English Oliver Twist

Year 9 Term 3

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Workhouses What were workhouses?

These were almost like prisons, with bare walls, hard beds, and little food. Family members were split up and could never meet as long as they were in the workhouse. People were terrified of being sent to the workhouse.

• For many people the workhouse was the place of last resort. Inmates were generally classed as two different groups: The "impotent poor" were those unable to look after themselves, like the very old, the very young, the sick, crippled, unmarried mothers, the blind and insane. The "able-bodied poor" were those who had no work and therefore did not have any money to live on.

• Work was designed to be hard and tedious and was an essential part of the workhouse regime. Local landowners and others who contributed to the upkeep of the inmates wanted conditions to be harsh as they resented giving money to the "undeserving poor".

• Breakfast was at 5.00am from March to September and at 7.00am the rest of the year. Inmates began work after prayers. With only two more breaks for lunch and dinner, after more prayers they went to bed at eight.

• It was thought that religion would help the poor to overcome their "laziness, fecklessness and drunkenness". Even school lessons for children revolved around the Bible.

• Those who were unable to work lay in sick wards with nothing to break the monotony. • An absolute minimum was spent on food, and the penny-pinching attitude of the Board of Guardians forced starving

inmates to eat the rotting marrow from the animal bones they were breaking to sell as fertiliser. • All food had to be eaten with the hands as there was no cutlery. There was only water to drink. Inmates were sometimes so

desperate for food that they ate animal bones they had been given to crush to make fertilizer. • The poor diet, contaminated water supplies, unclean and overcrowded conditions led to illness and disease. The most

common of these being measles, opthalmia, small pox, dysentery, scarlet and typhus fever, and cholera. • Discipline was used to control inmates who were often noisy and violent. Fighting was common, especially in the women’s

yard. On the whole punishment was used regularly - even for the smallest of offences. • Men could be punished for trying to talk to their wives and even children were scolded for playing.

English Oliver Twist

Year 9 Term 3

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Context Industrial Revolution:

The Industrial revolution created lots of jobs.

Before this, Britain used to be more rural – farming was the most obvious way of making money.

The Industrial revolution made many business men and factory owners extremely rich. It also created huge numbers of jobs, but workers lived in extreme poverty.

Living Conditions:

Many cities had terrible living conditions. • In the 19th Century, millions of people moved from the countryside to the cities in search of work in the

factories. • Population of cities grew rapidly, between 1800 and 1900. London’s population grew from 1 million to 6

million. • Most people ended up living in slums of cheap, overcrowded housing which led to hunger, disease and crime. • Many families had to share one tap and one toilet as there was often no proper drainage or sewerage system.

Education:

• Dickens believed that many of the problems in Victorian Britain, such as crime, poverty and disease, were caused by a lack of education. The poor in Victorian Britain had little or no education and Dickens felt that education would help them gain self-respect and improve their lives.

• Dickens supported several projects to educate the poor, such as the ‘Ragged Schools’, which offered free education, clothing and food to children from poor families. They were called ‘ragged’ after the ragged clothes the children wore.

Charity:

• Dickens highlighted the importance of generosity and charity. • The Industrial Revolution created a society in which the gap between the rich and poor was huge. • Many very poor people relied on the generosity of others. • Some businessmen were keen to enhance the lives of their workers. Cadburys tried to provide quality homes and improve lifestyles for workers at their factory.

English Oliver Twist

Year 9 Term 3

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Plot Summary

Oliver Twist is born in a workhouse in 1830s England. His mother, whose name no one knows, is found on the street and dies just after Oliver’s birth.

Oliver spends the first nine years of his life in a badly run home for young orphans and then is transferred to a workhouse for adults.

After the other boys bully Oliver into asking for more gruel at the end of a meal, Mr. Bumble, the parish beadle, offers five pounds to anyone who will take the boy away from the workhouse.

Oliver narrowly escapes being apprenticed to a mean chimney sweep and is eventually apprenticed to a local undertaker, Mr. Sowerberry. When the undertaker’s other apprentice, Noah Claypole, makes disparaging comments about Oliver’s mother, Oliver attacks him and incurs the Sowerberry’s wrath.

Desperate, Oliver runs away at dawn and travels toward London.

Outside London, Oliver, starved and exhausted, meets Jack Dawkins, a boy his own age. Jack offers him shelter in the London house of his benefactor, Fagin.

It turns out that Fagin is a career criminal who trains orphan boys to pick pockets for him.

After a few days of training, Oliver is sent on a pickpocketing mission with two other boys.

When he sees them swipe a handkerchief from an elderly gentleman, Oliver is horrified and runs off.

He is caught but narrowly escapes being convicted of the theft. Mr. Brownlow, the man whose handkerchief was stolen, takes the feverish Oliver to his home and nurses him back to health.

English Support and application

Year 9 Term 3

Vocabulary Wider Research Apply

1. Dickens 2. Industrial 3. Revolution 4. Pickpocket 5. Convicted 6. Poverty 7. Wealthy 8. Social class 9. Able-bodied 10. Impotent 11. Cripple 12. Monotony 13. Discipline 14. Orphan 15. Religious 16. Christianity 17. Politics 18. Diatribe 19. Zeitgeist 20. Listing 21. Description 22. Speech 23. A-syndetic 24. Syndetic 25. Generosity 26. Charity 27. Businessmen 28. Juxtaposition 29. Symbolism 30. Motif

https://www.britannica.com/topic/Oliver-Twist-novel-by-Dickens https://www.sparknotes.com/lit/oliver/summary/ https://www.bl.uk/works/oliver-twist https://quizlet.com/32186055/oliver-twist-flash-cards/ https://www.youtube.com/watch?v=XqvcUEIhMBU

1. Write a summary of the novel Oliver Twist in your own words. Try to include quotations from the novel.

2. Create a poster about the key contextual features of the novel. 3. Design a fact file about Dickens’ life. How does it relate to the

story? 4. Research workhouses in the Victorian Era. Are there modern

examples of this that you can compare them to? 5. Define each of the key words. Write a sentence that includes

the key word in it. 6. Write a diary entry from the point of view of Oliver Twist at the

beginning of the story. 7. Create a newspaper report that details Oliver’s escape from the

workhouse. 8. Create a set of flashcards that includes analysis of the key

quotations from the novel. 9. Read the novel in full! 10. Re-write the beginning of the story as if it were happening in

2019.

Maths Probability

Year 9F Term 3

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Probability The probability of an event An event is an activity, such as throwing a die, which may have several possible outcomes. We write the probability of any outcome of an event as P(outcome). For example, the probability of getting a heads when tossing a coin can be written as P(Heads).

The probability of any outcome can be calculated by: P(outcome)= number of ways the outcome can occur

total number of possible outcomes

For example, the probability of rolling a 2 on a fair six sided dice is P(2) = 1

6, as there is one outcome out of six possible outcomes.

We can also calculate the probability that an outcome will not occur using the formula P(outcome does not occur) = 1 – P(outcome does occur). These probabilities will

add to 1. For example, the probability of not rolling a 2 on a fair six-sided die will be P(Not a 2) = 1 - 1

6=

5

6 .

Mutually exclusive and exhaustive outcomes. Outcomes that are mutually exclusive cannot happen at the same time, such as “throwing an odd number” and “throwing an even number” with a dice. When two outcomes are mutually exclusive, you can add up their separate probabilities to work out the probability of either of them occurring. Adding together all the mutually exclusive probabilities will always give an outcome of 1, or 100%.

For example, when tossing a coin, P(heads) = 1

2 . and P(tails) =

1

2 . Adding these together gives 1. Therefore it is certain that you will either land on heads or tails when

tossing a coin, there are no other options. Exhaustive outcomes are those where there are no other possibilities, such as the example above. The probabilities of an exhaustive set of mutually exclusive outcomes add up to 1. Relative frequency Relative frequency is an estimate for theoretical probability, the exact or true probability of an event occurring. Relative frequency is otherwise known as the experimental probability, For example a football team has won 9 games from their 12 played, the relative frequency of them winning is 9/12 = ¾ of 75%.

It is calculated from completing trials of an event to see how many times different outcomes occur. Relative frequency of an outcome = number of times the outcome occurs

total number of trials

Expectation When you know the probability of an outcome, you can predict how many times you would expect that outcome to happen within a certain number of trials. This is called expectation, this is what we think will happen but not necessarily what will. For example if 4 out of every 10 cars sold in the UK are made by Japanese companies and you were to look in to a car park full of 2000 cars, how many could we expect to be of Japanese make? To calculate this we work out the probability from the information we

know about Japanese companies 4 10⁄ and we multiply this by how many vehicles there are, 2000. This tells us we expect 800 of the cars to be of Japanese make.

Maths Statistics

Year 9F Term 3

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Statistics Sampling is when people or objects are selected from a population in order to test the population for something. For example, we might want to find out how people are going to vote at the next election. Obviously we can't ask everyone in the country, so we ask a sample. In a random sample, every member of the population has an equal chance of being chosen. For example, it may be names picked from a hat, the first 100 people met, or names taken at random from a telephone directory. Before you start the sampling of a population, you must decide how much data to collect. This is called the sample size, and will depend on how accurately the sample must represent the population and the amount of time and/or money available to meet the cost of collecting the sample data. The more representative the sample needs to be, the larger the sample size needs to be. A hypothesis is an idea based on a theory, for example, “Boys are taller than girls”, or “Students are more likely to walk to school than cycle”. Data is often collected using a sample to test a hypothesis. There are four steps in testing a hypothesis:

1. Specify the problem. 2. Collect the data. 3. Process and represent the data. 4. Interpret and discuss the results.

Primary data is data collected yourself. You take responsibility for collecting an appropriate amount of correct information. For example, you may ask a sample of students in your school how they travel to school. Secondary data is data collected by someone else. A lot of this type of data is available on the internet or in newspapers. It is useful as you can access a huge volume of data, but you have to rely on its sources being accurate. For example, you may search for data about the temperature in a particular month of the year. Pie Charts Pie Charts are often used in Statistics to represent information which has been collected from a survey or sample in order to prove or disprove a hypothesis. In a pie chart the whole of the data is represented by a circle (the ‘pie’) and each category of it is represented by a sector of the circle (a ‘slice of the pie’). The angle of each sector is proportional to the frequency of the category it represents. So unlike a bar chart, a pie chart can only show proportions and not individual frequencies. In order to calculate the size of each angle in a pie chart, you divide 360o by the total frequency. You then multiply this answer by each individual frequency to get the angles. See example to the right.

Maths Statistics

Year 9F Term 3

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Statistics Scatter Diagrams A scatter diagram is a way of comparing two variables by plotting their corresponding values on a graph. The variables are usually taken from a table and are treated just like a set of (x, y) coordinates. Graphs can either have positive correlation, negative correlation or no correlation. Positive correlation means as one variable increases, so does the other variable. Negative correlation means as one variable increases, the other variable decreases. No correlation means there is no connection between the two variables. The closer the dots are to a straight line the stronger the correlation. A perfectly straight line indicates perfect correlation. A line of best fit is a sensible straight line that goes as centrally as possible through the coordinates plotted. It should also follow the same steepness of the crosses. This line can be used to read data to show an indication of what could be a result, or what may happen. This is called interpolation. Grouped Data Data can either be discrete or continuous. Discrete data can only have certain values, for example goals scored, marks in a test and shoe sizes. Continuous data can have any value within a range of values, for example, height, mass, time and capacity. Sometimes data must be grouped, perhaps because there are too many individual values to represent them easily. This is called grouped data. For example, weekly pocket money given to year 9 students, or time spent on homework by year 10 students. Modal Class The modal class or group is the group with the highest frequency. In the example, where students took part in a sponsored run, the modal group is 26-30 laps, as this is the group with the highest frequency. Estimated Mean In the grouped frequency table to the right, the exact number of laps cannot be found. As the data has been grouped, the exact data values are not known so only an estimate of the mean can be found. To find the mean number in this frequency table, divide the total number of laps by the total number of students. To estimate the number of laps for each group, create a midpoint column. To find midpoints, add the start and end points and then divide by 2. We don’t know the exact value of each of the 2 items of data in the group 1-5 so the best estimate we can make is that each item of data was equal to the midpoint, 3. Repeat this process to find the midpoint of each group. Now an estimate for the number of laps is known, the total number of laps can be found by multiplying the frequencies by the midpoints. Now find the estimated mean by dividing the total laps by the total number of students.

Maths Support and application

Year 9F Term 3

Vocabulary Wider Research Apply

1) Event 2) Outcome 3) Probability 4) Fraction 5) Probability scale 6) Random 7) Trial 8) Exhaustive 9) Mutually exclusive 10) Relative frequency 11) Experimental

probability 12) Expectation 13) Bias 14) Population 15) Random sample 16) Hypothesis 17) Survey 18) Pie chart 19) Correlation 20) Interpolation 21) Line of best fit 22) Negative 23) Positive 24) Scatter diagram 25) Continuous 26) Discrete 27) Estimated mean 28) Grouped data 29) Midpoint 30) Modal group

Probability Scale: https://corbettmaths.com/2013/05/12/probability-scale/

Probability of an outcome not happening: https://corbettmaths.com/2013/05/12/probability-scale/

Relative frequency: https://corbettmaths.com/2013/06/20/relative-frequency/

Mutually exclusive events: https://corbettmaths.com/2013/06/15/the-or-rule/

Sampling: https://corbettmaths.com/2013/11/13/random-sampling/

Pie Charts: https://mathsmadeeasy.co.uk/gcse-maths-revision/pie-charts-revision/ https://corbettmaths.com/2013/02/27/drawing-a-pie-chart/

Scatter Diagrams: https://corbettmaths.com/2012/08/10/scatter-graphs/

Grouped data and estimated mean: https://corbettmaths.com/2012/08/19/estimated-means-from-grouped-data/

1. There are six red crayons, eight blue crayons and ten green crayons in a box. Maya takes a crayon, at random, from the box. Write down the probability that she takes a green crayon.

2. A card is chosen at random from a pack of 52 playing cards. What is the probability of a King or a Heart?

3. The probability of James winning a competition is 0.03. What is the probability that James does not win the competition?

4. Rashid’s school has 1500 students. He wants to take a 5% sample. How many students should be in the sample?

5. Mo reads on a website that a film is rated '5 stars out of 5!' by users of the website. What piece of information about the rating might he want to know to judge how reliable it is?

6. The table gives information

about students staying after school to play sport. Draw an accurate pie chart to show this information.

7. Timothy asked 30 people how long it takes them to get to school. The table shows some information about his results. Work out an estimate for the mean time taken.

Maths Geometry

Year 9H Term 3

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Geometry and Measures - Angles

Basic Angle Facts Remind yourself of the basic angle facts: 1. Angles on a straight line add up to 180 degrees. 2. Angles around a point add to 360 degrees. 3. Vertically opposite angles are equal You can apply facts like these to support solving algebraic angle problems such as the one in the picture on the right.

Angles in parallel lines There are three facts you can use to identify angles within parallel lines. It is essential you are aware of the names as well as the associated facts.

Angles in Polygons The sum of the interior angles in any sized polygon, a 2D shape with a minimum of three sides, can be calculated by counting the number of sides to the shape, taking away two and then multiplying the result by 180. This is because you can always fit in 2 less triangles within the shape than the number of sides. The formula is written as: 180(n - 2) this is where n represents the number of sides to the shape. If you therefore want to find the size of one angle within a regular polygon, where all the side lengths and angles are equal in size, you divide the sum of the angles by how many there are. For example, the size of one interior angle in a regular pentagon can be calculated by the following steps:

Every polygon has the same number of exterior angles as it does interior angles. This is an angle that sits on the outside of the shape on a straight line with the interior angle (see image on right), this means you can calculate the size of an exterior angle by taking the interior angle away from 180o. In our example of the regular pentagon above where one of the interior angles was calculated to be 108o, we can take this away from 180o to find the exterior angle is 72o. Unlike interior angles however, exterior angles always add to 360o no matter how many sides the polygon has. Therefore, an exterior angle size can be calculated by dividing 360 by the number of sides to the shape. Eg 180 ÷ 5 = 72o Bearings Bearings are used to give accurate direction information. The bearing of a point B from a point A is the angle through which you turn clockwise as you change direction from due north to the direction of B. As a bearing can have any value from 0o to 360o, you give all bearings in three figures. Therefore, the 3 key facts with bearings are:

1. Always measured from due North

2. Always measured in a clockwise direction

3. Angles are written as a three digit answer.

For example an angle of 7o would be written as a bearing of 007o.

Maths Algebra

Year 9H Term 3

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Algebra: Algebraic Manipulation Substitution Substitution involves replacing one or more letters with numbers in an expression, any combination of letters and numbers, or formula, like equations but include more than one variable. Whenever you substitute a number for a variable in an expression you are replacing a letter with its known value. It is worthwhile when substituting values into an expression or formula to write them in with brackets around them. The reason it is useful putting brackets around substituted values is to ensure that negative values are calculated correctly. It is also essential when substituting to remember BIDMAS, the order of calculation.

Expanding In mathematics to expand usually means ‘multiply out’, whereby the variable directly outside the bracket is multiplied by every variable within the bracket. For example, expressions such as 3(y + 2) becomes 3y + 6 or 4y2(2y – 3) which becomes 8y3 - 12y2. Remember the product of a negative and positive value is negative and the product of two negative values will be positive. Note: A minus sign on its own in front of a bracket actually means -1 so –(x – 3) would become – x + 3 You will often see two separate brackets in an expression which need expanding like explained above and then like terms collected to complete your answer. Like terms are terms that have the same letter(s) raised to the same power but can have different numerical coefficients (numbers in front of them).

Factorising into one bracket Factorisation is the opposite of expansion. It puts an expression back into the brackets it may have come from. In factorisation you need to look for the highest common factors in every term of the expression. To factorise an expression such as 6m2 + 9m, first look at the numerical coefficients 6 and 9, their highest common factor (HCF) is 3. The look at the variables m2 and m, their HCF is m (remember m2 means m x m). The expression could therefore be seen as 3m x 2m for 6m2 and 3m x 3 for 9m. 3m is the common factors in both these variables therefore your answer is written as 3m(2m + 3). You can always check your factorised answer by expanding again to see if you get back to the original expression. Quadratic expansion A quadratic expression is indicated by having two brackets that need multiplying together, giving you an answer where a variable has a power of 2. For example being asked to expand (3y + 2)(4y – 5) each of these brackets can be called a binomial, the sum of two terms. You can use the acronym FOIL to help expand the double brackets. Where F – First variable in each bracket, O – outer variables in each bracket, I – inner variables in each bracket and L – last variables in each bracket.

Maths Geometry

Year 9H Term 3

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Geometry and Measures: Transformations Congruency If two shapes are exactly the same shape and size, they are congruent. Reflections, rotations and translations all produce images that are congruent to the original object. For shapes that are congruent, all corresponding sides are equal and all the corresponding angles are equal. Congruent triangles come in three different styles. SSS, SAS and ASA. Congruency occurs following one of these four conditions:

1. when all sides are the same (SSS)

2. when two sides and an angle are the same (SAS)

3. when two angles and one side is the same (ASA)

4. when both triangles have a right angle, an equal hypotenuse and another equal side (RHS)

Rotational Symmetry A 2D shape has rotational symmetry if it can be rotated about a point to look exactly the same in a new position. The order of rotational symmetry is the number of different positions in which the shape can look the same when it is rotated around a point, 360o. One way to find the order of rotational symmetry is to trace the shape and count the number of times the shape looks the same as you turn the tracing papers through one complete turn.

Transformations A transformation changes the position or size of a shape. The original shape is called the object and the transformed shape is called the image. There are four basic ways of transforming 2D shapes: translation, reflection, rotation and enlargement.

A reflection transforms a shape so that it becomes a mirror image of itself. It is important to note that the reflection of each point in the object is perpendicular, at 90o, to the mirror line, the object and its image will always be congruent. Reflections may have points which are invariant, meaning the point doesn’t change. Examples of invariance occur when the mirror line is attached to part of the original image. A rotation transforms a shape to a new positon by turning it about a fixed point called the centre for rotation. The direction of turn of the angle of rotation is expressed as either clockwise or anticlockwise. When a shape is rotated it is always congruent to the original shape.

A translation is the ‘movement’ of a shape from one position to another without reflecting or rotating it. It is sometimes called a glide as it appears to glide from one place to another, every point of the shape moves in the same direction and through the same distance. Translations are described via vectors, a vector is represented by the combination of the horizontal shift followed by the vertical shift. The object and its image will always be congruent. The top number in a vector describes the horizontal movement, to the right is positive and the left is negative. The bottom number in the vector describes the vertical movement, upwards is positive and down is negative. An enlargement is the only transformation which does not produce congruent shapes, it changes the size of a shape to give a similar image. It always has a centre of enlargement and a scale factor. Every length of the object will be multiplied by the same scale factor to find the side lengths of the image.

Maths Support and application

Year 9H Term 3

Vocabulary Wider Research Apply Angle Straight Vertically opposite Acute Equilateral Isosceles Obtuse Scalene Interior Exterior Allied Alternate Corresponding Bisect Congruent Symmetry Translation Enlargement Rotation Reflection Vector Equation Expression Substitution Expanding Factorisation Quadratic Binomial

Sum of interior angles in polygons https://www.youtube.com/watch?v=gVo8ZrtlSp0 Interior and exterior angles https://www.bbc.co.uk/bitesize/guides/z8w2pv4/revision/3 Bearings https://www.youtube.com/watch?v=u27gQblSxP8 Substitution https://www.bbc.co.uk/bitesize/guides/zqdqtfr/revision/3 Expanding single brackets https://www.bbc.co.uk/bitesize/guides/zcqmsrd/revision/3 Factorising linear expressions https://www.youtube.com/watch?v=UrOJrsRv9iI Expanding quadratics https://corbettmaths.com/2013/12/23/expanding-two-brackets-video-14/ Congruence https://www.bbc.co.uk/bitesize/guides/z9wjng8/revision/1 Transformations https://www.bbc.co.uk/bitesize/guides/zkw2pv4/revision/3

1. Calculate the size of each angle in the image on the right

2. Calculate the sum of the interior angles of a heptagon.

3. A regular polygon has an interior angle of 98o. What is

the size of its exterior angle?

4. Calculate the size of an exterior angle of a nonagon.

5. Find the value of L = a2 -8b2 when a = -6 and b = ½

6. Expand the following expression 5p3(4p2 – 5m)

7. Expand and simplify m(4 + p) + p(3 + 2m)

8. Expand and simplify 3y(4w + 5t) – 2w(5y – 1)

9. A rectangle with side lengths of 6 and 4x – 2 has a smaller rectangle within it

with side lengths of 3 and 2x + 3. Work out the remaining area between the

two rectangles.

10. Factorise the following expressions

a) 5k – 25

b) 6my + 4py

c) 10a2b – 15a2b2

11. Expand and simplify this quadratic expression (t + 5)(t – 2)

12. Expand and simplify (2t – 3) (3t – 6)

13. Draw a pair of axes, with both axes going from -10 to 10. Draw a triangle

with coordinates A (1, 1), B (3, 1) and C (4, 3)

a) Reflect the triangle in the line x = 1 and label the image D

b) Rotate the original object around the centre (1, 2) and label the image E.

c) Translate the original object and label the image F

d) Enlarge the original object with a scale factor of ½ in the centre (-1, -1) and

label the image F.

Science - Biology Systems in the Human Body

Year 9 Term 3

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Systems in the Human Body

Respiration

Respiration is a reaction in which energy stored in compounds such as glucose is released through cell reactions.

The energy from respiration is used for all cell reactions in the body including digestion and muscle movement.

There are two methods of respiration, aerobic respiration and anaerobic respiration.

Aerobic respiration uses oxygen to release a lot of energy stored in glucose, whereas anaerobic respiration does not utilise oxygen, releasing less energy. Aerobic respiration is represented by the equation: Glucose (C6H12O6) + Oxygen (6O2) -> Carbon dioxide (6CO2) + Water (6H2O).

Anaerobic respiration is represented by the equation: Glucose -> Lactic acid (Lactate). Aerobic respiration is an oxidation reaction which occurs mainly in the mitochondria of cells, while anaerobic respiration is an incomplete oxidation reaction that occurs in the cytoplasm. Circulatory System

The circulatory system is a method of transport in the body and is made up of the heart, blood vessels and blood. The heart pumps blood around the body through muscle contraction.

Deoxygenated blood enters the heart through the Vena Cava and fills the compartment known as the right atrium.

The right atrium will contract forcing the deoxygenated blood through a valve into the right ventricle.

The valve the blood passed prevents back flow in the heart. In the right ventricle, the compartment will contract forcing blood through another valve into the pulmonary artery, which transports the deoxygenated blood to the lungs for gaseous exchange.

Once oxygenated at the lungs, the blood is transported back to the heart and enters through the pulmonary vein into the left atrium.

The left atrium contracts forcing blood to the left ventricle, which will contract forcing blood into the aorta to transport the oxygenated blood to the rest of the body.

The left side of the heart is made up much thicker muscle because it must move the blood through the aorta with enough force to circulate around the body.

Digestive System

The digestive system breaks down complex structures into simple molecules.

Digestion occurs using enzymes, biological molecules that facilitate a reaction in a substrate without being used up themselves. Enzymes end in –ase.

Different enzymes break down different substrates, carbohydrase breaks starch into glucose, protease breaks proteins into amino acids and lipase breaks fats into fatty acids and glycerol.

Unwanted amino acids are converted to urea by the liver and excreted as urine by the kidneys.

Science - Physics Forces

Year 9 Term 3

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Forces Vector or Scalar, Contact or Non-Contact

Physical quantities are measured using a scale, two forms: Vector Quantities and Scalar Quantities.

Scalar and vector quantities have magnitude (have an amount) but vector quantities also have direction.

Forces can be contact or non-contact. Forces such as friction are contact as it requires two surfaces to be moving past eachother. Gravity is a non-contact force as it acts upon an object even though there is no physical interaction between the force and object.

Free Body Diagrams

Free body diagrams are used to demonstrate different forces acting upon an object.

Free body diagrams will show the forces acting from central point.

The downwards arrow usually represents the force weight, the upwards arrow reaction force or up thrust and the left and right arrows demonstrating either thrust or air resistance/friction. Work Done

Work done is the energy transferred to an object via a force to change the speed, direction or shape of that object.

Work done is calculated using the equation: Work done = Force (N) x Distance (m).

As work done is the energy transferred to an object, work done is measured in Joules. Weight

Weight is the downwards force acting upon an object, it can be calculated using the equation: Weight = Mass x Gravitational field strength.

The gravitational field strength of Earth is 9.8N/kg, meaning for every 1kg of mass, 9.8N of force is exerted down as weight.

Gravitational field strength can vary between the different planets and other celestial objects in the universe. For example, the gravitational field strength of the moon is 1.6N/kg, meaning a person with a mass of 70kg exerts a weight of 112N on the moon. This same mass will exert a force of 686N on Earth.

Elastic Potential Energy

Work is done when a spring is compressed or extended, transferring energy to the spring.

The work done to the spring will be equal to the elastic potential energy stored within the spring, which can be calculated using the equation: Elastic potential energy = 0.5 x Spring constant x (Extension)2.

Elastic potential energy will be measured in joules, the spring constant is measured in Newton’s per metre (N/m) and extension is measured in m.

A spring can only be extended by a specific amount of force until it reaches an extension from which it will not return to its original shape.

This is known as the limit of proportionality. If a spring has a spring constant of 3N/m and is extended by 50cm the elastic potential energy stored in the spring can be calculated using: 0.5 x 3N/m x (0.5m)2 = 0.375J.

Science- Physics Core Practical Forces and Extension – Hooke’s Law

Year 9 Term 3

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Forces and Extension Practical Method

The aim of this required practical is to investigate the relationship between the force exerted on a spring and the extension of a spring.

To conduct this experiment a clamp stand must first be set up with two clamps at varying levels.

On the highest clamp, a spring is attached, with a pointer at the bottom of the spring and on the lower clamp a metre ruler attached.

The top of the spring must be in line with the zero mark of the metre rule so the level of extension can be accurately recorded. The point on the spring will show the distance moved as the spring extends.

The initial length of the spring where the pointer is indicating must be recorded to identify this extension. A heavy weight can also be placed onto the clamp stand to prevent the equipment toppling over the bench.

One Newton (1N) weights can then be added to the spring to cause extension and the distance shown on the metre rule recorded.

After each 1N weight is added the extension of the spring can be identifed by recording the new length of the spring and substracting the initial length of the spring.

The data obtained from this investigation used to plot a graph detailing the weight in Newtons along the x-axis and the extension of the spring (m) along the y-axis.

The second part to this practical is to idenfy the weight of an object based upon the extension of the spring, utilising the graph produced earlier.

The same method of measuring spring extension will be used as before, the unknown weight is attached to the spring and the extension measured from the metre ruler.

This extension will be identified on the graph and a line drawn parallel to the x-axis from the measured extension until the line of best fit is intercepted.

A second line will be drawn parallel to the y-axis from this intercept to identify the weight of the unknown object.

Science Support and application

Year 9 Term 3

Vocabulary Wider Research Apply

1. Force 2. Vector 3. Scalar 4. Magnitude 5. Resistance 6. Friction 7. Gravity 8. Weight 9. Newton 10. Joules 11. Exerted 12. Proportionality 13. Compression 14. Extension 15. Newton 16. Relationship 17. Accuracy 18. Parallel 19. Intercept 20. Equipment 21. Enzyme 22. Vessel 23. Substrate 24. Ventricle 25. Atrium 26. Contraction 27. Aerobic 28. Anaerobic 29. Respiration 30. Deoxygenated

Work done – https://www.bbc.co.uk/bitesize/guides/z8pk3k7/revision/1 Forces – https://www.bbc.co.uk/bitesize/guides/zq94y4j/revision/1 Investigating force and weight – https://www.youtube.com/watch?v=jQAt3e6Bz7U Required Practical Simulation – https://phet.colorado.edu/sims/html/masses-and-springs/latest/masses-and-springs_en.html Digestive System - https://www.bbc.co.uk/bitesize/guides/zxcrsrd/revision/1 Circulatory System - https://www.bbc.co.uk/bitesize/guides/zhnk7ty/revision/1

Forces and Energy Change: 1. Draw a free body diagram to show a box with a

weight of 50N and a reaction force of 50N. The box is being pushed to the right with a force of 70N and there is an opposite frictional force of 20N.

2. Calculate the resultant force pushing the box above to the right.

3. Compare the weight of a person on Earth and on the moon, who has a mass of 60kg.

Hooke’s Law Required Practical:

1. Explain the importance of a pointer to investigate the relationship between force and spring extension.

2. Explain what is meant by the limit of proportionality and predict the change in the shape of a spring past this limit

Systems in the Human Body: 1. Create a flow chart to show the movement of

food through the digestive system. Include the function of each digestive organ.

2. Create a flow chart to show the moment of blood through the circulatory system. Include labels for deoxygenated and oxygenated blood.

3. Create a Venn diagram to compare anaerobic and aerobic respiration. What are the similarities? What are the differences?

Geography What happens when the land meets the sea?

Year 9 Term 3

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: What shapes our coastal landscapes? The UK Coastline The area of land where the sea meets the shore is known as the coastline. The sea breaks down, moves around and builds up the coast. This process has been occurring for millions of years, and is part of the interaction between the atmosphere, hydrosphere and lithosphere. This term, you will find out how coastlines change and how this impacts people. It is estimated that over 3 million people live on the coast of the UK. In fact, nowhere in the UK is more than 113 km away from the sea. The sea brings many positives for people, such as jobs from fishing, sea transport at ports, and tourism. Coastlines are also attractive places to live. But there are also some negatives, such as the risk of flooding, damage to property or cliffs collapsing. Just like the geomorphic processes that we have studied in rivers, the coastline can be impacted by:

Weathering

Mass movement

Erosion

Transportation

Deposition

Coastal engineers have to protect some coastlines, where people live or earn a living, from the impact of these processes. The government have to make difficult decisions about funding engineering projects to protect our shores. Geology How coasts change depends not only on the geomorphic processes, but also on the geology (or rock-type) of the area. The North Norfolk cliffs are basically comprised of a contorted mix of silts, sands, clays and gravels that were deposited during the ice ages over the last 2 million years. The cliffs provide little resistance to the powerful action of North Sea waves, which erode the base of the cliffs.

Weathering Weathering is a process that breaks down rocks at the coast. There are three types: mechanical weathering occurs when water gets into a crack in a rock, freezes, expands then repeats, eventually breaking the rock into pieces; chemical weathering occurs when slightly acidic rainwater comes into contact with rock and breaks it down by changing its chemical structure; biological weathering occurs through the actions of plants and animals, the roots of plants and trees can get into cracks in rocks causing them to split, this can also be done by burrowing animals and worms in the soil.

Geography What happens when the land meets the sea?

Year 9 Term 3

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Geomorphic processes at the coast Mass movement: Mass movement is the downhill movement of rock at the coastline, often seen with cliffs. This is known as a landslide (material falling in a straight line), slumping (material shifting with a rotation) or rock fall (the rock material breaks up and moves down the slope). Mass movement generally occurs due to gravity and weathering rather than the action of the sea.

Eroison: Erosion is the wearing or breaking down of rock material. There are four erosion processe which are similar to those we have studied in rivers:

Hydraulic action – the power of the wave forces water and air into cracks in the rock.

Abrasion - the waves pick up rocks from the sea and throw them against the cliffs.

Attrition - the sea picks up angular rocks and knocks them into each other, making them smoother and rounder.

Corrosion (or solution) – salt or chemicals in the water dissolve the rocks.

As weathering and erosion processes shape the coast, they create landforms that are constantly evolving. These include: • Headlands and bays • Wave-cut platforms • Caves, arches, stacks and stumps.

Concepts to remember: - The coast is constantly changing shape. - Weathering occurs at the top of cliffs and erosion acts on the bottom of cliffs through the actions of the sea. - We can never stop coastal erosion; we can only slow it down. - However, protecting the coast in one area may impact places further along the coast and speed up erosion in these areas.

Geography What happens when the land meets the sea?

Year 9 Term 3

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: How do transportation and deposition change the coastline? Transportation: There are two types of waves: constructive and destructive. These waves shape beaches by either building them up or eroding them down. The swash is the forward movement of a wave up the beach – a constructive wave has a strong swash and acts to build up a beach. In a destructive wave, the backwash is stronger – this is the backwards movement of the wave, back out to sea. If this is stronger, material is removed from a beach. As waves transport material, they can completely change the shape of the beach. A process called longshore drift is the transportation of beach material (such as sand and pebbles) along the beach in a zig-zag pattern, following the direction of the waves. Deposition: When the waves no longer have the energy to carry the material that has been eroded and transported along the coast, it is deposited. These deposits build up and, over time, beaches are formed. However, if the coast changes direction, deposition can continue along the same route, creating a spit. As the wind direction changes, or the current changes, the spit will curve. The area behind it is then protected from erosion by the waves and the wind so salt marshes are able to form.

Coastal Management: Local governments choose to leave some at-risk areas open to these coastal processes, even though there may be loss of land to the sea. When governments decide to act and protect a coastline they use strategies that are grouped into two categories:

Hard engineering – the use of man-made structures to protect the coastline from the impacts of coastal erosion. For example, sea walls and rock armour.

Soft engineering – much cheaper methods, using the natural environment to help protect the coastline. For example, beach replenishment.

Geography What happens when the land meets the sea?

Year 9 Term 3

Vocabulary Wider Research Apply

1) Arches 2) Bars 3) Bay 4) Beach

Replenishment 5) Caves 6) Cliffs 7) Coastal engineer 8) Coastline 9) Corrosion 10) Economic 11) Environmental 12) Erosion 13) Groynes 14) Hard engineering 15) Headland 16) Hydraulic action 17) Longshore drift 18) Material 19) Pebbles 20) Revetments 21) Rock armour 22) Sea walls 23) Sediment 24) Social 25) Soft engineering 26) Spit 27) Stacks 28) Stumps 29) Sustainability 30) Wave-cut platforms

Geomorphic processes: https://www.bbc.co.uk/bitesize/guides/zshpdmn/revision/1 Headlands and bays: https://www.internetgeography.net/topics/bays-and-headlands/ Wave-cut platforms: https://timeforgeography.co.uk/videos_list/coasts/formation-of-a-wave-cut-platform/ Caves, arches, stacks and stumps: https://www.bbc.co.uk/bitesize/guides/z86tk7h/revision/1 North Norfolk case study: https://www.youtube.com/watch?v=F7xNJiU3ZgE Coastline management: Hard engineering – https://www.bbc.co.uk/bitesize/guides/z8kksg8/revision/1 Soft engineering – https://www.bbc.co.uk/bitesize/guides/z8kksg8/revision/2

1) How can plants and animals cause weathering? 2) How might geology (the make-up of rocks) affect the rate of

weathering or erosion on a section of coastline? 3) How many forms of erosion are there? Draw a diagram to show

each of the erosion processes. 4) Will rocks be impacted by weathering more at the coast or in

rivers? Justify your answer. 5) Have you visited a coastline? If so, write a paragraph describing

what it was like. 6) Write a paragraph to explain why coastlines are important to

people in the UK. 7) Research coastal management strategies that are used in the

UK. Which do you think is the most effective? 8) Create a plasticine model to show how erosion has formed a

headland and a bay on a stretch of coastline.

Answer the following exam questions: 1) Explain the process of chemical weathering. [2 marks] 2) Describe the geology of the North Norfolk coastline. [3 marks] 3) Describe the difference between constructive and destructive

waves. [4 marks]

4) Explain the process of longshore drift. [4 marks] 5) Justify why deposition can lead to the formation of spits on the

coastline. [4 marks] 6) Describe what will happen to a cave over time. [6 marks] 7) Explain how erosion processes can lead to the formation of new

landforms at the coast. [6 marks] 8) Justify which method of coastal engineering is more effective;

hard or soft engineering. [6 marks]

History Conflict in the 20th Century to Modern Day

Year 9 Term 3

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Arab-Israeli Conflict

Israelis and Arabs have been fighting over Gaza on and off, for decades. It's part of the wider Arab Israeli conflict.

After World War II and the Holocaust in which six million Jewish

people were killed, more Jewish people wanted their own country.

They were given a large part of Palestine, which they considered their

traditional home but the Arabs who already lived there and in

neighboring countries felt that was unfair and didn't accept the new

country.

In 1948, the two sides went to war. When it ended, Gaza was

controlled by Egypt and another area, the West Bank, by Jordan. They

contained thousands of Palestinians who fled what was now the new

Jewish home, Israel.

But then, in 1967, after another war, Israel occupied these Palestinian areas and Israeli troops stayed there for years.

Israelis hoped they might exchange the land they won for Arab countries recognising Israel's right to exist and an end to the fighting.

Since then, Israel has held Gaza under a blockade, which means it controls its borders and limits who can get in and out.

History Conflict in the 20th Century to Modern Day

Year 9 Term 3

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Vietnam War

Why did America become involved in Vietnam?

Bombing - President Johnson ordered the bombing of strategic military targets in North Vietnam, including air raids on the capital city, Hanoi, and bases and supply routes for the Vietcong.

Escalation - President Johnson slowly increased the number of American troops on

the ground in Vietnam.

Air and artillery - American troops were sent on patrols, to be supported by air and

artillery if attacked by the Vietcong.

Search and Destroy - From 1965, the American military began a policy of sending

soldiers into the jungle and villages of Vietnam to ‘take the war to the enemy’

Technology - The USA relied on high altitude bombers to drop heavy bombs in North

Vietnam.

The Vietcong

The Vietcong were aided and supplied by communist North Vietnam, and its leader

Ho Chi Minh.

The Vietcong’s message of independence from foreign control and ending the

concentration of land ownership among rich property owners made it popular with

Vietnamese peasant farmers.

Ngo Dinh Diem’s Strategic Hamlets policy had been introduced in 1962. It was meant

to create ‘safe villages’, and was supposed to stop the Vietcong from getting their

supplies and soldiers from villages.

In 1959, Ho Chi Minh declared a war to overthrow the South Vietnamese government and unite Vietnam under communist rule with the support of the Vietcong.

The Vietcong begin to fight a guerrilla war against the government of South Vietnam.

History Conflict in the 20th Century to Modern Day

Year 9 Term 3

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: War on Terror

After the 9/11 attacks

After the attacks Osama bin Laden seemed to reinforce the belief that Al-Qaeda had been

behind 9/11 and other acts of violence.

He went on to claim that Al-Qaeda was solely responsible for 9/11.

War on terror was first used by President George W. Bush to explain the military, political, legal

and ideological struggle against organisations which had been labelled as terrorist.

‘War on terror’ also refers to the actions of the USA and its allies against governments that

provided these organisations with support or those which posed a threat to the USA and its

allies.

The aims of the ‘war on terror’ include:

Defeat those who had been associated with terrorist attacks, such as Osama bin Laden.

Identify, locate and destroy terrorists along with their organisations, such as Al-Qaeda.

Stop those who gave sponsorship, support and sanctuary to terrorists.

Defend the citizens of the USA and its allies at home and abroad.

It began on 7th October 2001, when attacks were launched on Afghanistan by Western coalition forces along with the anti-Taliban Afghan Northern Alliance.

Special Force troops were sent in and by mid-November the Afghan capital of Kabul fell.

History Support and application

Year 9 Term 3

Vocabulary Wider Research Apply

1) Terror 2) War 3) Fighting 4) Vietnam 5) Division 6) Political 7) USA 8) Liberation 9) Guerrilla 10) Independence 11) Government 12) Success 13) Failure 14) Intervention 15) Vietcong 16) Israel 17) Palestine 18) Middle East 19) Occupation 20) Terrorism 21) Invade 22) Afghanistan 23) Bombing 24) Blockade 25) Gaza 26) Communist

War on Terror https://www.bbc.co.uk/bitesize/guides/zwbrjty/revision/8 Vietnam War https://www.bbc.co.uk/bitesize/guides/zyh9mnb/revision/3 Books: Vietnam: A War of the History

1. Create a dictionary for this topic. Include all the key vocabulary, definition and use the word in a sentence.

Key Word Definition Use the word in a sentence

2. Write a newspaper article/blog explaining what happened in

the Vietnam War 3. Write a newspaper article/blog criticising USA’s tactics in

the Vietnam War 4. Research what happened during the Vietnam War and 5. Explain how the Arab/Israeli conflict caused unrest in the

region? 6. Create a mind map summarising key events of the 3 topics