Year 7 - Review Period Two—Knowledge Organiser
How to use your Knowledge Organiser...
Each school day you should be spending one hour completing your Out of Lesson Learning. This will either be: Revising your Knowledge Organiser Completing extra maths work Reading at home The timetable on the next page shows you which subject you should be Revising (it doesn't matter if you have that subject on that day or not, you should follow the timetable). You should complete the work in your Knowledge Organiser Exercise Book. Each subject should take up half a side of A4. Don’t forget to add a date and title. You should bring your Knowledge Organiser Exercise Book to school EVERYDAY. Your Knowledge Organiser Exercise Book will be checked in lessons and you will be quizzed on Knowledge from the organisers.
You can revise your Knowledge Organisers using a range of different methods but you should not just copy from the Knowledge Organiser into your book. You can use the ‘How to Self-Test with the Knowledge Organiser’ booklet to help you! A copy of this, along with all of the Knowledge Organisers and the timetable can be found on the school website. Try to use some of the methods we have gone through in school: Look, cover, write and check Ask someone to write questions for you Create mind maps Use the ‘clock’ template to divide the knowledge into smaller sections Create a timeline of key events Draw diagrams of key processes Draw images and label them, add in extra information Create fact files Create flow charts Give yourself spelling tests of key words
You should take pride in how you present your work, each page should be clearly dated, with the name of the subject used as a ti-tle. Half way down the page a line should divide it in two. Each half of the page should be neatly filled with evidence of self-testing. There should be an appropriate amount of work.
Year 7 - Review Period Two—Knowledge Organiser
Year 7 Timetable...
Monday Tuesday Wednesday Thursday Friday
Homework A
30 minutes
30 minutes Maths To be quizzed Tuesday
30 minutes MFL To be quizzed Wednesday or Thursday
30 minutes Humanities To be quizzed Thursday or Friday
30 minutes English Technical Accuracy To be quizzed Friday
30 minutes Science To be quizzed Monday or Tuesday
Homework B
30 minutes
30 Minutes Recommended Reading Time
30 Minutes Recommended Reading Time
30 minutes English To be quizzed Thursday
Extra Maths 30 Minutes Recommended Reading Time
Year 9 - Review Period Three—Knowledge Organiser
Topic/Skill Definition/Tips
1. Integer A whole number that can be positive, negative or zero.
2. Decimal A number with a decimal point in it. Can be positive or negative.
3. BIDMAS An acronym for the order you should complete calculations in.
BIDMAS stands for ‘Brackets, Indices, Division, Multiplication, Addition and Sub-
traction’.
Indices are also known as ‘powers’
4. Recurring Deci-
mal
A decimal number that has digits that repeat forever.
The part that repeats is usually shown by placing a dot above the digit/digits that
repeat.
5.Coordinates Written in pairs. The first term is the x-coordinate (movement across). The second
term is the y-coordinate (movement up or down)
6. Linear Graph Straight line graph.
The general equation of a linear graph is:
where m is the gradient and c is the y-intercept.
The equation of a linear graph can contain an x-term, a
y-term and a number.
7. Gradient The gradient of a line is how steep it is.
Gradient =
Decimals, Coordinates, Linear Graphs and Fractions Mathematics
Topic/Skill Definition/Tips
8. Parallel Lines If two lines are parallel, they will have the
same gradient.
The value of m will be the same for both
lines.
9. Perpendicular
Lines
If two lines are perpendicular, the product
of their gradients will always equal -1.
10. Numerator The top number of a fraction.
11. Denominator
The bottom number of a fraction.
12. Reciprocal The reciprocal of a number is 1 divided by
the number.
When we multiply a number by its
reciprocal we get 1. This is called the
‘multiplicative inverse’.
13. Mixed Number A number formed of both an integer part
and a fraction part.
14. Adding
or Subtracting
Fractions
Find the LCM of the denominators to find
a common denominator.
Then just add or subtract the numerators
and keep the denominator the same.
Year 9 - Review Period Three—Knowledge Organiser
Component 2—Data
Data collection features
Size of
sample Who was in
the sample
Where the
data was
collected
When the
data was
collected
Methods
used
Digital Information Technology
Ensuring data is suitable for processing
Validation methods:
o range check
o type check
o lookup check
o data type check
o presence check
o length check.
Verification methods:
Representing information
The different ways of representing information :
text
numbers
tables
graphs/charts
infographics.
Primary
data information collected directly from source
Secondary
data information collected by third party.
Definition
of big data a large collection of data collected from a
large number of sources
Collection
of big data e.g. social networks, shop loyalty
schemes, census, sensors, ATM/cash ma-
chines, mobile phone networks, Wi-Fi
points, digital television, search engine
data, e-commerce.
Data is meaningless without converting it into information by
adding structure and context
Characteristics of data
No meaning No structure No context Unprocessed
Characteristics of information
Has meaning Has structure Has context Is processed
Data is processed by computers, the resulting information can then be
used to make decisions. You need to know the definitions of data and in-
formation and the relationship between the two.
Year 9 - Review Period Three—Knowledge Organiser
Computer Communications and Networks
Hub A hub receives all data sent over the network.
Sends it to all the other devices on the network.
Only the device who the data packet is for will acknowledge it; the other
devices will ignore it.
Switch Bit more intelligent than a hub.
It learns which devices are on the network (and their port number/address)
only sends the data packet to the computer who is the intended recipient.
Router A router is cleverer still than both hubs and switches.
It can re-direct network traffic and deal with different packets in different
ways.
It can protect the computers on the network by hiding them from the out-
side world (i.e. a firewall).
COMPUTER SCIENCE
Network Protocols
Protocols are a set of standards and guidelines that tell computers how they
Client-server and peer-to-peer networks
In a Client-server network, the server acts as the main com-puter handling login requests, user storage, etc. The client could be any computer. The user can log on to any client and still access their stuff on the server.
In a Peer-to-peer network, each computer shares infor-mation equally and plays an equal role in the network.
TCP/IP (Transmission Control Proto-
col and Internet Protocol)
Used to exchange data between computers on a network
and route packets between networks and over the Inter-
net.
HTTP (HyperText transfer Protocol) Used on WWW to transfer webpages and web content
form the website host server to the computer requesting
the page.
FTP (File Transfer Protocol) Used to transfer files between computers over a network.
SMTP (Simple Mail Transport Protocol) Used to transport emails.
Network Topologies
Ring
All the computers are linked together in a ring and data packets are sent one way round.
Bus
All the computers are connected to a central bus. You can add and take away computers eas-ily in a bus network as the computers are con-nected to the central bus, rather than between one another.
Star
All the computers are connected to central server. The server can handle multiple commu-nications at once and re-directs traffic over the network. More computers can be added or tak-en away without affecting the network.
Networks—Types
LAN
A LAN is a Local Area Network which is usual-ly set-up within a cer-tain area, e.g. a building or group of buildings – hence the term “local”.
WAN
A WAN is a Wide Area Network which is usual-ly on a nationwide or worldwide scale. The Internet is an example of a WAN – a series of interconnected LANs.
WAP:
Wireless access points don't require a physical connec-tion and therefore are suited for a vari-ety of different devices. IP ad-dress and pro-vide access to net-work over an ar-ea, e.g. iPad or smartphone.
Year 9 - Review Period Three —
TEXTILES Garment Construction and Decoration
Button These can used as a fastening to
bring two pieces of cloth together
or a decorative component. Can
be covered with fabric to match
the rest of the garment/product.
Toggle
Used to fasten one piece of fabric
to another (similar to a button).
Zip Used to join two pieces of fabric
together on a on a coat or a bag or
other furnishing products such as
pillows.
Velcro Hooks of Velcro on one side of the
fabric stick into loops on the other
side, a very easy to open and close
fastening, suitable for children’s
wear, as it is safe and easy to use.
Press
Studs/
Poppers
Used on duvets, some children’s
clothing, very easy to do up and
undo.
Buckle Used to adjust belts or straps to
the right length.
Frog
Buttons Similar to a toggle, but the button
is made from a knotted cord which
is pushed through a loop on the
other matching side.
Eyelets
and Lac-
ing
Creates a decorative effect, front/
back of garment. Firm when
closed, roomy when open, can be
Garment construction/Pattern making:
In sewing and fashion design, a pattern is the template from which the parts of a garment are traced onto
fabric before being cut out and assembled. Commercial clothing manufacturers make their
own patterns in-house as part of their design and production process, usually employing at least one spe-
cialized patternmaker.
Cut on fold-
Dart-
Are folds that are sewn into fabric to create shape
Notch-
Are small marks made on the pattern to ensure that one pattern piece will
match up to the pattern next to it.
Year 9 - Review Period Three —Knowledge Organ-
PRODUCT DESIGN PLASTICS
The work of others—Design Movements
Design movement= a style of design popular
Design
Movement
Key Features
ART DECO
1908-1935
Geometric and angular shapes
Stylised images ( aeroplanes, cars, sky-scrapers)
Hollywood style, mirrors, chrome, glass, shiny
Theatrical contrasts, highly polished wood/ glossy black
Modernism
De Stijl:
1917-1931
Dutch Abstract artists-Piet Mondrian & Theo van Doesburg
Geometric-horizontal / vertical lines only
Primary colours
No fussy decoration
Memphis
1981-1988
Bright striking colours and angular lines
Laminated woods, decorative painted de-signs
Ettore Sottsass
Material Use
Thermoplastics = Pol-
ythene (LDPE)
Toys, carrier bags, Bottles, packaging film
Polypropylene (PP) School chairs, Rope, Medical equipment,
nets
Polystyrene (PS) Packaging, Disposable plates & cups,
utensils
Acrylic Furniture, Signs, light units
Thermosetting plastics
Urea-formaldehyde
White electrical fittings, domestic
appliances
Melamine-
formaldehyde
Electrical insulation, decorative worktop
laminates
Polyester resin Car bodies, boats
Types of Plastics
The two main categories of plastic are THERMOPLASTIC and THERMOSETTING
plastic. Thermoplastics can be heated and reformed a number of times, Ther-
mosetting plastics cannot. Thermo-setting plastics tend to be harder than
thermoplastics.
Plastic forming.
Line Bending
Vacuum Forming
Injection Moulding
Plastics are produced from
crude oil. Polymers are
chains of molecules.
Environmental Impact (SMSC):
Polymers are made from oil extracted from the ground using drilling. They can be made into any col-
our and shape and can be easily mass produced.
Polymers take a long time to break down if thrown into landfill rather than recycled. Plastics can cause
damage to the environment, pollute the oceans, cause harm to wildlife.
Recycling Symbols
Year 9 - Review Period Three—Knowledge Organiser
Physical Education Muscles
Involuntary muscles are not under our conscious control which means we
can't make them contract when we think about it.
Voluntary muscles are under our conscious control so we can move these
muscles when we want to.
There are three types of muscle in the body: smooth muscle – found in the
internal organs and blood vessels - this is involuntary cardiac muscle – found only in the
heart - this is involuntary skeletal muscle – attached to the skeleton - this is voluntary.
Function Example in sport
Deltoid Abduction of the shoulder (moving the
arm outwards and away from the body)
Outward arm action in a
jumping jack
Pectoralis major
Adduction of the shoulder (moving the
arm towards the body); Shoulder hori-
zontal flexion (moving the arms for-
wards in front of the body)
Upwards phase of a press up
Triceps Extend the elbow (straightening the
arm) Shooting in netball
Biceps Flex the elbow (bending the arm) Drawing a bow in archery
External obliques Trunk rotation (turning the body side-
ways)
Turning the body to breathe to
the side when performing front
crawl in swimming
Latissimus dorsi
Shoulder adduction (moving the arm
towards the body); Shoulder horizontal
extension
Butterfly stroke in swimming
Hip flexors Hip flexion (moving knee up towards the
chest)
Performing a rugby
conversion kick
Gluteus maximus Hip extension (moving the leg back-
wards)
Pulling back leg before kicking
a ball
Quadriceps Extend the knee (straightening the leg) Kicking a ball
Hamstrings Flex the knee (bending the leg) Performing a hamstring curl on
a weights machine
Gastrocnemius Plantar flexion of the ankle (pointing the
toes downwards)
Standing on tiptoe to mark a
goal shoot in netball
Tibialis anterior Dorsiflexion of the ankle (bringing the
toes up towards the shin)
Foot making contact
with a football
Year 9 - Review Period Three —Knowledge Organiser
ART Shape and Form
Shape Form
Shape In Art, shapes are always two
dimensional.
They have height and width. Real Form A physical object that has three
dimensions, such as a sculpture.
An object with real form has
height, width and depth.
Organic Shapes They are inspired by nature. They are rounded and curved. Implied Form A two dimensional piece of art
work that looks three
dimensional.
Lines or shapes are shown in a
way that implies that they have
depth.
Geometric Shapes They are mathematical and
perfect.
They have straight edges with
the exception of a perfect
circle.
Geometric
Form
Geometric forms can appear to
be man-made, solid, balanced or
permanent.
Examples of Geometric form
include:
Cube, Pyramid, sphere
Positive Shapes Refers to the shape of an actual
object.
Organic Form Organic forms can appear to be
flowing, light or unpredictable.
Can appear to represent
objects from the natural world or
living things.
Negative Shapes Refers to the shapes between
objects.
Mass Forms have mass.
The mass of a form is a result of
its size and the material it is made
from.
The greater the mass the heavier
a form is.
Irregular Shapes Irregular shapes are uneven. Their
sides can be of varying lengths.
Organic shapes can be
described as irregular.
Perceived Mass The appearance of an object can
change how heavy it looks– its
perceived mass.
The more intense the colours,
textures or tones the heavier a
form will appear.
Regular Shapes Regular shapes have equal sides
and the same interior angles.
Geometric shapes can be
described as regular.
Tone Tone refers to the lightness or
darkness of something.
Using different tones in a drawing
helps to create an illusion of form
in a 2D artwork.
Year 9 - Review Period Three —Knowledge Organiser
Performing Arts Devising Interpretation How you turn what’s written on the page into a performance. What you
can add to the script, and how you can ‘make it your own’.
Blocking Your planned positions on stage. It is important to make sure every-one is in the right place, and to make sure you aren't anyone's way!
Characterisation All the things you are doing to ‘become’ the character. This includes your facial expressions, body language, your use of voice, gesture and any-
thing else you can change about how you act.
Monologue When a character performs a speech, on their own. In a monologue, the actor’s relationship with the audience is essential, as is a strong sense of
character.
Atmosphere The ‘feel’ or mood of a scene. This is created by the actions of those on stage -movement and speech creates a particular atmosphere, and
changing the movement/speech changes the atmosphere.
Synchronisation When things are done ‘in-time’, i.e. two or more people doing exactly the same thing at exactly the same time.
Proxemics The distances on stage, and what they imply. For example if we see two characters stood next to each other onstage, we assume they have a
close relationship.
Stimulus The initial ‘thing’ that your devised piece will be based on. This could be anything - an image, a song, some words. You can take themes or ideas
from the stimulus and develop drama from there.
Structure An important thing to consider will be the structure of your perfor-mance. How do you want it to start? How do you want it to finish? What
are you building towards?
Audience
reaction
One of the most important things to consider when devising is how you want your audience to react to the piece. Then you can consider how you
achieve this effect.
Thought-tracking When characters step out and tell us their thoughts. Can tell us much
more about a character.
Hot-seating When one person plays a character, sitting on the seat, and others ask
questions. Can tell us much more about a character.
Narration Telling the story to the audience. Could be done by any actor on
stage, not just a narrator...
Physical
theatre
When we use our movement and positions to represent things that
aren't 'human'. Can be used to create different locations, moods, at-
mospheres as well as to show us a character’s state of mind.
Flashback Breaking the timeframe of the play to show us moments from the
characters’ past.
Direct address When characters speak directly to the audience, acknowledging their
existence and addressing them as actual people. Used to create a
closer relationship between the characters and the audience.
Multi-roling When actors play more than one character in the same perfor-
mance. Used to break the ‘realism’ of the play.
Non-naturalism When a play is set up not to look like a real life scenario.
Cross-cutting When you set up two scenes and switch between them. This can be
used to show contrast, or two sides of a story.
Marking the
moment
Utilising contrast to make one moment of a scene more important.
Can be done in lots of different ways (pace, volume, stillness, etc).
Highlights an important moment for the audience.
Year 9 - Review Period Three —Knowledge Organiser
MUSIC RHYTHM
Year 9 - Review Period Three — Knowledge Organiser
HISTORY MODERN ERA Key word Definition
United Nations International organisation formed in 1945 and which helps
maintain peace and social progression.
Space Race Competition between the USA and USSR during the Cold War to
see who could dominate space flight.
Cold War 1947-1991. A war without any physical fighting between the
USA and USSR to determine who was the world’s greatest su-
perpower.
Communism Karl Marx, German philosopher, proposed the idea of Com-
munism. The state owns all forms of production, for example
factories and farms, and everybody is paid equally.
Capitalism Trade and industry owned by private individuals for profit.
Fidel Castro (b.1926, d.2016). Cuban Communist revolutionary and leader
who ruled Cuba from 1959-2008.
Cuban Missile
Crisis
October 1962. Tense stand-off between the USA and USSR
which almost resulted in nuclear war.
Jim Crow Laws Laws which enforced racial segregation in the southern USA
between about 1870 and 1968.
Rosa Parks (b. 1913, d. 2005). An activist in the Civil Rights Movement, best
known for her part in the Montgomery Bus Boycott.
British Empire The group of countries that were once ruled or controlled by the
UK., including Australia, Canada, India and large parts of Africa.
Nelson Man-
dela
(b.1918, d. 2013). A South African politician and activist. He was
the countries first black head of state and helped bring an end
to apartheid.
The Space Race - Key Dates
- 4th October 1957: Sputnik, the first ever artificial satellite was placed in the
Earth’s orbit by the Soviet Union. It was around 50cm in diameter and did little
more than send beeps back to Earth.
- 3rd November 1957: The Soviets sent a stray dog, called Laika, into space.
- 12th April 1961: Yuri Gagarin from the Soviet Union became the first human
being to travel into space. The cosmonaut (as the Soviets called their astro-
nauts) made a 108 minute orbit of the Earth on board his Vostok 1 spacecraft.
- 18th March 1965: Alexei Leonov stepped outside his Voskhod 2 spacecraft
to complete the first spacewalk in history.
- 20th July 1969: The American Apollo 11 mission delivered astronauts Neil
Armstrong, Michael Collins and Buzz Aldrin to the surface of the Moon. Mil-
lions of people all over the world watched the event live on TV.
Propaganda poster
Soviet propaganda poster created by B. Reshetnikov in
1962.
Sporting events, such as the Olympic Games, were
hotly contested between the USA and USSR during the
Cold War as each tried to demonstrate its superiority
over the other.
NOMP
Message - The character has been drawn to resemble
an Olympic torch with gold medals in the background.
The writing on the poster says “USSR is a mighty sports
power”.
Key word Definition
Coast the point where the land meets the sea or ocean.
Erosion the breakdown of the continents and the land around
you, usually caused by weathering.
Arch a natural opening through the cliff face, caused by
coastal erosion.
Transportation the processes where material (sand, rock etc.) is
moved by a wave.
Longshore Drift the movement of material along the coast by waves
which approach the shore at an angle.
Stack a steep and often vertical column of rock in the sea
near a coast.
Headland is a point of land, usually high and often with a sheer
drop, that extends into a body of water.
Deposition the processes where material, being transported by a
wave, is deposited somewhere else.
Coastal
Management
the process of dealing with, or controlling the erosion
of our coastline.
Cave a hollowed out area, formed in a headland, due to
coastal erosion.
Bay an inlet of the sea where the land curves inwards,
usually with a beach.
Stump the remaining rock from a stack which has collapsed
into the sea.
Happisburgh Case Study
Location: Happisburgh is located on Norfolk's North Sea coast. Over 250m of land was lost be-
tween 1600 and 1850. Coastal defences (groynes and revetments) have slowed down the rate of
retreat, however, large sections are now in disrepair.
Reasons for Erosion: The cliffs are made of sand and clay, which erodes easily. The strong waves
from the North Sea have a relatively long fetch. Weathering from heavy rainfall has also soaked
into the soil and weakened the cliffs.
Impacts: 10m of farmland lost each year. 26 homes lost in 15 years, with 600 more
under threat. Residents can’t sell their homes and are struggling to get compensa-
tion. Local tourism is also affected as 1,400 caravans, 6 hotels, 7 golf courses and 7
historic buildings could be lost (estimated £357million lost in tourism income).
GEOGRAPHY COASTS
Year 9 - Review Period Three—Knowledge Organiser
Types of Coastal Erosion Attrition Abrasion (Corrasion)
Hydraulic Action Corrosion/Solution
NAME OF SUBJECT NAME OF TOPIC
S GENRES DE FILM
un film policier A crime film
un film d’arts martiaux A martial arts film
un film d’horreur A horror film
un film d’aventure An adventure film
un film de sci-fi A sci-fi film
un film d’action An action film
un dessin animé Animated film
un film historique A historical film
un western A western
une comédie A comedie
une histoire d’amour A love story
MRS VAN DER TRAMP
Monter To climb/go up/get
on
Rester To stay
Sortir To go out
Venir* venu To come
Aller To go
Naître* né To be born
Descendre To go down/get off
Entrer To enter
Rentrer To renter/return
Tomber To fall
Retourner To return
Arriver To arrive
Mourir* mort To die
Partir To leave
For Past use être:
Je suis Remember!!
Tu es Verbs agree the sub-ject.
Il/elle/on est E.g. feminine + e
Nous sommes masc.plural + s
Vous êtes fem plural + es
Ils/elles sont
Year 9 - Review Period Three —Knowledge Organiser
MODERN FOREIGN LANGUAGES 1 Spring Term LES YEUX & LES CHEVEUX
les yeux eye
les cheveux hair
longs long
mi-longs medium length
courts short
frisés frizzy
bouclés curly
raides straight
en brosse spiky
roux red/ginger
blonds blonde
châtains light brown
noisette hazel
J’ai/ Je n’ai pas = I have/don’t have
Il/elle a/n’a pas= He/she has/hasn’t
LES TRAÏTS DE PERSONNALITÉ
intelligent(e) intelligent/clever
bête stupid
gentil(le) kind
méchant(e) naughty/nasty
marrant(e) funny
sportif(ve) sporty
sympa nice
timide shy
maladroit(e) clumsy
paresseux(euse) lazy
ennuyeux(euse) boring
bavard(e) chatty
Tu es comment? What are you like?
LES BONNES RÉSOLUTIONS
faire mes devoirs do my homework
faire plus d’exer-
cice
Do more exercise
manger sainement eat healthy
lire beaucoup read a lot
aider à la maison help at home
économiser de
l’argent
save money
ranger ma
chambre
tidy my room
me coucher tôt go to bed earli-
er
perdre de poids lose weight
FUTURE TENSE:
Use ALLER + INFINITIVE
E.g. Je vais faire mes devoirs
Il va lire beaucoup
plus de/moins de = more/less
Year 9 - Review Period Three —Knowledge Organiser
MODERN FOREIGN LANGUAGES 2 Spring Term
À LA TÉLÉ
une émission de sport A sports show
une émission musicale A music show
une émission de sci-fi A sci-fi show
une émission de télé-réalité A Reality TV show
une série A series/drama
une série policière A crime show
une comédie A comedy
un jeu télévisé TV game show
un dessin animé A cartoon
un documentaire A documentary
un feuilleton A soap
la météo The weather
les informations The news
DESCRIPTIOINS PHYSIQUES
grand(e) tall
petit(e) small
de taille moyenne medium
gros(se) fat
mince thin
beau/belle beautiful
moche ugly
jeune young
vieux/vieille old
chauve bold
USEFUL PHRASES
Je suis I am
Je ne suis pas I am not
Il/elle/on est He/She/We are
Il/elle/on n’est pas He/She/We aren’t
C’est It’s
C’était It was
Ce sera It will be
LES LOISIRS
jouer à l’ordinateur Play on the pc
jouer aux jeux vidéos Play video games
aller à la pêche Go fishing
aller à la piscine Go to the pool
faire les magasins Do the shopping
faire de l’équitation Do horse-riding
faire de la natation Do some swimming
faire du vélo Do some cycling
écouter de la mu-
sique
Listen to music
lire des BDs/ romans Read Comics/novels
rencontrer des amis Meet friends
nager Swim
envoyer des textos Send texts
surfer sur internet Surf the net
POINTS OF VIEW
Je pense que I think that
À mon avis In my opinion
Selon moi According to me
Je trouve que I find that
IMPERFECT TENSE
J’étais I was
J’avais I use to have
J’aimais I use to like
Je n’aimais pas I use to not like
Je détestais I use to hate
J’adorais I use to love
Je préférais I use to prefer
Year 9 - Review Period Three —Knowledge Organiser
SCIENCE MOTION & PRESSURE
Average speed The speed of an object over the course of its total journey. Calculated as the
total distance over the total time.
Motion graph
(distance-time graph)
Shows distance travelled (y-axis) vs time taken (x-axis). The steeper the gradi-
ent, the faster the motion.
Gradient The angle of a line on a graph. The higher the gradient, the steeper the line.
Flat line (motion
graph) No movement
Compression Compressing particles pushes them closer together. Only gases can be com-
pressed as solids and liquid particles are already touching.
Pressure The force exerted over a given area
Gas pressure The force of gas particles pushing on the sides of a container
Atmospheric pressure The force of air particles pushing inwards on an object. Decreases the higher
you go.
Water pressure The force (weight) of water particles pushing downwards on an object. In-
creases the deeper you go
Gravity/Weight The force pushing an object towards the centre of the Earth
Upthrust The force pushing an object upwards while floating/sinking in water
Hydraulics Force transmitted through a liquid from one place to another
Pivot point/Fulcrum The stationary part of a rotating object (hinge on a door for example)
Moment The turning effect of a force applied to something which can rotate about a
pivot point
The Law of Moments “When an object is in equilibrium, the sum of the clockwise and anticlockwise
moments are equal”
Variable Definition
Independent Variable you change
Dependent Variable you measure (the re-
sults)
Control Variables you keep the same
d
s t
State Solid Liquid Gas
Particles can
move? No Yes Yes
Can flow? No Yes Yes
Compressible? No No Yes
Changing gas pressure
When the temperature is increased, the energy of
the particles increases so they go faster. They collide
with the walls harder and more often, so gas pres-
sure increases
When more particles are added, there are more
collisions with the container, so gas pressure increas-
When gases are compressed into a smaller volume,
there are more collisions with the container, so gas
pressure increases
P a
F
Measurement Units Abbreviation
Distance Centimetre, metre, kilometre cm, m, km.
Time Second, Minute, Hour. s, m, h
Speed Metre per second, kilometre per second, kilometre per hour m/s, km/s, km/h
Force Newton N
Area Centimetre squared, Metre squared cm2, m2
Pressure Newton per centimetre squared, Newton per metre squared N/cm2, N/m2
Moment Newton metres Nm
M
F d
Equation triangles
Motion graph A—Jeff walks to the shop B—He runs to the end of the road C—He stops for a drink D—He jogs home
“Define the following terms…”
Atom The smallest par cle of an element that can exist.
Element A substance containing only a single kind of atom. Can not be broken down into other substances.
Compound A substance containing 2 or more kinds of atoms strongly bonded together
Mixture Two or more compounds or elements mixed together but NOT bonded together
Pure A material that contains only the intended substances
Impure A material that contains unintended substances
Solu on A liquid mixture containing a material (solute) dissolved in the liquid (solvent)
Dissolve A substance which has become incorporated into a liquid (salt in water)
Solvent The liquid a material has dissolved in
Solute The material which has dissolved into a liquid
Saturated solu on A solu on which no more solute can be dissolved into
Solubility How easily a solute can be dissolved into a solvent
Soluble A material which CAN be dissolved
Insoluble A material which CAN NOT be dissolved
Filtra on The process by which solids are removed from liquids using a filter medium
Residue The solid collected a er filtra on
Filtrate The solu on collected a er filtra on
Dis lla on The process by which a solu on is separated by hea ng and cooling
Chromatography The process of separa ng liquids by the speed they pass through a medium
Chromatogram The visible results showing the separa on of liquids by chromatography
Compound Elements are chemically
bonded together
Mixture Components are NOT chemically bonded together
“Which is the most soluble?…”
Solute Mass added to
Salt 100g
Sugar 100g
Iron filings 100g
Mass of residue
12g
25g
100g
Solubility
Most soluble
Least soluble
Insoluble
Pure water
Gas
Solu on
Bunsen burner
Thermometer
Runoff
Water in
Water out Condenser
Dis lla on 1. Solu on is boiled
2. One component turns into a gas
3. Travels into condenser and is cooled into a liquid called “runoff”
4. Pure component is collected at the end
Solute
Residue
Filter funnel
Conical Flask
Filter paper Filtra on
1. Solute is dissolved into solvent
2. Solu on is poured through filter paper in a filter funnel
3. Remaining solid material is collected as “residue”
4. Filtrate passes through filter paper into conical flask
Chromatography 1. Spots of unknown and known substances made
at the bo om of the chromatography paper
2. Chromatography paper placed into shallow beaker of solu on.
3. Solu on moves up Chromatography paper pull-ing soluble components with it
4. Spots compared to iden fy unknown ( ? = C )
Year 9 ‐ Review Period Three —Knowledge Organiser
SCIENCE SEPARATING TECHNIQUES
Year 9 - Review Period Three —Knowledge Organiser
English Technical Accuracy
Homophones: words the sound the same but are spelt differently
Hear: Sound Here: place/position
They’re: They are Their: possession to show
someone owns something
There: place and position
You’re: You are Your: possession to show
someone owns something
Too: also, in excess To: before a verb Two: number
Where: place Wear: clothes
Sea: ocean See: sight
Speech Punctuation:
Always use speech marks “…” around speech (when a character says
something)
Always include any punctuation inside the speech marks. For example if a
character asks a question, put the question mark inside the speech marks.
Always start a new line when someone new speaks.
Vary your use of verbs/adverbs to describe how the speaker says something
(asked, replied, angrily, smirked, whispered, laughed…)
Start each line of speech with a capital letter.
Rules for spelling: Plurals
1. Regular nouns, add S: Car / cars, apple/apples
2. Irregular nouns – learn them: man/men, woman,/women, person/people, mouse/
mice, tooth/teeth, foot/feet, child/children
3. Words ending in S, CH, SH, X or Z, add ES: bus/buses, match/matches
4. Words ending in F or FE, remove the F / FE and add VES: leaf/leaves, wolf/wolves
5. Words ending in a consonant + Y – remove the Y and add ies: city/cities, party/parties
6. There are some words which do not change when in plural form: sheep, deer,
species, series
Rules for using paragraphs/sentence starters:
You must always use paragraphs in your writing.
You must use paragraphs to show a change in: time, topic, place or person.
You must indicate a change in paragraph by starting a new line/indenting the writing
away from the margin/edge of your page.
Avoid starting sentences with the same words. Rather than using ‘then’, try ‘next’ ‘after
some time…’ ‘Following on…’ . Avoid using ‘suddenly’ too often.
Use a range of adverbs to start sentences.
Rules for using apostrophes:
An apostrophe should be used to show something belongs to someone.
“Isaac’s basketball was flat.”
An apostrophe should be used to replace a letter: don’t (do not)
An apostrophe should not be used when using plurals: The tigers were asleep.
Year 9 - Review Period Three —Knowledge Organiser
ENGLISH EXAM/ROMEO & JULIET
INTRODUCTORY
PHRASE
QUOTE LINKING PHRASE ANALYSIS
The quote suggests that
The phrase implies that
The description Indicates that
Context for Romeo and Juliet :
Shakespeare lifted the ideas for ‘Romeo and Juliet’ from the poet Arthur Brooks , who first brought the story Romeus and Juliet to an English speaking audience.
The play is set in Italy. This reflects a more exotic and distant country with romantic ideas about love and violence.
The play is set in Elizabethan England. Queen Elizabeth was on the throne when the play was first performed in 1594/5.
Children were expected to obey their parents in Elizabethan England. The audience would have been shocked at Juliet’s refusal to marry Paris.
Key Characters from Romeo and Juliet:
Romeo: Son of the Montague family. A romantic and impulsive young character who is ruled by his heart. Falls in love with Juliet.
Juliet: Daughter of the Capulet family. Some say she is young and naïve. Some say she is a strong female character. Goes against her father’s wishes and falls in love with Romeo.
Tybalt: Juliet’s cousin. He is presented as quite a violent character—but could be protecting his family’s name and honour.
The Nurse: Juliet’s confidante. Raised Juliet from a baby and helps Juliet and Romeo to marry.
Friar Lawrence: Agreed to help Romeo and Juliet marry as he believed/hoped that it would stop the feud between the two families.
Technique Definition
Adjective Describes a noun
Verb Doing word
Adverb Describes a verb
Simile Comparing one thing to something
else using as or like
Metaphor Saying something is something else
Personification Giving non-human things, human
features
Juxtaposition Placing two contrasting descriptions
next to each other
Oxymoron Two words with opposite meanings
placed next to each other
EXAM TOP TIPS
Question 1:
Read the text carefully.
Read the question carefully.
Spend no longer than 5 minutes on
this.
Question 2:
Use a range of quotations.
Comment on why the writer has
used certain words.
Use the 4 part sentence structure.
Use words such as: because and
specifically in your analysis.
Question 3
Comment on the beginning, middle
and the end.
Why has the writer started and
ended the way he has?
When does something change?
How does it change? Why does it
change?
Question 4
Always agree with the question!
Always use quotations to support
your points.
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