchy and the duties of their subjects that this play explored would have been pertinent.

2.1 Banquo and Macbeth talk briefly about the witches. Macbeth sees a dagger in front of him.

Ambition: ‘Thy nature, It is too full o’th’ milk of human kindness’ / ‘that I may pour my spirits in thine ear’ / / Make thick my blood, / Stop up th’access and passage to remorse’ / ‘Look like th’ innocent flower, / But be the serpent under’t’ (1.5)

M+LM relationship: ‘Greater Glamis, worthy Cawdor’ / ‘My dearest love’ (1.5) ‘Why do you keep alone?’ / ‘Be

innocent of the knowledge, dearest chuck’ (3.2)

2.2 Macbeth murders King Duncan. Macbeth’s guilt is apparent. Lady Macbeth feels no guilt.

Dramatic irony: ‘This castle hath a pleasant seat’ / ‘See, see, our honoured hostess’ / ‘Conduct me to mine hostL we love him highly’ (1.6) ‘Who’s there? / A friend’ / ‘I dreamt last night of the three sisters… / I think not of them (2.1) ‘Fail not our feast’ (3.1)

Witches and the supernatural

During Shakespeare’s time, witches were associated with dark and death. In Christian countries they were thought to be the agents of Satan going about their business at night where they were believed to gather near graves to conduct their evil rites and make poisons. In 1597, King James I wrote a book entitled Demonology. In 1604 witchcraft became a capital offence. Evidence of a relationship with evil spirits condemned a suspect to death by hanging, burning or drowning. It was believed that witches could see into the future; that they could create storms, hail, thunder and lightning; stop the sun and change night into day and day into night. In order to work their charms they would open graves and steal parts of the bodies to make potions. Witches could call up the dead.

2.3 Duncan’s dead body is discovered. M doubts: ‘If the assassination / could trammel up the consequence and catch with his surcease, success, that buit this blow / Might be the be-all and the end-all’ / ‘He’s here in double trust: / First, as I am his kinsman and his subject…then, as his host / who should against his murderer shut the door’ / ‘hath borne his faculties so meek, hath been so clear in his great office’ / ‘I have no spur to prick the sides of my intent, but only / Vaulting ambition which o’erleaps itself’ (1.7)

2.4 Macbeth becomes king.

3.1 Macbeth questions Banquo. He plans his murder.

3.2 Lady Macbeth and Macbeth talk. LM’s attack: ‘Was the hope drunk wherein you dressed yourself? Hath it slept since?’ / Art thou afeard / To be the same in thine own act and valour / As thou art in desire?’ / ‘And live a coward’ / ‘When you durst do it, then you were a man’ / ‘I have given suck and know how tender ‘tis to love the babe that milks me: I would, while it was smiling in my face / Have plucked my nipple form his boneless gums / And dashed the brains out, had I so sworn / As you have done.’

3.3 Banquo is murdered.

3.4 The banquet and Banquo’s ghost.

3.5 Hecate

M before the murder: ‘Is this a dagger I see before me?’ / ‘It is the bloody business which informs mine eyes’ / ‘Nature seems dead’ / ‘..wicked dreams abuse / the curtained sleep’ (2.1)

Adam and Eve

The role of Lady Macbeth and Eve as temptress. Lady Macbeth goes to great extents to make sure Macbeth goes through with the murder. Eve, in comparison, is told that the one rule she and Adam must abide by is not to eat from the Tree of Knowledge. When a serpent tells Eve she will not be punished for doing so, she eats the fruit. The serpent planted the seed into Eve’s head about eating the fruit despite being told not to whilst the witches planted a seed of ambition in Macbeth’s head when they prophesised that he would become king.

3.6 Lennox shares his suspicions about Macbeth.

M+LM reactions after murder: ‘This is a sorry sight. / A foolish thought to say a sorry sight’ / ‘I could not say ‘Amen’ / When they did say ‘God bless us.’ / ‘Consider it not so deeply’ / ‘Methought I heard a voice cry, ‘Sleep no more / Macbeth does murder sleep’ / ‘Go get some water / And wash this filthy witness from your hand. / Why did you bring these daggers from the place?... Go carry them and smear / The sleepy grooms with blood.’ / ‘I am afraid to think what I have done’ / ‘Infirm of purpose!’ / ‘Will all great Neptune’s ocean wash this blood / clean from my hand?’ / ‘My hands are of your colour, but I shame / To wear a heart so white.’ (2.2)

4.1 The witches share three prophecies as well as sharing a vision of Banquo.

4.2 Macbeth has Macduff’s wife and children murdered.

Gender: ‘Unsex me here’ (1.5) / ‘The repetition in a woman’s ear / Would murder as it fell’ (2.3)

4.3 Malcolm puts Macduff to the test. Banquo: ‘Thou hast it now – King, Cawdor, Glamis, all / As the weird women promised, and, I fear / Thou play’dst

most foully for’t. (3.1)

5.1 Lady Macbeth’s sleepwalking. M’s concerns about Banquo: ‘To be thus is nothing, but to be safely thus’ / ‘He hath a wisdom that doth guide his valour’ / ‘There is none but he / Whose being I do fear’ / ‘Thence to be wrenched with an unlineal hand’ (3.1) / ‘Both of you / Know Banquo was your enemy’ (3.1) ‘Is he dispatched?’ / ‘Thou art the best o’th’cut-throats’ / ‘Then comes my fit again’ / ‘But now I am cabined, cribbed, confined, bound in to saucy doubts and fears’ / ‘There the grown serpent lies; the worm that’s fled’

The role of Women

Society, at the time, was patriarchal. Women were regarded as the ‘weaker sex’ and it was believed that they always needed someone to look after them. If they were married, their husband was expected to look after them. If they were single, then their father, brother or another male relative was expected to take care of them.

5.2 The rebels

5.3 Macbeth is fearless.

5.4 Great Birnam wood rises M’s guilt: ‘We have scotched the snake, not killed it’ / ‘O, full of scorpions is my mind, dear wife!’ (3.1) ‘’never shake thy gory locks at me’ / ‘My lord is often thus’ / ‘O proper stuff!’ / ‘Shame itself’ / ‘What, quite unmanned in folly?’ / ‘The time has been / that when the brains were out, the man would die, / And there an end. But now they rise again.’ / ‘I pray you, speak not, he grows worse and worse.’ / ‘It will have blood they say – blood will have blood’ (3.4)

5.5 Lady Macbeth is dead War of the worlds

A century earlier, Englad had suffered under the massive disorder of the War of the Roses. Civil disorder was now seen as the ultimate disaster, and also an ungodly state.

5.6 Malcolm prepares for battle

5.7 Macbeth kills young Siward Personification of the land: ‘Bleed, bleed, poor country!’ / ‘It weeps, it bleeds; and each new day a gash / Is added to her wounds.’

The Gunpowder Plot

The play was first performed not long after the Gunpowder plot. Shakespeare shows the murderers of a king tormented by their own guilt and driven to their doom. 5.8 Macduff kills Macbeth.

LM’s guilt: ‘Yet here’s a spot’ / ‘Out, damned spot! / ‘What, will these hands ne’er be clean?’ / ‘All the perfumes of Arabia will not sweet this little hand’ (5.1)

5.9 Malcolm is crowned king. M prepares for battle: ‘I have almost forgot the taste of fears.’

Food Preparation & Nutrition – Food preparation task

Year 9 Term 5 Knowledge Organiser

Research Planning Preparing Cooking

Gathering previous knowledge and collecting new information related to the task.

Finding & selecting appropriate ingredients, techniques and recipes.

Using skills in weighing, measuring and knife work to combine and mix ingredients.

Using skills to demonstrate a variety of cooking techniques.

Nutritional properties Sensory Properties Costings Evaluation

Identifying the nutrients present in a dish.

Identifying the taste, texture, aroma and appearance of a dish.

Workings to show the cost per recipe and the cost per portion of a dish.

Summarising the advantages and disadvantages of a dish in relation to the nutritional, sensory and cost properties.

Target Market Life stage Product developer Food Manufacturer

Specific demographic group (age, gender, lifestyle etc.) that a product is targeted at.

Phases of development that people go through in their life.

A job role that involves adapting recipes to suit specific markets, costs or dietary needs

A company that produces food products in quantity.

Market research Quality Control Profitability Adaptations

A method of research that gathers information from existing sellers of that product.

Methods of ensuring that every batch of a product is produced exactly the same.

Whether or not a product is profitable i.e. makes money

Changing a recipe to improve its’ nutritional or sensory properties or reduce its cost.

Bread making – key concepts Yeast Kneading

https://www.bbcgoodfood.com/videos/techniques/how-make-bread

Needs food, warmth, time and moisture to reproduce

Method of pushing and pulling a dough to develop gluten and improve

structure of product

Short crust pastry making – key concepts Half fat to flour Rubbing in

https://www.bbcgoodfood.com/recipes/2983/basic-shortcrust-pastry

Ratio required to produce short crumbly pastry.

Method that enables fat molecules to coat the flour molecules and prevent water being absorbed and limit the

development of gluten.

Food Preparation and Nutrition – Technical skills

Year 9 Term 6 Knowledge organiser

Cake making methods Pastry making methods

Creaming Fat & sugar first Victoria Sandwich Shortcrust Half fat to flour – rubbing in Quiche

Whisking Eggs & sugar first Swiss Roll Rough Puff 1:1 - Folding & laminating Sausage rolls

Melting Sugar/syrup in a saucepan Gingerbread Choux Melting method then baking Profiteroles

Rubbing in Fat & flour first scones

Basic cake recipe Basic shortcrust pastry recipe Basic White sauce recipe Basic Ragu sauce

Ingredients 100g sugar, 100g fat, 100g SR flour, 2 eggs, 1 tsp vanilla extract, 1 tsp baking powder

200g plain flour, 100g fat, 2-3 tbsp water

25g fat, 25g plain flour, 250ml milk, (75g cheese)

1 onion, 1 garlic, 1 tbsp oil, 1 tin chopped tomatoes, herbs & spices

Method Cream together fat & sugar. Sieve in a little flour, add some beaten egg and mix well. Repeat until all is added. Mix in baking powder and vanilla extract. Place in greased tin or paper cake cases and bake.

Rub in fat to flour until resembles breadcrumbs. Add just enough water slowly to bring together into a dough. Wrap in clingfilm and chill for at least 20 mins. Roll out on a floured work space to desired thickness and shape.

Place fat, flour and milk into a saucepan. Heat slowly, stirring continuously. As sauce thickens and gelatinisation occurs, reduce heat and add flavourings such as cheese.

Prepare onion – peel and dice into small pieces. Prepare garlic – peel & crush. Add oil to saucepan and gently sauté onion & garlic. Add chopped tomatoes, herbs and spices. Simmer until desired consistency reached.

Notes Salmonella risk, two thirds of cooking time should have elapsed before opening oven door.

“Short” = crumbly = better quality Blind bake to prevent a soggy bottom.

Roux method – add fat & flour to saucepan, heat and mix until a roux is formed. Slowly add liquid, stirring vigorously.

Keep root of onion intact to prevent eyes watering.

Test for readiness

When cake springs back without leaving a dent.

When golden brown and texture has become drier.

Smooth thick sauce viscous enough to coat back of spoon.

Other techniques; Fold in, shoot in, egg separating, using a Bain Marie, kneading.

Climate Change

What is Climate Change?

Climate change is a large-scale, long-term shift in the planet's weather patterns or average

temperatures. Earth has had tropical climates and ice ages many times in its 4.5 billion years.

Quaternary geological period

The quaternary period is the last 2.6 million years.

During this period temperatures have always

fluctuated. The cold ‘spikes’ are the glacial periods,

whereas the warm points are the interglacial periods.

Today’s temperature is higher than the rest of the

period. Despite alternate cold and warm moments

within this period, global temperatures have increased

above average in the past 100 years. This current trend

is what's become know as global warming.

Evidence for climate change

Earth’s temperature has changed over the last 2.6 million years. Scientist know

this by collecting a range of evidence that is trapped or stored in the environment

around us.

Geological fossil

evidence

Plants and animals fossils/remains which favour certain

environmental conditions have been found in

contractionary conditions, thus suggesting periods of a

warmer and colder time. E.g. Mastodon in USA.

Ocean Sediment Layers of sediment that has built up over time have

provided scientist trapped oxygen isotopes. Scientist

have used them to calculate and understand that

atmospheric temperature have indeed changed.

Ice Cores Ice cores are made up from different layers that each

represents a different historical time. By exploring the

water molecules of these cores, scientist have

calculated fluctuating temperatures of the atmosphere.

Historical records Historical records from ancient cave paintings, diaries

and written observations have provide evidence of

climate change through personal accounts from the

people through them.

Past Evidence: The Little Ice Age (1300-1870)

The Little Ice Age was a period of cooling that occurred after the Medieval Warm

Period in parts of Europe and North America. Impacts included…

1. Price of grain increased and vineyards become unproductive.

2. Sea ice engulfed Iceland and the sea force around parts f the UK. Frost Fairs

were held on rivers such as the River Thames.

3. People suffered from the intense cold winters as food stock were limited.

Recent Evidence for climate change.

In the past 100 years, scientists have become pretty good at collecting

accurate measurements from around the world. These measurements

have suggested a trend that the climate is yet again changing.

Global

temperature

data

Evidence collected by NASA suggests average

global temperatures have increased by more than

0.6°C since 1950.

Ice sheets

and glaciers

Evidence from maps and photos have shown many

of the world’s glaciers and ice sheets are melting.

E.g. the Arctic sea ice has declined by 10% in 30

years.

Sea Level

Change

Evidence from the IPCC has shown that the

average global sea level has risen by 10-20cms in

the past 100 years. This is due to the additional

water from fresh water ice and thermal expansion of

the ocean due to higher temperatures.

Retreat of the Columbia Glacier, Alaska, USA

Located in southern Alaska, it flows 50km to the sea.

The glaciers has been retreated by 16km and has lost

half of its thickness in the last 30 years. Scientist

believed this is due to global warming, which if continued

will contribute towards continued sea level rises.

Evidence of natural change

Climate change has occurred in the past without human ever being present. This suggests

that there are natural reasons for the climate to change.

Milankovitch

cycle

Milutin Milankovitch argued that climate change was linked to the

way the Earth orbits the Sun, and how it wobbles and tilts as it does

it. There are three ideas that are thought to change climate.

1. Eccentricity: Changes in the shape of Earth’s orbit.

2. Obliquity: Changes in how the Earth tilts on its axis.

3. Precession: The amount the Earth wobbles on its axis.

Sun Spots Dark spots on the Sun are called Sun spots. They increase the

amount of energy Earth receives from the Sun.

Volcanic

Eruptions

Volcanoes release large amounts of dust containing gases. These

can block out sunlight and results in cooler global temperatures.

Natural Greenhouse Effect

The Earth is kept warm by a natural process called the

Greenhouse Effect. As solar radiation hits the Earth,

some is reflected back into space. However, greenhouse

gases help trap the sun’s radiation. Without this process,

the Earth would be too cold to support life as

temperature would average as -18°C instead of +15°C.

Enhanced Greenhouse Effect

Recently, there has been an increase in humans burning

fossil fuels for energy. These fuels (gas, coal and oil)

emit extra greenhouse gases. This is making the Earth’s

atmosphere thicker, therefore trapping more solar

radiation but causing less to be reflected. As a result, our

Earth is becoming warmer.

Greenhouse Gases

Most greenhouse gases occur naturally. Some greenhouse gases have

greater potential to increase global warming than occurs as different

gases trap and absorb different amounts of radiation.

Carbon

dioxide

Accounts for 60% of the enhanced greenhouse

gases. It is produced by burning fossil fuels through

producing electricity, industry, cars and

deforestation.

Methane Accounts for 15% of the enhanced greenhouse

gases. 25x more efficient than Carbon dioxide.

Produce from landfills, rice and farm animals.

Halocarbons Human made and makes a tidy proportion of all

greenhouse gases. 15000x more efficient at trapping

radiation than Carbon dioxide. Produced from air-

conditioning, refrigerators and aerosols.

Nitrous

Oxide

Accounts for 6% of the enhanced greenhouse effect.

250x more efficient than Carbon dioxide. Produced

from fertilisers and car exhausts.

The CO2 and Global temperatures

The rate of carbon dioxide and increase in global

temperatures is strong. Scientist agree that this

increase is cause by human activity.

Whose responsible?

LIDCs Countries in Africa, such as Kenya,

emit low levels of carbon dioxide.

This is due to these countries not

being industrialised or having a

population wealthy enough to

consume lots of energy

EDCs Countries such as China and India

are increasingly more industrialised

and therefore are emitting more

carbon dioxide. These increasing

population sizes and steadily

increasing wealth mean more

energy is being consumed.

ACs Countries such as the USA and UK

are industrialised with a wealthier

population that enjoy lifestyles

which required a large consumption

of energy.

Not what is seems

Although China is

responsible for the

highest amount of

carbon emission, 1.4

billion people do live

there. However, per

person, the USA

(320 million) actually

contributes far more

CO2 emissions.

Paper 1: Section A - Knowledge Organiser

What is Climate Change?

What is the quaternary period?

What evidence is there for climate change?

Past Evidence: The Little Ice Age (1300-1870)

What’s the recent evidence for climate change?

Global

temperature

data

Ice sheets

and glaciers

Sea Level

Change

Retreat of the Columbia Glacier, Alaska, USA

What’s the evidence of natural climate change?

Milankovitch

cycle

Sun Spots

Volcanic

Eruptions

What is the natural Greenhouse effect?

What is the enhanced Greenhouse effect?

What are Greenhouse Gasses?

Carbon

dioxide

Methane

Halocarbons

Nitrous

Oxide

CO2 and Global temperature link

Whose responsible?

LIDCs

EDCs

ACs

Not what is seems

Climate Change Paper 1: Section A - Knowledge Organiser

Global impacts of climate change

The impact of rising temperatures is affecting the world socially,

economically and environmentally in several potential problematic ways.

Extreme Weather Climate is causing more unpredictable and severe

weather events. This includes more frequent and

powerful tropical storms; more extreme heatwaves

and lasting droughts. E.g. Typhoon Haiyan 2013

Rising sea levels Sea levels have risen by 20 cm since 1901. due to

thermal expansion, melting glaciers and ice caps.

Some coastal countries are now disappearing such

as the Maldives in the Indian Ocean.

Food supply Warmer temperatures and changing rainfall will

make it harder to produce a reliable source of food

to sustain a rising global population. E.g. In 2011,

Russia banned crop exports after a incline in yield.

Plants and

Animals

About a quarter of animals and plants on Earth

could become extinct. With warmer temperatures

and changing rainfall environments will no longer be

able to provide for the world’s fragile ecosystems.

Disease and

Health

Warmer temperatures will increase the spread of

infectious diseases like malaria. In addition, more

frequent floods could cause more waterborne

disease such as dysentery.

Water Supply People need freshwater to drink but with 1 billion

people predicted to not have excess to enough

water by 2025 due to climate change, this might

cause several social, economic and environmental

problems. E.g. fishing, irrigation and sanitation.

Climate refugees Climate refugees are people who are forced to leave

their home due to the impact of climate change.

This can be due to sea level rises or extreme

weather conditions such as drought.

Rising Sea Levels: Tuvalu

Tuvalu is a group of tiny islands in the South Pacific. Most islands are low-

lying with the highest point being 4.5m above sea level. Population is

11,000 people and the economy relies mainly from exporting copra.

Impacts from climate change

Social Economic Environmental

- Water supply due to

droughts becoming

more common.

- Wells are becoming

polluted by seawater.

- High tides are

starting to threaten

homes and roads.

- Increased levels of

salinization affecting

soil for agriculture.

- Coastal erosion is

destroying productive

farmland.

- Main runway

threaten by flooding.

- Ocean acidification

is reducing fish stocks

around the island.

- Warmer

temperatures are

destroying fragile

ecosystems such as

coral reefs.

Management

• Campaigning internationally for a reduction in carbon emissions.

• Migration to safer islands off the coast of New Zealand.

• Low sea walls have been constructed to prevent erosion and flooding.

• Japan supporting coral reef restoration by introducing new species to

damaged reefs.

Extreme Weather: Somerset Levels Flooding, 2014

Prolonged heavy rainfall was one factor that led to the flooding in the Somerset levels

in winter 2013/14. The area is flat, low-lying land and is mostly used for farming. The

River Parrett hadn’t been dredged in 20 years and January 2014 was the wettest

January on records.

Impacts from of the Somerset Levels Flooding:

Social Economic Environmental

- - 600 homes

destroyed

- Major roads cut

off/blocked

- 26 farms were

evacuated

- 1,000 livestock has

to be evacuated

- Over 14,000

hectares of

agricultural land was

underwater for 3-4

weeks

- Floodwaters were

heavily contaminated

with sewage and

other pollutants

including oil and

chemicals

Management

• Repair leaking pipes to decrease water waste.

• Introduction of more natural gas to sustain energy demands.

Negative impacts of climate change for the UK

Coastal Flooding Extreme Rainfall

• Vulnerable low

lying areas

could flood

homes and

infrastructure.

• Increase of

coastal erosion.

• Damage to the

economy.

• Increase in

extreme flash

floods.

• Flood damage

to homes and

businesses.

• Soil

contaminations

on farmland.

Water Shortages Extreme Heat

• Farmers will

find it difficult to

irrigate land.

• Water

restrictions, with

London being

worst affected.

• Warmer

weather can

increase health

problems.

• Infectious

diseases such

as malaria

might spread.

Positive impacts of climate change for the UK

Tourism Environment

• More people likely to

take holidays within the

UK.

• The economy could be

boosted: helping to

create new jobs.

• More outdoor events

could become

common.

• New wetlands from

coastal flooding

could become

established.

• New wildlife and

plants could be

drawn to the UK’.

Farming Industry

• Agriculture productivity

may increase under

warmer conditions.

• Farmers could

potentially grow new

foods used to warmer

climates.

• Heating cost will fall.

• Construction industry

will be boosted by

the need to build sea

defences.

• New designs

produced to cope

with conditions.

Climate change management:

Paris Agreement 2015

Paris climate conference involved 195

countries making a legally binding global

climate deal. This agreement objective is

to limit global warming to below 2°C. The

aims of this objective are…

• Limit emissions to pre-industrial

levels.

• Meet every 5 years to set new

targets.

• Communicate plans to the public.

• Provide support to developing

countries at reducing emissions.

Impacts of climate

change on the UK.

The UK’s climate is

also changing. It is

expected to…

• Increase in average

temperature.

• Have warmer, but

wetter winters.

• Have warmer and

drier summers.

However, not all the

impacts to the UK will

be negative, there are

clear benefits for a

changing climate.

Climate Change Paper 1: Section A - Knowledge Organiser

What are the global impacts of climate change?

Extreme Weather

Rising sea levels

Food supply

Plants and

Animals

Disease and

Health

Water Supply

Climate refugees

Rising Sea Levels: Tuvalu

Impacts from climate change

Social Economic Environmental

.

Management

Extreme Weather: Somerset Levels Flooding, 2014

Impacts from of the Somerset Levels Flooding:

Social Economic Environmental

Management

Negative impacts of climate change for the UK

Coastal Flooding Extreme Rainfall

Water Shortages Extreme Heat

Positive impacts of climate change for the UK

Tourism Environment

Farming Industry

Climate change management:

Paris Agreement 2015

Impacts of climate

change on the UK.

Climate Change Paper 1: Section A - Knowledge Organiser

Global pattern of air circulation

Atmospheric circulation is the large-scale movement of air by which heat is distributed on the surface of the Earth.

Hadley cell

Largest cell which extendsfrom the Equator to between 30° to 40° north & south.

Ferrelcell

Middle cell where air flows poleward between 60° & 70°latitude.

Polar cell

Smallest & weakness cell that occurs from the poles to the Ferrel cell.

High and Low Pressure

Low Pressure

High Pressure

Caused by hot air rising.

Causes stormy, cloudy

weather.

Caused by cold air sinking.

Causes clear and calm weather.

Distribution of Tropical Storms.

They are known by many names, including hurricanes (North America), cyclones (India) and typhoons (Japan

and East Asia). They all occur in a band that lies roughly 5-15ͦͦͦ

° either side of the

Equator.

Formation of Tropical Storms

1The sun’s rays heats large areas of ocean in the summer and autumn.

This causes warm, moist air to rise over the particular spots

2Once the temperature is 27⁰, the rising warm moist air leads to a low pressure. This eventually turns into a thunderstorm. This causes air

to be sucked in from the trade winds.

3With trade winds blowing in the opposite direction and the rotation of earth involved (Coriolis effect), the thunderstorm will eventually

start to spin.

4When the storm begins to spin faster than 74mph, a tropical storm

(such as a hurricane) is officially born.

5With the tropical storm growing in power, more cool air sinks in the centre of the storm, creating calm, clear condition called the eye of

the storm.

6When the tropical storm hits land, it loses its energy source (the

warm ocean) and it begins to lose strength. Eventually it will ‘blow itself out’.

Changing pattern of Tropical Storms

Scientist believe that global warming is having an impact on the frequency and strength of tropical storms. This may be due to an

increase in ocean temperatures.

Case Study: Typhoon Haiyan 2013

CausesStarted as a tropical depression on 2rd November 2013 and gained

strength. Became a Category 5 “super typhoon” and made landfall on the Pacific islands of the Philippines.

Effects• Almost 6,500 deaths.• 130,000 homes destroyed.• Water and sewage systems

destroyed had causeddiseases.

• Emotional grief for dead.

Management• The UN raised £190m in aid.• USA & UK sent helicopter

carrier ships deliver aid remote areas.

• Education on typhoon preparedness.

Management of Tropical Storms

EducationTeaching people about what to

do in a tropical storm.

PredictionConstant monitoring can help to

give advanced warning of a tropical storm

DevelopmentThe scale of the impacts

depends on the whether the country has the resources cope

with the storm.

Planning Involves getting people and the

emergency services ready to deal with the impacts.

Primary Effects of Tropical Storms

• The intense winds of tropical storms can destroy whole communities, buildings and communication networks.

• As well as their own destructive energy, the winds can generate abnormally high waves called storm surges.

• Sometimes the most destructive elements of a storm are these subsequent high seas and flooding they cause to coastal areas.

Secondary Effects of Tropical Storms

• People are left homeless, which can cause distress, poverty and ill health due to lack of shelter.

• Shortage of clean water and lack of proper sanitation makes it easier for diseases to spread.

• Businesses are damaged or destroyed causing employment. • Shortage of food as crops are damaged.

Case Study: UK Heat Wave 2003

CausesThe heat wave was caused by an anticyclone (areas of high pressure) that

stayed in the area for most of August. This blocked any low pressure systems that normally brings cooler and rainier conditions.

Effect

• People suffered from heat

strokes and dehydration.

• 2000 people died from causes

linked to heatwave.

• Rail network disrupted and crop

yields were low.

Management• The NHS and media gave

guidance to the public.• Limitations placed on water use

(hose pipe ban). • Speed limits imposed on trains

and government created ‘heatwave plan’.

What is Climate Change?

Climate change is a large-scale, long-term shift in the planet's weather patterns or average temperatures. Earth has had tropical climates and ice

ages many times in its 4.5 billion years.

Recent Evidence for climate change.

Globaltemperature

Average global temperatures have increased by more than 0.6°C since 1950.

Ice sheets & glaciers

Many of the world’s glaciers and ice sheets are melting.E.g. the Arctic sea ice has declined by 10% in 30 years.

Sea Level Change

Average global sea level has risen by 10-20cms in the past 100 years. This is due to the additional water from ice and thermal expansion.

Evidence of natural change

Orbital Changes

Some argue that climate change is linked to how the Earth orbits the Sun, and the way it wobbles and tilts as it does it.

Sun Spots Dark spots on the Sun are called Sun spots. They increase the amount of energy Earth receives from the Sun.

Volcanic Eruptions

Volcanoes release large amounts of dust containing gases. These can block sunlight and results in cooler temperatures.

Enhanced Greenhouse Effect

Recently there has been an increase in humans burning fossil fuels for energy. These fuels (gas, coal and oil) emit greenhouse gases. This is making the Earth’s atmosphere thicker, therefore trapping more solar radiation and

causing less to be reflected. As a result, the Earth is becoming warmer.

Managing Climate Change

Carbon CaptureThis involves new technology designed to

reduce climate change.

Planting TreesPlanting trees increase the amount of carbon is absorbed from atmosphere.

International AgreementsCountries aim to cut emissions by signing international deals and by setting targets.

Renewable EnergyReplacing fossil fuels based energy with

clean/natural sources of energy.

The Challenges of Natural Hazards

Weather Hazards

Global pattern of air circulation

Hadley cell

Ferrelcell

Polar cell

High and Low Pressure

Low Pressure

High Pressure

Distribution of Tropical Storms.

Formation of Tropical Storms

1

2

3

4

5

6

Changing pattern of Tropical Storms

Case Study: Typhoon Haiyan 2013

Causes

Effects Management

Management of Tropical Storms

Primary Effects of Tropical Storms

Secondary Effects of Tropical Storms

Case Study: UK Heat Wave 2003

Causes

Effect Management:

What is Climate Change?

Recent Evidence for climate change.

Globaltemperature

Ice sheets & glaciers

Sea Level Change

Evidence of natural change

Orbital Changes

Sun Spots

Volcanic Eruptions

Enhanced Greenhouse Effect

Managing Climate Change

The Challenges of Natural Hazards

Weather Hazards

History knowledge organiser – Year 9 Term 5 Causes and events of the Second World War, 1939-1945

Key skills

A01: Knowledge

A02: Second-order concepts (change and continuity,

similarities and differences, significance).

A03: Analyse and evaluate and use sources.

A04: Analyse, evaluate and make judgements about

interpretations.

Key vocabulary

dictator means a ruler with total power over a country.

communism means a social and economic system where nearly all property and

resources are collectively by a classless society, not by individuals.

Fascism means a political system based on a very powerful leader, state control, and

being extremely proud of country and race. No political opposition is allowed.

democracy means the belief in freedom and equality between people.

The Blitz was the bombing of towns and cities during the Second World War, in 1940

and 1941.

VE-Day was the 8th May 1945 to mark the end of the Second World War in Europe, after Germany’s surrender. VJ-Day was the 15th August 1945 to mark the end of the Second World War completely, after Japan’s surrender.

Key individuals

Benito Mussolini

Vladimir Lenin

Joseph Stalin

Adolf Hitler

Francisco Franco

Josip Broz Tito

Neville Chamberlain

Winston Churchill

Bernard Montgomery

Erwin Rommel

Quiz questions Answers 1. Who was the communist leader of the USSR after the Russian Revolution of 1917? Lenin

2. Who was the fascist dictator of Italy, 1922-1943? Mussolini

3. Who was the communist dictator of the USSR, 1929-1953? Stalin

4. Who was the fascist dictator of Germany, 1933-1945? Hitler

5. Who was the fascist dictator of Spain, 1939-1975? Franco

6. Who was the communist dictator of Yugoslavia, 1953-1980? Tito

7. Which country felt humiliated by the Treaty of Versailles of 1919 Germany because she was blamed for starting the First World War.

8. When was the Great Depression? 1930-33

9. Why did the Great Depression lead to Hitler’s rise to power in Germany in 1933? Germany was borrowing money from the USA, which stopped as a result of the Depression. Hitler seemed the only person in Germany to offer hope to the German people.

10. Who was the British Prime Minister who tried to appease Hitler in September 1938? Neville Chamberlain

11. What was the Nazi-Soviet Pact of 1939? Hitler’s and Stalin’s agreed to both invade Poland to defeat the Poles. Germany from the west and USSR from the east.

12. When did Britain declare war on Germany and why? 3rd September 1939 because Nazi troops had invaded Poland.

13. What does blitzkrieg mean? Lightning war

14. What were the first six months of the Second World War called in Britain and why? Phoney war because Britain was not attacked and life went on as normal for many people.

15. Who became Britain’s Prime Minister after Neville Chamberlain resigned in 1940? Winston Churchill

16. What was the Maginot line? France’s great line of fortifications along the German border.

17. What was ‘Operation Yellow’, 1940? German attack on France, by invading Netherlands, Belgium and Luxembourg

18. What was ‘Operation Dynamo’, 26 May to 4 June 1940? Operation Dynamo was the rescue, by British ships and small boats, of over 300,000 troops from the beaches of Dunkirk in France, as a result of Hitler’s successful ‘Operation Yellow’ pushing British and French troops back to the coast of France.

19. What was the Luftwaffe? The German air force.

20. What was the Battle of Britain, 1940? To prepare for the invasion of Britain, Hitler needed to use the German Luftwaffe to destroy our airfields; the RAF prevented this during the Battle of Britain.

21. What was the Blitz? German bombing of London and other main centres from autumn 1940 until the spring of 1941.

22. What was ‘Operation Barbarossa’ of 1941? Nazi invasion of the USSR.

23. What happened, on USA soil, on 7th December 1941? Japanese attack on Pearl Harbour in Hawaii

24. When did the US bomber, Enola Gay, drop the atomic bomb on Hiroshima? 6 August 1945.

25. When did the Japanese Emperor Hirohito broadcast Japan’s surrender? 15 August 1945

History knowledge organiser – Year 9 Term 6 GCSE Henry VIII and his ministers, 1509-1540

Key skills

A01: Knowledge

A02: Second-order concepts (change and

continuity, similarities and differences,

significance).

A03: Analyse and evaluate and use sources.

A04: Analyse, evaluate and make judgements

about interpretations.

Key vocabulary

Amicable Grant, 1525 an additional, illegal, tax by Wolsey for Henry VIII war with France. Annulment put an end to something, e.g. a marriage. Church with a capital C means the Church as an organisation. church with a small c means the building. Eltham Ordinances, 1525 Wolsey’s attempt to reform the royal household. Enclosures was land enclosed by a fence or hedge. Fifteenths and tenths a tax on moveable goods, 1/15 of value in rural areas, 1/10 in urban. Great Chain of being the social order of God, King, nobles, gentry and commons. Pilgrimage of Grace, 1536-37 religious rebellion against the dissolution of the monasteries. usurper means someone who wrongfully tries to take someone’s place e.g. throne.

Key vocabulary

Parliament made up of the House of Lords (bishops and nobility) and House of Commons. Main role to pass laws requested by the King and approve new taxes for him. Privy Council a group of advisers chosen by the King, selected mainly from the nobility and the Church. Lord Chancellor most important post in Henry VIII’s government. Also most senior judge.

Key individuals

Henry VIII

Thomas Wolsey

Thomas Cromwell

Katharine of Aragon

Anne Boleyn

Jane Seymour

Thomas More

Charles V

Francis I

Cardinal Campeggio

Henry VIII through the years, 1509-1540

1509 c1520 c1530 c1540

Quiz questions Answers

1. Henry VIII was eighteen years old when he became King of England. How had his father, Henry VII, ensured his son had a smooth and successful start to his reign?

Henry VII put in place arrangements for the young Henry VIII. Henry VII chose a Council

to help Henry VIII, including: Sir Thomas Lovell; Archbishop of Canterbury, Warham,

Bishop John Fisher and Thomas Howard.

2. Before Henry VIII could marry Katharine of Aragon what special permission did he need to get and from whom?

A dispensation from the Pope. Spell dispensation.

3. Why did Henry VIII need special permission to marry Katharine of Aragon?

Henry VIII needed a dispensation, from the Pope, in order to marry Katharine of Aragon because she had been married to Henry VIII’s brother, Arthur, previously. It was against the teachings of the Bible to marry your brother’s wife.

4. What title was Henry VIII given, by Pope Leo X on 11th October 1521, which is still found on British coins today?

Fidei Defensor ‘Defender of the Faith’. F.D. or Fid.Def.)

5. Why is Westminster Abbey so important? Westminster Abbey is where English and British monarchs have been crowned since 1066. Also the resting place of 17 of those monarchs.

6. What was the role of the King/monarch? Give 2 examples.

1. The King ruled the country. 2. The King made all decision relating to England’s security. 3. The King decided when to go to war. 4. The King decided who should advise him. 5. The King decided when Parliament should meet.

7. What was the role of the Royal Household? Wealthy people, such as nobles and gentry, who looked after the domestic needs of the King, rather like servants. They were members of the Court.

8. What was the role of the Court? Like the Royal Household, the Court was a group of wealthy nobles and gentry who moved from place to place with the King. A place at Court was a sought-after position. The Court’s function was to entertain the King and offer whatever company he wished and to be a good advertisement for him, especially when foreign guests were visiting.

9. What was the role of the Privy Chamber? The Privy Chamber was at the heart of the household apartments. The gentlemen of the Privy Chamber were chosen by the King and had the closest access to the King and therefore the greatest opportunity to influence him.

10. What was the role the Privy Council? The Privy Council was a group of advisers, chosen by the King. They were usually from the nobility and the Church, plus lawyers and household officers. They gave the King advice and acted as a court, dealing with grievances from individuals that required the direct judgement of the King. The Privy Council could consist of as many as 40 or 50 people, but attendance to these meetings was often much lower.

11. What was the role of the Justices of the Peace? Justices of the Peace (JPs) were responsible for keeping law and order in the local areas.

12. What was the role of Parliament? Parliament was called to meet by the monarch for specific reasons, usually because the King needed to raise extra money through taxation, especially in times of war.

13. Which German monk criticised the Roman Catholic Church?

Martin Luther

Year 9 – Term 5 – Video Editing

Logo Strapline Appropriate ShotCut

A symbol or other small design adopted by an organization to identify its products, uniform, vehicles, etc.

A subsidiary heading or caption that could accompany a logo.

Suitable or proper in the circumstances.

An application used for editing multimedia and creating videos.

Soundtrack WMV Import Export

A recording of the musical accompaniment of a film.

A file extension, which stands for Windows Media Video. This is what you will be creating in your project this term.

This is a tool used to place a piece of multimedia into your project.

This is a tool used to compress your project and turn it into a video file.

Timeline Filter Playlist Properties

A graphical representation of a period of time, on which important events are marked.

An option in ShotCut that allows you to add effects to your video.

A list of multimedia. A list of attributes associated with a file.

Split Trim Edit Multimedia

A tool used to put a break in your video.

A tool used to trim your video files. A term used for making a change to something.

A collection of images, videos and sound files.

Effect Fade Layer Audio

A change, which is a result or consequence of an action or other cause.

Gradually grow faint and disappear. An area for content to be added. Sound, especially when recorded, transmitted, or reproduced.

More information

1. K:\ICT\Video Tutorials\ShotCut – This is where the video tutorials of ShotCut are. 2. K:\ICT\Multimedia\Sound Files – This is where the sound effects and soundtracks are located. 3. http://www.fromtexttospeech.com/ - Use this website to add narration to your trailer. 4. https://recordmp3online.com/ - Use this to add narration to your trailer. 5. XMedia Recode – Software used to convert between file types.

MP4 - A file format created by the Moving Picture Experts Group (MPEG) as a multimedia container format designed to store audio-visual data M4A - A file extension for an audio file encoded with advanced audio coding. MP3 - A means of compressing a sound sequence into a very small file, to enable digital storage and transmission. WMV - A series of video codecs and their corresponding video coding formats developed by Microsoft. It is part of the Windows Media framework.

Year 9 – Term 6 – Python Programming

Python 3.4 Variables High-level Programming Languages Integers

Python is a high-level programming language.

A variable is a ‘container’ used to store data.

This is a programming language that resembles natural human language.

A whole number, i.e. 1, 7, 188.

String Constants Identifiers Shell

A sequence of characters. They can be letters, numbers, symbols, punctuation

marks or spaces.

A ‘container’ that holds a value that never changes. Like variables, constants have unique identifiers.

A unique name given to a variable or a constant. Using descriptive names for variables makes code

much easier to read.

The Shell is a where the program is executed as well as checking for errors in

the program.

IDLE Run Syntax Error Logic Errors

IDLE stands for Integrated Development and Learning Environment which provides the

user with a basic interface of where they can type the program up.

This is the process you will need to take to see if

the program works as intended.

A syntax error means that part of the code breaks the rules of the language, which stops it running.

This is an error which occurs when the logic of a program does not produce the

result you expect.

Runtime Errors Comments Indentation Interface

This is an error which occurs when the computer tries to run code that cannot

execute.

Comments are used to explain what each part of

the program does.

Indentation is where you move the text along to the right, to make it easier to see where each

block of code starts and finishes.

This is a device or a program which enables a user to communicate with a

computer.

PRINT Command in Python 3.4 Variables and Storing data

IDLE SHELL IDLE SHELL

IF and ELIF Conditions

IDLE SHELL

Define Function

IDLE SHELL

Probability is the chance of something happening.All probabilities lie on a probability scale between 0 and 1

Knowledge Organiser - Probability

Evens

Probability can be written as a fraction, decimal or percentage.ExampleAn Even chance can be written as 0.5, 50% or ½

The probability of an event happening is equal to the number of ways an event can happen divided by the total number of possible outcomes.

biasedcalculatecertainchancedecimaldescribeequal chanceequally likelyestimateestimating probabilityeven chanceeventexpectation

experimentexperimental -probabilityfairfifty-fifty chancefractionimpossibleindependentlikelihoodlikelymutually exclusiveno chanceoutcomepercentage

possible outcomesprobabilityprobability scaleprobablerandomrelative frequencysample space diagramtheoretical probabilitytree diagramunfairunlikely

Key Words:

Mutually exclusive events cannot happen at the same time.

Example

What is the probability that a card picked at random from a

standard pack of 52 playing cards will not be an Ace ?

The multiplication lawThis is used to find the probability of two totally independent events to happen.

The addition lawThis is used to find the probability of two mutually exclusive events to happen.

Tree diagramsProbabilities are written on the branches of the diagram and multiplied to give the probability of two events happening.When there is more than one way of obtaining the desired outcome, the probabilities for each way are added together to find the total probability.

ExampleA coin is tossed 3 times.What is the probability that the coin will land:heads up all three times ?tails up twice only ?

0.25unlikely

0.75Likely

https://vle.mathswatch.co.uk/vle/

Username:

Password: maths123

Relationships on Graphs.

Inverse Proportion.

Bob and Alison earn money in the ratio 2 : 5. The difference between their hourly rate is £15.

How much money do they both earn?

Ratio

1) Find the difference between the ratios.5 – 2 = 3

2) Amount divided by the difference in the ratios.£15 ÷ 𝟑 = £5 (One share)

3) Multiply one share by each part of the original ratio. 2 X £5 = £10 (Bob) and 5 x £5 = £25 (Alison)

Reflections:Images/ objects reflected along a line.

MFL Terms 5 & 6 Overview

Year 7 Year 8 Year 9

T E R M

5

Ma zone

Talking abour your town/village Giving directions Talking about where you go Asking someone to go somewhere Saying what you can do in your town Grammar: Using il y a…/il n’y a pas de… Understanding when to use tu and vous Using à + the definite article Using je veux/tu veux/on peut + infinitive

La ropa

Talking about clothes Talking about your school uniform Choosing an item of clothing Saying what you wore at a fancy dress party Grammar: Making colour agree Using comparative adjectives (más.. que) Using superlative adjectives Using the present and near future tenses

¡Desconéctate!

Describing holidays and weather Saying what you do in summer Talking about holiday preferences Saying what you did on holiday Describing where you stayed Booking accommodation and dealing with problems Giving an account of a holiday in the past Grammar: Revising the present and preterite tenses Using verbs of opinion to refer to different people Using the imperfect tense Using three tenses together Identifying positive and negative opinions Understanding percentages

HALF-TERM

T E R M

6

3… 2… 1… Partez

Talking about your holidays Talking about getting ready to go out Buying drinks and snacks Talking about holiday plans Saying what you would like to do Grammar: Using reflexive verbs (singular) Using higher numbers Using the near future tense Using je voudrais + infinitive

La ciudad

Saying what there is to see and do in Barcelona Talking about different types of shop Asking for an giving directions Describing a holiday in Barcelona Grammar: Justifying your opinions of a place Using se puede to say what can be bought there Using estar to describe where something is Combining past, present and future tenses

The Writing Mat…

Score 5 ingredients…√ ALL bullet points of task covered√ At least 2 opinions with a reason√ Past tense used√ Present tense used√ Future tense used√ Talk about self and at least 1 other person√ Connective used√ Adjective used√ DIFFERENT adjective to last used√ Adverb used√ Intensifier used√ Interesting vocabulary used

Some Score 8 ingredients….√ Comparative used√ Conditional tense used√ An idiom used

Me gustaría I would likeSería It would bePodríamos+ infinitive We could..Deberíamos+ infinitive We should

Intensifiers…

Adverbs…

Opinionsme gusta/n- I likeMe gusta/n mucho- I like a lotme gusta/n bastante- I quite likeNo me gusta/n- I don’t likeNo me gusta/n nada- I don’t really likeOdio- I hateDetesto- I hateEn mi opinion es – In my opinion itis…

bueno/a greathorrible horribleaburrido/a boringsimpático/a pleasantgracioso/a) funnyhorroroso/a awfulasqueroso/a disgustingpráctico/a practicalpeligroso/a dangerousperfecto/a perfectmalo/a badfascinante fascinating

me encanta/n- I like it a lotme chifla/n- I love itMe gusta salir- I like going outMe gusta hacer- I like doingMe gusta ir - I like going

tonto/a sillyagradable niceun perdido de tiempo waste of timefeo/a uglyfabuloso/a fabulousgrosero/a rudedesastroso/a desastrousirritante annoyingregular not badnormal ordinaryescalofriante scaryemocionante exciting

Comparatives…

Linking words…y andpero butcuando wheno or que who,whichporque becausepues asSin embargo howeverNo obstante neverthelessluego thensi ifpor lo tanto therefore donde wherecomo consecuencia as a resultpues then/ so /at that timepor cuanto whereaspor otro lado on the other hand

Conditional…

Idioms…

Content /10

q Cover ALL aspects of the task!

q Opinionsq A lot of information

Response /6q Variety of appropriate

vocab (is it relevant?)q Complexityq Three time framesq Clear messageq Does it fit the task?

muy really/verydemasiado/a toola mayoría mostmucho/a a lotbastante quite

un poco a bit

por desgracia unfortunatelyafortunadamente fortunatelyprimero firstlynormalemente normallygeneralmente generallyde vez en cuando from time to timea menudo oftenfinalmente finally

Giving reasons for opinions…

segun…. - according to .. pienso que - I think thatme parece que - I think thatcreo que - I believe thatprefiero - I preferen mi opinión - in my opiniona mi modo de ver - in my opiniones - it isno es - it isn’t (it is not)

es una lastima que - it’s a shame thatcuando me aburro- when I’m boredestoy harto/a - I’m fed upestoy harto/a de trabajar- I’m fed up of workingvale la pena - it’s worth it (worth the effort)una pérdida de dinero- a waste of money¡qué lástima! - too bad !me da lo mismo/ no me importa - I don’t mind

más …que - more …thanmenos …que - less … thanLo mejor - the bestLo peor - the worst

MARKSCHEME /16

AQA Spanish 90 Word Paper 4 Writing Mat

normalmente - normallyde vez en cuando - sometimesa veces - sometimesgeneralmente- usuallyocasionalmente- from time to timecada día- every daysiempre - alwaysa menudo - oftenen general - in generalen la mayoría - for the most partla mayoría del tiempo- most of the timeahora - now

PresentDon’t forget to refer to THREE time frames…

Time phrases…mañana - tomorrowla próxima semana - next weekel próximo fin de semana- next weekendel año que viene- nexy yeardespúes de los examenes- after examsdespues de partir del colegio- afterleaving schoolen el futuro- in the futureen mis sueños- in my dreamsel próximo verano– next Summer

Giving reasons - future/conditional

va a ser/ será - it will besería- it would be

Future tense expressions :cuando estoy más viejo/a - When I’m olderme gustaría- I would like to

Past FutureTime phrases…el año pasado- last yearúltimamente - recentlyel otro día- the other dayla semana pasada- last weekayer – yesterdayel verano pasado– last Summerel fin de semana pasado- last weekendhace dos años- … 2 years agohace una semana– a week agoDurante las vacaciones del verano– in the Summer holidays

Time phrases…

Score 5 Checklist:√ ALL bullet points of task covered√ At least 2 opinions with a reason√ Past tense used√ Present tense used√ Future tense used√ Talk about self and at least 1 other

person√ Connective used√ Adjective used√ DIFFERENT adjective to last used√ Adverb used√ Intensifier used√ Interesting vocabulary used

Opinions - past tenseme gustó- I likedme encantó- I really likedno me gustó- I didn’t really likeodié- I hatedGiving reasons - past tensepensé que - I thought thatcreí que- I thought thattuvo la opinión de que…- I was of the the opinion thatestuvo de acuerdo qye- I agreed thatno estuvo de acuerdo de que…- I didn’t agree thatfue - it wasno fue- it wasn’t

Ivoy I gohago I do/makejuego I playtrabajo I workcomo I eatbebo I drinktermino I finishtomo I takeviajo I travelsalgo I go outduermo I sleephablo I talkpuedo I canleo I read

HE/SHE/WEva/vamoshace/hacemosjuega/jugamostrabaja/trabajamoscome/comemosbebe/bebemostermina/terminamostoma/tomamosviaja/viajamossale/salimosduerme/dormimoshabla/hablamospuede/podemoslee/leemos

Ifui I wenthice I didJugué I playedtrabajé I workedcomí I atebebí I drankterminé I finishedtomé I tookviajé I travelledsalí I went outdormí I slepthablé I talkedpude I was ableleí I read

HE/SHE/WEfue/fuimoshizo/hicimosjugó/jugamostrabajé/trabajamoscomió/comimosbebió/bebimosterminó/terminamostomó/tomamosviajó/viajamossalió/salimosdurmió/dormimoshabló/hablamospudo/pudimosleyó/leímos

Ivoy a ir I will govoy a hacer I will do/makevoy a jugar I will playvoy a trabajar I will workvoy a comer I will eatvoy a beber I will drinkvoy a terminar I will finishvoy a tomar I will takevoy a viajar I will travelvoy a salir I will go outvoy a dormir I will sleepvoy a hablar I will talkvoy a poder I will be able voy a leer I will read

HE/SHE/WEva/vamos a irva/vamos a hacerva/vamos a jugarva/vamos a trabajarva/vamos a comerva/vamos a beberva/vamos a terminarva/vamos a tomarva/vamos a viajarva/vamos a salirva/vamos a dormirva/vamos a hablarva/vamos a poderva/vamos a leer

1

Chemical Reactions

Avogadro constant-the number of entities in one mole, equal to the number of atoms in 12.0 g of 12C atoms,

6.02 × 1023 Balanced equation-a model for a reaction showing formulae and number of units for all substances involved.

The numbers of each atom are the same on both sides of the equation

closed system-apparatus in which substances cannot enter or leave the reaction mixture during a reaction

compound ion-an ion formed when a group of atoms loses of gains electrons

diatomic molecule-molecule containing two atoms

excess-when a reactant is present in an amount greater than that needed to react with the other reactant

half equation-a type of chemical equation that models the change that happens to one reactant in a reaction

ionic equation-a type of chemical equation that models how oppositely charged ions form an ionic compound

law of conservation of mass-the principle that states that the total mass stays the same during a chemical

reaction, because atoms are not created or destroyed during a chemical reaction

limiting reactant-a reactant present in an amount less that that needed to react completely with the other

reactant in a chemical reaction

molar mass-the mass in grams of one mole of a substance

mole-amount of substance that contains the same number of particles (6.02 × 1023) as there are atoms in 12.0 g

of 12C

molecular formula-a description of a compound or an element that uses symbols for atoms, and numbers to

show the actual number of atoms of each element in a molecule

non-enclosed system-apparatus in which substances can enter or leave the reaction mixture during a

reaction

precipitate-an insoluble product in the solid state, formed during a reaction involving solutions

precipitation-a type of reaction in which a precipitate forms

spectator ion-a charged particle present in a reaction mixture, but that does not take part in the reaction

state symbol-letters used to represent the physical state of a substance (g, gas; l, liquid; s, solid; aq, dissolved

in water)

stoichiometry-describes the relative amounts of each substance involved in a chemical reaction

word equation-a model of a reaction that describes reactants and products using their chemical names

1

Ecosystems

abiotic factors-non-living (physical) components of an ecosystem

biomass-the total mass of organisms in a given area

biotic factors-living components of an ecosystem

carbon cycle-process through which carbon is cycles through the atmosphere, the Earth, and plants and

animals

community-all the living organisms in an area

competition-two or more organisms contesting a resource

consumers-organisms that have to eat other organisms to gain energy

decomposers-organisms that gain their energy by feeding on dead or decaying material

detritivores-small animal which breaks down organic matter into small pieces

ecosystem-all the living organisms and physical conditions present in an area

egestion-removal of undigested waste from an organism

excretion-removal of waste products from an organism

habitat-the place in which an organism lives

interdependence-how different organisms depend on each other within a community

mutualism-relationship in which both organisms benefit

parasitism-relationship in which the parasite gains and the host is harmed

population-the number of organisms of a species living in an area

predation-relationship between a predator and a prey organism. Predator depends on prey, normally for food

producers-organisms that make their own food through the process of photosynthesis

pyramid of biomass-diagram representing the amount biomass present at each trophic level of a food chain

trophic level-feeding level in a food chain

urine-liquid containing water, urea, and other waste substances

Static and charge

ampere (A) the unit of current

battery one or more cells

cell (electricity) a device that produces a potential difference (separation of charge) from chemical reactions; what people normally call a ‘battery’

conventional current the model where current flows from positive to negative, opposite to electron flow

coulomb (C) the unit of charge

current (electric) the rate of flow of charged particles (usually electrons), current = charge/time

electric charge a property (like mass) of a particle; it can be positive or negative

electric field a region produced by charged particles or objects where charged particles of objects experience a force

milliamp (mA) 1 milliamp = 1/1000 amp

spark the breakdown of air that discharges a charged object; the heating of the air produces light and sound

static electricity the charge that insulating objects acquire because of the transfer of electrons