Academies Tr us t Y9 STUDENT NAME: KnowledgeOrganiserAUTUMN
Revision Clocks Flash Cards Mind Mapping
HOW
HOW TO SELF TEST WITH KNOWLEDGE ORGANISERS
SevenLiteracy 1. Capital • Every are • year,Always Heights 2. Your/ Your Examples You’reAll You’re 3. Was/were WereWas children You try: 1. In spring, on 2. We 3. You 4. You’re/your 5. You’re/your 6. August Word To erase To enhance To ToRelianceToDistortioncoincideprecedeaccumulate Intrinsic TransitionUnique
Start by drawing a basic clock. Break your knowledge organiser down into 12 sub-categories. Make notes in each chunk of the clock. Revise each slot for 5 minutes, turn the clock over and then try to write out as much information as you can from one of the segments. Eg. all the information in the 2-3pm segment. Your brain will retain more information if you include images as well as key words.
Mind mapping is simply a diagram used to visually represent or outline information. It is a graphic technique you can use to translate what is in your mind into a visual picture. Since mind mapping works like the brain does it allows you to organise information faster and more efficiently. Use information gathered from your knowledge organiser to create mind maps, make sure to use colours and images, keeping writing to a bare minimum. Using this technique will help to embed key information into your long-term memory.
Use your knowledge organiser to make flash cards. Write the question on one side and on the other record the answer. Test yourself or work with a friend to make sure you know all the key information for each topic. You could also use flash cards to test yourself on the definitions of key terminology. Remember you need to revisit information 10 times for it to be embedded in your long-term memory.
YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
TO MIND MAP VIDEO HOW TO MAKE FLASH CARDS VIDEO HOW TO MAKE A REVISION CLOCK
1. Capital letters:
• Always use a capital letter for names of people, places, days of the week and months of the year, plus titles – John reminisced about July when he went to Rome and was reading Wuthering Heights by Emily Bronte.
2. Your/ you’re – when to use them: Your is used for possession – that means something belongs to you. Examples – Your books are on your table in your bedroom. All these things belong to you!
To erase To rub off; to remove all traces of; destroy or obliterate. To enhance To intensify, increase, or further improve the quality, value, or extent of. To coincide To occur at the same time/To correspond in nature; tally.
You’re is a shortened version of you are You’re really good at sport but you’re not going to be able to play in the final match.
• Every sentence should have a full stop and a capital letter – I walk to school with my friends. We are always careful when crossing the road. Cars are dangerous.
Word of the Week Definition
Transition The process or a period of changing from one state or condition to another.
5. You’re/your coat is hanging on the peg.
6. August was/were a hot month in portugal.
3. Was/were - when to use them: Was – is for one person or thing. I was going to the shops. The dog was looking for its bone. Were – is for more than one person or thing. We were happy to join the festivities. The children were excited about the show.
Distortion The action of distorting or the state of being distorted. The action of giving a misleading account or impression. To precede To come before (something.) Reliance Dependence on or trust in someone or something. To accumulate To gather together or acquire an increasing number or quantity of. Intrinsic To belonging naturally; essential.
3YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust ENGLISHLiteracy – Term 1
You try:
1. In spring, it is lovely to visit paris. You can go the louvre, the eiffel tower, and have a ride on the seine.
2. We was/were going on holiday in august.
3. You was/were invited to the celebration at grandma’s.
Seven Deadly Sin focus: Let’s nail it!
Unique Being the only one of its kind; unlike anything else.
4. You’re/your never going to believe this!
Itinerant – Travelling from place to place. Ranch – A large farm, especially in North America or Australia, where cattle or other animals are bred. Bindle – A bag or sack carried on a stick Big Question
Internal Action Focus on internal thoughts and feelings. What did you see? What did you hear? Make the reader share your experience.
• “Guys like us got nothing to look ahead to.”
CheckingRoute
Before You Plan - Recap On The Five Narrative Rules!
Key Migrationwords–
Past Tense Keep your story in the past tense (unless you are doing something fancy on purpose)
Short Time Frame No more than a two hour time frame for all the action. One hour would be even better!
• “I ought to of shot that dog myself, George. I shouldn’t ought to of let no stranger shoot my dog.”
• “A guy needs somebody—to be near him. A guy goes nuts if he ain’t got nobody. Don’t make no difference who the guy is, long’s he’s with you. I tell ya, I tell ya a guy gets too lonely an’ he gets sick.”
Realistic Nobody dies! No murder plot. No zombie apocalypse.
Context ‘Of Mice and Men’ is a novella written by John Steinbeck. Published in 1937, it tells the story of George Milton and Lennie Small, two displaced migrant ranch workers, who move from place to place in California in search of new job opportunities during the Great Depression in the United States. Steinbeck based the novella on his own experiences working alongside migrant farm workers as a teenager in the 1910s.
• “I got you to look after me, and you got me to look after you, and that’s why.”
How do our relationships shape us as people?
• “We could live offa the fatta the lan’.”
A person who moves from one place to another, especially in order to find work or better living conditions.
WRITING: NARRATIVE STORY WRITING – This term you will be developing your creative writing skills. It is important that you are able to create an effective short story which engages the reader. In order to create an engaging story you need to remember to stick to the following rules: Describing characters Character Characteristic Synonyms
4 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust ENGLISH Reading Term 1: Of Mice and Men by John Steinbeck
George Protective Shielding/preventative/safeguarding/defensive Lenny Childlike Innocent/inexperienced/unguarded/gullible Curly’s Wife Vulnerable Endangered/unsafe/unprotected/at risk Curly Aggressive Hostile/combative/argumentative/belligerent
Key quotes for understanding the story
Two Main Characters No more than two main characters - and you are one of them! You can have one extra minor character. That’s it!
figures
5YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust 1: Men Steinbeck That’s it! Californiaexperience.the why.” tell conditions.ya,areablestickto Shielding/preventative/safeguarding/defensive Route 2 Unit 1: Calculations, Checking andNegativeOperationIntegersRounding
ANSWERS
Estimate
7 3.5 b) 2 decimal place 3 . 5 2 7 3.53 c) 1 significant figure 3 . 5 2 7 4 46.2 9.85 √16.3
ExamplesWordsKey Concept Questions Estimation
5.42 50 10 √20 + 5 405
8 Sparx topics: U480 Rounding integers U298 Rounding decimals U731 Rounding integers using significant figures U965 Rounding decimals using significant figures U225 Estimating calculations MATHS
a) 1 decimal place 3 . 5
Rounding rules: If the digit after the one you are rounding to is 5, 6, 7, 8, or 9 then round the number up. If the digit after the one you are rounding to is 0, 1, 2, 3, or 4 leave the number the same. 1a)14.2b)0.06c)30002a)6b)24c)12d)4 1) Round the following numbers to the given degree of accuracy 2) a)Estimate14.1732 (1 d.p.) b) 0.0568 (2 d.p.) c) 3418 (1 s.f.) a) √4.09 × 8.96 b) 25.76 – √4.09 × 8.96 c) 3√26.64 + √80.7 d) √ 6.91 × 9.23 3.952 ÷ 2.023 to: the answer to the following calculation: 2 + =
Round 3.527
Significant EstimateKeyis a result of rounding to one significant figure. Digits are the componentsindividualofanumber.
6 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies RouteTrust 2 Unit 1: Indices and Roots ReciprocalIndicesRootsPowersKeyWordsExamplesKey Concept Questions am × an = am+n am ÷ an = am-n (am)n = amn a -m = a1m a mn = n√am a mn = 1 n√am Write as a single power: 1) a³ × a² 2) b4 × b 3) d -5 × d -1 4) m6 ÷ m2 5) n4 ÷ n4 6) 84 × 85 86 7) 49 × 4 43 8) 5)4)3)2)1)Evaluate:(32)52-28112(19)1216322723 Simplify each of the following: 1)a52)b53)d-64)m45)16)387)748)1031)2)93)4)645) 141319 ANSWERS 1) a6 × a4 = a6+4 = a10 4) (3a4)3 = 33a4×3 = 27a12 5) a-3 = 1 a3 6) 2a-4 = 2 a4 = √ 2516 = 54 7) a 21 = 2√a1 = √a 8) a 21 = 1 a 21 = 1 √a 9) ( 1625 ) 21 = ( 2516 ) 21 2) a6 ÷ a4 = a6–4 = a2 3) (a6)4 = a6×4 = a24 Sparx topics: U235 Index rules with positive indices U694 Index rules with negative indices U985 Fractional indices U772 Fractional indices MultiplesRouteMATHS
7YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust Roots1: MATHSRoute 2 Unit 1: Factors, Multiples and Primes 60 HCF - Mulitiply all numbers in the intersection = 3 × 5 = 15 LCM - Multiply all numbers in the Venn diagram = 2 × 2 × 3 × 5 × 5 = 300 22 53 5 2 × 2 × 3 × 5 22 × 3 × 5 75 HighestPrimeMultipleFactor Common LowestFactor MultipleCommonKeyWordsExamplesKey Concept Questions 1) Write 80 as a product of its prime factors 2) Write 48 as a product of its prime factors 3) Find the LCM and HCF of 80 and 4 ANSWERS1)42×52)24×33)LCM=240andHCF= 16Find the highest common factor and lowest common multiple of 60 and 75: 3 × 5 × 5 3 × 52 60 2 30 2 315 5 75 3 25 5 5 Prime decompositionfactor To breakdown a number into its prime factors. Highestfactorcommon Finding the largest whole number that divides into all numbers given. Lowestmultiplecommon The lowest common multiple of two numbers is the smallest whole number that is a multiple of both. Sparx topics: U739 Prime factor decomposition U751 Finding the lowest common multiple (LCM) U529 Finding the highest common factor (HCF) U250 Finding the HCF and LCM using prime factor decomposition
8 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust Standard form Base Science10 The mass of the Earth, Moon and planets in our solar system are written in standard form since they are extremely large numbers. KeyExamplesLinksWordsKey Concept Questions We use standard form to write a very large or a very small number in scientific form. Must be ×10 b is an integer Must be 1≤ a <10 a × 10b ANSWERS1a)7.4×104b)1.042×106c)9×10-3d)1.24×10-6 2a)1×108b)1.2×1012c)4×10d)1.6×10-2 1) Write the following in standard form: a) 74000 b) 1042000 c) 0.009 d) 0.00000124 2) Work out: a) (5 × 102) × (2 × 105) b) (4 × 103) × (3 × 108) c) (8 × 106) ÷ (2 × 105) d) (4.8 × 102) ÷ (3 × 104) Route 2 Unit 1: Standard Form Write the following in standard form: 1) 3000 = 3 × 103 2) 4580000 = 4.58 × 106 3) 0.0006 = 6 × 10-4 4) 0.00845 = 8.45 × 10-3 Calculate the following, write your answer in standard form: 1) (3 × 103) × (5 × 102) 3 × 5 = 15 15 × 105 103 × 102 =105 = 1.5 × 106 2) (8 × 107) ÷ (16 × 103) 8 ÷ 16 = 0.5 0.5 × 104 107 ÷ 103 =104 = 5 × 103}} Sparx topics: U330 Using standard form with positive indices U534 Using standard form with negative indices U264 Multiplying and dividing numbers in standard form U290 Adding and subtracting numbers in standard form U161 Standard form with a calculator Route 4√203√40 MATHS
9YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust Form1: Route 2 Unit 1: SurdIrrationalRationalSurdsKeyWordsExamplesKey Concept Questions Surds are numbers written in root form to express their exact value. If a surd can be simplified to an integer, fraction, recurring or terminating decimal then it is a rational number. However if a surd has an infinite number of non-recurring decimals then it is an irrational Examplesnumber.ofa surd: √3, √5, 2√6 ANSWERS Simplify fully: 1) 2√27 2) 2√18 × 3√2 3) √72 4) 12√56 ÷ 6√8 5) 3√2 (5 - 2√8) 6) (2 + √5)(3 - √5) Simplify: 4√20 × 2√3 = 8√20 × √3 = 8√60 = 8√4 √15 = 16√15 3√40 ÷ √2 = 3√40 ÷ 2 = 3√20 = 3√4 √5 = 6√5 Simplify: √3 (5 +√6) = 5√3 + √18 = 5√3 + √9 √2 = 5√3 + 3√2 (3 + √2) (4 + √12) = 12 + 4√2 + 3√12 + √24 = 12 + 4√2 + 3√4 √3 + √4 √6 = 12 + 4√2 + 6√3 + 2√6 1)6√32)363)6√24)2√75)15√2246)1+√5 Sparx topics: U633 Multiplying and dividing surds U338 Simplifying surds U872 Adding and subtracting surds MATHS
6) Where a = b² + c, find a when b = 2 and c = 3 a = 2² + 3 a = 4 + 3 a = 7 1) Identify the equation, expression, identity, formula from the list 2) Find the value of 5x – 7 when x = 3 3) Where a = d ² + e, find a when d = 5 and e = 2 a) v = u + at b) u2 2as c) 4x(x 2) = x2 8x d) 5b 2 = 13 Sparx topics: U613 Using algebraic notation U105 Simplifying expressions by collecting like terms U201 Substituting into expressions U585 Substituting into algebraic formulae U144 Substituting into real-life formulae
KeyExamplesWordsKey Concept QuestionsANSWERS
1)a)formulab)expressionc)identityd)equation2)83)a=27
Equations/Identities and Substitution
4) C = 5 ( f 32) 9 is a formula (involves more than one letter and includes an equal sign)
10 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust Route 2 Unit 2: Expressions
3) 3x – 6 = 12 is an equation as it can be solved to give a solution
1) 5(y + 6) = 5y + 30 is an identity as when the brackets are expanded we get the answer on the right hand side 2) 5m – 7 is an expression since there is no equals sign
5) Find the value of 3x + 2 when x = 5 (3 × 5) + 2 = 17
A formula involves two or more letters, where one letter equals an expression of other letters. An expression is a sentence in algebra that does NOT have an equals sign. An equation says that two things are equal. An identity is where one side is the equivalent to the other side. When substituting a number into an expression, replace the letter with the given value.
SubstituteIdentityEquationExpressionFormula
andRouteMATHS
Solving equations: Working with inverse operations to find the value of a variable. Rearranging an equation: Working with inverse operations to isolate a highlighted variable. In solving and rearranging we undo the operations starting from the last one.
11YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
Key Concept Questions
MathematicalInverseTermRearrangeSolve formulae can be found in other subjects such as Science, Geography and LinksWords Solve: 7p – 5 = 3p + 3 -3p -3p 4p – 5 = 3 +5 +5 4p = 8 ÷5 ÷5 p = 2 Solve: 5(x – 3) = 4(x + 2) expand expand 5x – 15 = 4x + 8 -4x -4x x – 15 = 8 +15 +15 x = 23 Rearrange to make c the subject of the 2(3formulae: a – c) = 5c + 1 expand x3 6a – 2c = 5c + 1 +2c +2c 6a = 7c + 1 –1 –1 6a – 1 = 7c ÷1 ÷1 1)x=32)x=23)m=4)x= 3–4p 7 4y+15 5+3y Rearrange to make r the subject of the formulae: q = ×3 ×3 3q = 2r – 7 +7 +7 3q + 7 = 2r ÷2 ÷2 = r 2r 7 3 3q + 7 2 6a – 1 7 = c Sparx topics: U325 Solving equations with two or more steps U870 Solving equations with the variable on both sides U505 Solving equations with the variable in the
ANSWERS 1) Solve 7(x + 2) = 5(x + 4) 2) Solve 4(2 – x) = 5(x – 2) 3) Rearrange to make m the subject 2(2p + m) = 3 – 5m 4) Rearrange to make x the subject 5(x – 3) = y(4 – 3x)
ExpressionsSubstitution 2 Unit 2: Rearrange and Solve
denominatorMATHS
EquationsExamples
Psychology.Key
Route
Route 2 Unit 2: Expanding and Factorising
SequencesRouteMATHS
Expand and simplify: 1) 4(m + 5) + 3 = 4m + 20 + 3 = 4m + 23 2) (p + 2)(2p – 1) = p2 + 4p – p – 2 = p2 + 3p – 2 Factorise fully: 1) 16at2 + 12at = 4at(4t + 3) 2) x2 – 2x – 3 = (x – 3)(x + 1) 3) 6x2 + 13x + 5 = 6x2 + 3x + 10x + 5 = 3x(2x + 1) + 5(2x +1) = (3x + 5)(2x + 1) 4) 4x2 – 25 = (2x + 5)(2x 5) 3) (p + 3)(p – 1)(p + 4) = (p2 + 3p – p – 3)(p + 4) = (p2 + 2p – 3)(p + 4) = p3 + 4p2 + 2p2 + 8p – 3p – 12 = p3 + 6p2 + 5p – 12 } } Sparx topics: U179 Expanding single brackets U768 Expanding double brackets U606 Expanding triple brackets U365 Factorising into one bracket U963 Factorising the difference of two squares U178 Factorising quadratic expressions U858 Factorising quadratic expressions of the form
12 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
Key Concept Questions Expanding brackets Where every term inside each bracket is multiplied by every term in all other brackets. Factoring expressions Putting an expression back into brackets. To “factorise fully” means take out the highest common factors. Difference of two squares When two brackets are repeated with the exception of a sign change. All numbers in the original expression will be square numbers. ANSWERS1a)5m–4b)10g2–3g–4c)y3+2y2–5y–6 2a)5bc(b–2)b)(x–3)(x–5)c)(3x+2)(x+2)d)(3x+5)(3x–5) 1) Expand:a)5( m – 2) + 6 b) (5g – 4)(2g + 1) c) (y + 1)(y – 2)(y + 3) 2) Factorise: a) 5b2c – 10bc b) x2 – 8x + 15 c) 3x2 + 8x + 4 d) 9x2 – 25
FactoriseExpand fully DifferenceBracket of two squaresKeyWordsExamples
13YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust Factorising2: Route 2 Unit 2: Sequences SequenceGeometricArithmeticQuadraticLinear nth termKeyExamplesWordsKey Concept Questions Arithmetic sequences increase or decrease by a amountcommoneachtime. Quadratic sequences have a common 2nd difference. Fibonacci sequences Add the two previous terms to get the next term Geometric series have a common multipleeachbetweenterm ANSWERS1a)7n–6b)344c)18soyesasnisaninteger2a)2n2+n+2b)3n2 –n+1 1) 1, 8, 15, 22, …. 2) Find the nth term for: a) Find the nth term b) Calculate the 50th term c) Is 120 in the sequence? a) 5, 12, 23, 38, 57, … b) 3, 11, 25, 45, 71, …. Linear sequences: 4 , 7, 10, 13, 16….. a) State the nth term 3n + 1 sequences:Quadratic b) What is the 100th term in the sequence? 3n + 1 3 × 100 + 1 = 301 2a = 4 a = 2 3a + b = 6 3 × 2 + b = 6 b = 0 a + b + c = 3 2 + 0 + c = 3 c = 1 a + b + c 3 9 19 33 51 3a + b 6 10 14 18 First difference 2a 4 4 4 Second difference c) Is 100 in sequence?this 3n + 1 = 100 3n = 99 n = 33 Yes as 33 is an integer.Difference The 0th term 2n2 + 0n + 1 2n2 + 1 Sparx topics: U530 Substituting into position-to-term rules U498 Position-to-term rules for arithmetic sequences U680 Special sequences U206 Position-to-term rules for quadratic sequences U958 Position-to-term rules for geometric sequences MATHS
14 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust RightObtuseAcuteExteriorInteriorPolygonangleangleangle Reflex Key WordsKeyRegularConceptpolygons have equal lengths of sides and equal angles. Angles in polygons Sum of interior angles = (number of sides−2)×180 Exterior angles of regular polygons = 360 number of sides Types of angle There are four types which need to be identified – acute, obtuse, reflex and right angled. ANSWERS1)720°2)60°3)120° Route 2 Unit 3: Types of Angle and Angles in Polygons Acute is less than 90° Obtuse is between 90° and 180° Right angled is 90° Reflex is between 180° and 360° Examples Questions 1) Calculate the sum of the interior angles for this regular shape. 2) Calculate the exterior angle for this regular shape. 3) Calculate the size of one interior angle in this regular shape. Regular ExteriorPentagonangles Sum of interior =(5angles2)×180° =540° = 360°5 = 72° Interior angle = 540°5 = 108° Sparx topics: U427 Angles in polygons IncludingRouteMATHS
15YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust 72° Route 2 Unit 3: Angle Facts Including on Parallel Lines VerticallyAngle opposite Straight Co-interiorAlliedCorrespondingAlternatelineKeyWordsExamplesKey Concept Questions Angles in a triangle equal 180° Angles in a Verticallyequalquadrilateral360°oppositeangles are equal in size. Angles on a straight line equal 180° Base angles in an isosceles triangle are equal. Alternate angles are equal in size. Corresponding angles are equal in size. Allied/co-interior angles sum to 180°. ANSWERS1)a=50°2)b=122°c=57°3)d=130°e=130°f=50° Calculate the missing angle: c)b)a) 70o a 60o 94o 58o 87o c b e f d50o Sparx topics: U628 Angles in triangles U732 Angles in quadrilaterals U826 Angles on parallel lines U730 Vertically opposite angles U655 Combining angle facts x = 180° (23° + 124°) x = 33° Alternate angles are anglesAllied/co-interioranglesCorrespondingequalareequalequal180°23° 124° x c = 180° 129° c = 51° c 129° ? = 360° (65° + 110° + 87°) ? = 98° 65° 87°?110° F E D G f = 44° 44° f b b 116° b = (180° 116°) ÷ 2 b = 32° Total = 180° MATHS
16 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust Route 2 Unit 3: Pythagoras and Trigonometry Pythagoras’ Theorem a2 + b2 = c2 62 + 82 = x2 100 = x2 √100 = x 10 = x sin x = x = sin 1 ( ) = 53.1° x = 38 × cos 48 = 25.4m a2 + b2 = c2 y2 + 82 = 122 y2 = 122 82 y2 = 80 y = √80 y = 8.9 Right angled triangleTangentCosineSineAdjacentOppositeHypotenuseKeyWordsExamplesKey Concept QuestionsANSWERS a)8.06mb)5.94mc)55.15°d)2.34cm Find the value of x d)c)b)a) x 4 m 7 m x x 12.5 m411cmmx 7 cm 4 cm 34o x x 8 8 Ocm H 10 cm 6 12 8 y O S H A C H 8 sinx 10 x cos 48 38 108 108 cos 48 = x 38 A x 38Hm48o Pythagoras’ theorem and basic trigonometry both only work with right angled Pythagoras’triangles.Theorem – used to find a missing length when two sides are known a2 + b2 = c2 c is always the (longesthypotenuseside) Basic SOHCAHTOAtrigonometry – used to find a missing side or an angle When finding the missing angle we must press SHIFT on our calculators first. O S H A C H O T A Sparx topics: U385 Using Pythagoras’ theorem in 2D U541 Using Pythagoras’ theorem in 3D U283 Finding unknown sides in rightangled triangles U545 Finding unknown angles in right-angled triangles U627 Using the exact values of trigonometric ratios EnergyEnergy•Magn•Kinetic•Chemical substance • Nuclear • Thermal • Electrostatic objects • Elastic squashed • Gravitational height Specific The Heatmaterialamount (J) C = m MATHS
Equipment list: ThermometerMetalblockImmersionheaterVoltmeterAmmeter
• Electrostatic - Energy-store of charged objects
1. The higher the thermal conductivity of a material the higher the rate of heat transfer by conduction. 2. The more insulation a container/building has the slower the rate of heat transfer.
Kinetic Energy Ek = 21 x mass x Velocity2 (J) (Kg) (m/s)
• Mechanical - Energy transferred by force/ movement • Thermal - Energy transferred by heating • Electrical - Energy transferred by electric current • Radiant - Energy transferred by light or sound A ball rolling down a hill: Gravitational potential energy is turned mechanically into kinetic energy Heat Transfer
17YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
• Kinetic - Energy-store of a moving object
• Thermal - Energy-store of a heated object
• Elastic - Energy-store of a stretched of squashed object
SCIENCE
The amount of energy needed to heat a 1kg material by 1°C. Heat Energy = Mass x SHC x Change in Temp (J) (Kg) (J/Kg°C) (°C) C = E m x Δθ m = E c x Δθ Δθ = E m x c
EnergyEnergyStores•Magnetic - Energy-store of magnets
TrigonometryPythagoras
• Chemical - Energy-store of a fuel or substance • Nuclear - Atomic energy-store
Energy CANNOT be created or destroyed Specific heat capacity (SHC)
It takes less energy to raise the temperature of a block of aluminium by 1°C than it does to raise the same amount of water by 1°C. The amount of energy required to change the temperature of a material depends on the specific heat capacity of the material.
• Gravitational potential - increased with height Energy Pathways
Specific heat capacity practical Different materials require different amounts of energy to change temperature. The amount of energy needed depends on: • The mass of the material • The type of the material (specific heat capacity)
The faster and heavier an object the more kinetic energy it has. Gravitational potential energy Ep = m x g x h (J) (kg) (N/kg) (m) The higher an object or the more mass it has the more gravitational energy it has.
••PlantCytoplasmChloroplastCell•Permanent
ofOsmosis
They are ALL more expensive than fossil fuels
Disadvantages
SpecialisedpermeableNeurone(nerveRoot
Calculating Efficiency Efficiency = Useful Energy Out Total Energy in x100 Efficiency = Useful Power Out Total Power in x100
• Hydroelectric – Can damage habitats.
• Geothermal – Only a few places on Earth.
= Stretched length – original length The energy stored in a spring can be Ecalculate:e=12xspring constant x extension2 (J) (N/m) (m) Power is a measure of how quickly energy is used. The shorter the time the more powerful it is. Energy (J) Time (s) Power = (W) Light pathway Answers for efficiency must be written as a percentage or a decimal. E.g 80% or 0.8
• Biomass (Living material burnt to boil water).
• Waves/Tide (The sea turns a turbine).
OrganisationCellsCellsSubcellular•Nucleus activities. • Ribosomes • Cell of • Mitochondria • provide Diffusion The movement an area an area Osmosis water
solutionsolution
Advantages of Renewable Energy Sources
18 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
• Renewable (will NOT run out).
Energy
SCIENCE
Renewable Sources of electricity ALL turn a turbine to turn a generator.
• Wind (Wind turns a turbine).
• Hydroelectric (Water turns a turbine).
• Geothermal (Heat from volcanoes used to boil water – make steam - turn a turbine).
• Don’t give out CO2 which causes global warming, with the exception of biomass which releases CO2 when burnt but balances this out because the plants absorbs CO2 as they are grown.
• Wind – Not always windy.
• Waves/Tides – Can damage habitats.
• Biomass – Carbon neutral (gives out CO2 Springs When you add a force(weight) to a spring it Extensionextends.
SCIENCE
19YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust Energy habitats.biomassglobalfuels habitats.Earth. CO2 Energy Cells
• Ribosomes - Where proteins are made.
• Cell wall - Provide structure and support.
The movement of particles from a low concentration to a high concentration. This requires energy from respiration Osmosis
• Cell Membrane - Controls what goes in & out of the cell.
Plant cells only:
• Chloroplast - Photosynthesis.
The movement of particles from an area of higher concentration to an area of lower concentration
• Mitochondria - Respiration.
• Cytoplasm - Where chemical reactions occur.
- Contains DNA, controls the cells activities.
Osmosis Osmosis is the movement of water from a dilute solution to a concentrated solution through a partially permeable membrane. Active Transport
OrganisationandCellsSubcellularStructures•Nucleus
• Permanent vacuole - Filled with cell sap to provide structure and support. Diffusion
Sperm Function: Swims to an egg to provide male DNA. Adaptations: Tail, lots of mitochondria to release energy from respiration
Function: Rapid signalling. Adaptations: Long, covers a large distance, branches to connect to other nerve cells.
Musclecell Function: Contraction. Adaptations: Long, lots of mitochondria to release energy from respiration.
Specialised Cells - Cells that have differentiated to have a specific function (job) (nerveNeuronecell)
Root(plant)Hair Function: Take up water and mineral ions from the soil. Adaptations: Long ‘hairs’ stick out – increases surfaces area, thin membrane (short diffusion pathway).
• Cold temperatures reduce collisions between enzymes and substrates as they have less energy and move slowly.
2. Put two drops of iodine solution into each well of a spotting tile.
Biological catalyst (speeds up a reaction without being used up), made from protein, have an active site (shape) that fits a substrate and breaks it down. Specific shape- works like a lock and key.
20 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies
3. Add 2 cm3 of amylase enzyme solution and 1 cm3 of pH buffer to a test tube.
6. Repeat until the iodine solution stops turning black. Record the time this takes. Repeat at the same pH 3 times and calculate a mean.
Animal Tissues Factors that affect enzyme activity: SCIENTIFIC INVESTIGATION: Enzymes Animal Glandular • Ribosomes – make enzymes and hormones • Vesicles to store enzymes and hormones Muscular • Long, thin cells contracts • Lots of mitochondria for energy Epithelial • Goblet cells make mucus • Cells have cilia
4. Place 2 cm3 of starch solution into the same tube. Mix the solution, then start a stop watch.
5. Use a pipette to remove a few drops of solution every 20 seconds from the test tube & put into a different well of the spotting tile.
Carbohydrase (e.g. amylase) Carbohydrates (starch) Simple sugars (glucose) Salivary glands, pancreas, Small intestine pH7-837°C
Tissues and Organs
Protease (e.g. pepsin) AminoProteinacids Stomach, Pancreas Small intestine Stomach = pH1-2 37°C Lipase (e.g. pancreatic lipase) Fats Fatty acids and glycerol Stomach, Pancreas Small intestine pH7-837°C
Denature: When an enzyme stops •workingActivechangessiteshape
TrustCells EnzymesOrganisationand
• It no longer fits the substrate. Factors that effect enzyme activity are temperature and pH
• High temperatures denature enzymes.
TheBloodMethod:Aim:SCIENTIFICTypeBloodVesselArteryCapillaryVeinHeart
• Incorrect pH denatures enzymes.
Cells: The basic building blocks of all living organisms. Tissues: Cells with a similar structure working together to carry out a function. Organs: Tissues working together to carry out a function. Organ systems: Organs working together to carry out a function.
• Optimum pH differs for different enzymes. There atrium heart impulse irregularitieselectrical Coronary providing
1. Set up water bath at 35°C, place 3 test tubes of starch, amylase enzyme & pH buffer into the water bath until they are 35°C.
OrganisationCellsSCIENCE
Digestive IndependentEnzymesvariable:pH buffer. Dependent variable: time taken (seconds) for the starch to break down. Control: temperature, concentration & volume of amylase enzyme.
• Optimum temperature = 37 - 40 °C.
7. Repeat the above with different pH buffers. The digestive system Organs work together to digest and absorb food. Small intestine – villi to increase surface area for fast diffusion of glucose and amino acids into the blood.
21YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust Organisationand reactionthat Specific solutiondifferenteveryblack.pH3 system glucosefood.toforandblood.pH1-2 SCIENTIFIC INVESTIGATION: Food Tests Aim: - Identifying the type of nutrient a sample contains. Method: - 1. Break the piece of food to be tested using a pestle and mortar. 2. Add the testing reagent and record your result. Blood Vessels Type of Food Name of Test Positive Result Negative Result Starch Iodine Blue/Black Brown Glucose Benedict’s (must be heated) Green Yellow Brick red Blue Protein Biuret Lilac Blue Lipids Emulsion Cloudy precipitate Clear VesselBlood Diagram TypeBloodof Pressure FeaturesSpecial Artery Oxy High elasticmuscularThickwallsSmallerlumen Capillary Both Med 1 cell thick walls for diffusionfast Vein Deoxy Low Large lumen Valvespreventtoback flow of blood The Heart There are pacemaker cells in the right atrium wall which control the resting heart rate by producing an electric impulse. Artificial pacemakers are electrical devices used to correct irregularities in the heart rate. Coronary arteries surround the heart providing it with oxygenated blood. needed.bodytoOxygenatedbloodDeoxygenatedtothelungsbloodtherestofthe=moremuscle Blood • Red Blood Cells –haemoglobin carries oxygen, biconcave disk increases surface area, no nucleus to fit in more haemoglobin • White blood cells –fight pathogens • Plasma – transports dissolved substances • Platelets - cell fragments used to form blood clots Cells Organisationand SCIENCE
22 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust Plant Tissues These organs contain these tissues: Plant Mesophyll • Lots of chloroplasts • Photosynthesis
•
• The ends are called sieve plates and they have small holes in them to allow transport in both directions.
•
• The vessel has a large hollow lumen for water and minerals to flow through in one direction.
• Phloem maintains concentration gradient by removing glucose.
1. Higher concentration of water in soil than in roots.
6. This causes more water to be drawn in by the roots. This is called the transpiration stream. Xylem
Epidermal Thin translucentand to allow light through Xylem Transports water
• Xylem brings water.
• Made of long, thin-walled cells that form tubes.
Phloem Transports sugars Roots Uptake of water and minerals Large surface area due to root hair cells Protein channels for active transport Meristems – plant stem cells Stem Hold leaves in position • Waxy epidermis to prevent water loss • Xylem – transports water Phloem – transports sugars Leaves • Broad, flat to increase surface area Contain 4 types of tissue to carry out photosynthesis (see below)
•
5. Water lost through stomata and used for photosynthesis maintains concentration gradient.
Transpiration Stream
• Palisade – lots of chloroplasts.
•
3. Higher concentration of water in roots than in leaves.
•
• Guard cells close stomata at night to prevent water loss by transpiration Waxy epidermis to prevent water loss
• Made from long cells with thick, reinforced walls made from lignin
• Sugars and amino acids dissolved in sap are transported by translocation.
2. Water moves into roots by osmosis.
• Sun hits palisade cells at top.
Elements, An element atom, for A elementsADioxidetypecompoundofmixture Distillation liquidDistillationmixture,Distillationis Chromatography differenttraveldifferentdyesidealChromatographydifferentliquidsbeChromatographyusedforin theAtomicpuddingPlummodelCells OrganisationandSCIENCE
4. Water moves up the xylem by osmosis to the leaves.
•
•
• Guard cells open to allow carbon dioxide to diffuse into the leaf.
•
•
Phloem
• Waterproof which makes the cells die which results in wood in trees!
Temperature - Higher temp = more transpiration as more energy for evaporation Wind - Higher wind speed = more transpiration as it blows away saturated air
How is the leaf adapted for efficient photosynthesis?
The Leaf and Photosynthesis
•
• Spongy mesophyll allows gas movement.
Transpiration and Translocation
Humidity - Low humidity = more transpiration as more space in the air for water to evaporate into
•
Chromatography
An element is a pure substance. It is made up of only 1 type of atom, for example oxygen (O2).
4. 20 years later, James Chadwick provided the evidence to show the existence of neutrons within the nucleus.
Atomic structure and the periodic table ElementMixtureCompound Water Beaker Pencil Line FilterFlask paper SeawaterTripodBunsenbasinEvaporatingburnerFunnel Organisationand SCIENCE
Atomic Structure
3. Niels Bohr adapted the nuclear model by suggesting that electrons orbit the nucleus at specific distances.
1. In 1901 JJ Thompson suggested the plum pudding model – this was an atom which is mostly a ball of positive charge with negative electrons embedded in it.
A compound is a material that is made up of more than one type of atom chemically bonded together, for example Carbon Dioxide (CO2) A mixture contains two or more different types of compounds or elements that are not chemically bonded together.
2. In 1909 Rutherford changed the accepted model using his alpha scattering experiment. The results from the alpha particle scattering experiment led to the conclusion that the mass of an atom was concentrated at the centre (nucleus) and that the nucleus was charged. This nuclear model replaced the plum pudding model.
Evaporation
puddingPlummodel
Filtration Filtration can be used to separate a insoluble solid from a liquid. This method requires filter paper and a funnel. e.g. Sand and water, the sand doesn’t dissolve in the water and when the mixture is poured into the filter paper the grains cannot pass through the tiny holes in the filter paper and so the sand would collect in the filter paper.
Distillation Distillation can be used to separate liquids from a mixture, if they have different boiling points. Distillation is the process in which evaporation of a liquid is followed by condensation.
Evaporation can be used to separate a soluble solid from a liquid. e.g. Separating the salt and water in seawater. When the water is evaporated the salt will form crystals in the crystallisation.basin,evaporatingthisiscalled
23YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust cells transport loss out lossto in inroots. the evaporationgradient.thetempasmorespeedasitsaturatedair humidity = watermoreto efficient by to
Chromatography can be used to separate liquids that have different traveldifferentdyesidealChromatographysolubilities.isforseparatinginink.Thedyeswillupthepaper at different rates.
Elements, Mixtures and Compounds
Magnetism materials.non-magneticmaterialsmagnetictocanMagnetsbeusedseparatefrom
RAM is the average mass of all the stable isotopes of that element and includes the relative abundance.
The radius of a nucleus is less than 1/10 000 of that of the atom (about 1 x 10-14 m).
24 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust Atomic structure and the periodic table The RelativeAtomAtomic Mass Electronic Structure Name of Particle Relative Charge Relative Mass Proton +1 1 Neutron 0 1 Electron -1 Very smallNumberAtomicNumberMass 612C
The Nucleus A dense core of protons and neutrons containing nearly all the mass of the atom. ‘Shells’ of electrons Electrons are really very tiny so the atom is mostly empty space.
The electronic structure of an atom can be represented by numbers or by a diagram. Up to two electrons can occupy the lowest energy level, up to eight in the second energy level and up to eight in the third energy level. -
Atoms are very small, having a radius of about 0.1 nm (1 x 10-10 m).
Chlorine
The mass number tells us the number of protons + neutrons. The number of protons in an atom is known as its atomic number, this is also the number of electrons.
35 Chlorine - 37 Element Relative Mass of Isotope AbundanceRelative Chlorine 35 3 37 1 R.A.M. = = 35.5 (35 x 3) + ( 37 x 1) 3 + 1
For example, the electronic structure of sodium is 2,8,1.
Development ElementssomeforMendeleevorderelementsThethemscientistsBeforeearlyelements discovered it waspossiblenot Transition The transition those •Properties High • Form • Good • High • Malleable • Form Metals Elementsaremetals.ionsareofionsPeriodic• GroupGroupGroup • GroupGroupGroup • Group outerhaving theAtomicSCIENCE
The electrons in an atom occupy the lowest available energy levels (innermost available shells).
•
Atomic structure and the periodic table
• Group 1 elements form 1+ ions, Group 2 elements form 2+ ions and Group 3 elements form 3+ ions.
Newlands
•
Chromium Can speed up reactions (Catalyst)
Before the discovery of protons, neutrons and electrons, scientists attempted to classify the elements by arranging them in order of their atomic weights.
The transition elements are metals with similar properties. Their properties are different from those found in Group 1. Lots of transition metals are used as catalysts. Properties of transition metals: High melting + boiling point Form positive ions Good electrical conductors High thermal conductivity Malleable Form coloured compounds Metals and non-metals
Transition Metals
The majority of elements are metals. Metals are found to the left and towards the bottom of the periodic table. Non-metals are found towards the right and top of the periodic table.Mendeleev
Manganese toResistantcorrosion
Mendeleev overcame some of the problems by leaving gaps for elements that he thought had not been discovered and in some places changed the order based on atomic weights. Elements with properties predicted by Mendeleev were discovered and filled the gaps. Knowledge of isotopes made it possible to explain why the order based on atomic weights was not always correct.
tableandMass
Nickel Alloys are resistant to corrosion
SCIENCE
•
•
Elements that react to form positive ions are metals. Elements that form negative ions are non-metals. The formation of ions can be worked out using the
• Group 5 elements form 3- ions, Group 6 elements form 2- ions and Group 7 elements form 1- ions.
•
Periodic Table:
•
• Group 0 do not form ions due to having a stable structure/full outer shell.
Copper Good conductor of heat and electricity Iron Alloys are very strong
25YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
The early periodic tables were incomplete and some elements were placed in inappropriate groups if the strict order of atomic weights was followed.
Cobalt Strong when alloyed with other metals
Development of the Periodic Table
• The atoms of each element get larger going down the group.
Displaced is just a chemist’s word for pushed out.
Atomic structure and the periodic table
chlorine + sodium bromide sodium chloride + bromine / Cl2 + 2NaBr 2NaCI + Br2
The boiling points of the noble gases increase with increasing relative atomic mass (down the group).
Alkali metals
• The further an electron is from the positive nucleus, the easier it can be lost in reactions.
• This is why the reactivity of the alkali metals increases going down group 1.
Halogens
26 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
The elements in Group 7 of the periodic table are known as the halogens and have similar reactions because they all have seven electrons in their outer shell. The halogens are non-metals and consist of diatomic molecules made of pairs of atoms.
Is MapAsiaSCIENCE
Noble gases
The elements in Group 1 of the periodic table are known as the alkali metals and have characteristic properties because of the single electron in their outer shell.
The reactivity of alkali metals increases going down the group. What is the reason for this?
A more reactive halogen can displace a less reactive halogen from an aqueous solution of its salt. How does electron structure affect reactivity?
The noble gases have eight electrons in their outer shell, except for helium, which has only two electrons.
The elements in Group 0 of the periodic table are called the noble gases.
In Group 7, the further down the group an element is the higher its relative molecular mass, melting point and boiling point. In Group 7, the reactivity of the elements decreases going down the group.
• This means that the outer shell electron gets further away from the nucleus and is shielded by more electron shells.
They are unreactive and do not easily form molecules because their atoms have stable arrangements of electrons.
27YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust tableand Is Asia Advancing? GEOGRAPHY Grasslands Desert Tropical Rainforest Tundra Taiga Deciduous Forest Map of Asia
28 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust • 2 vertical axes. One for precipitation-mms of rainfall and one for temperature, °C. • Temperature is ALWAYS the line graph. • Rainfall is ALWAYS the bar graph. • Read the correct axis to find out the information. Is Asia Advancing? Major ClimateBiomesGraph • largeEducation • Couples • A reduction • Women • Better • Family • important.Culture • Children • Government population Is Asia • A wide youthful Why ratesarehigh? GEOGRAPHY
•
•
Advancing?PopulationPyramids
• Education
• Culture
• Children
• Cures for diseases are found, made available and affordable. Improved / more reliable food supply. Countries set up pension schemes. Asia
Why does economic development result in falling birth and death rates?
•
Why
• A wide base means there are lots of young people, a youthful population and suggests a high birth rate are birth rates high? are birth rates low? A wide middle, tall pyramid means an ageing population, suggesting that there is a long life expectancy A narrow base means a smaller proportion of young people, suggesting a low birth rate
• Women
• Couples
•
• Government
•
29YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust Advancing?
Is
. GEOGRAPHY
•
•
Falling Birth Rates Falling Death Rates about the negative consequences of large families. marry later. A reduction in infant mortality rates. want a career before children. Better access to contraceptives. Planning–Access and education. changes / traditions are less important. no longer needed to work. can afford to implement population policies. More money is invested in health care. Elderly care improves and more care homes built. Improved water supply and sanitation.
• Family
•
• More doctors and medical facilities.
Why
•
• Increase tax to fund healthcare and pensions.
• Gender imbalance 1.19 boys: 1 girl.
• Ageing population. 400 million over 60s by 2050.
• Working age population fell by 3.71 million.
• Lead to infanticide, sterilisation and abortion.
1. There is an increasing need for more nursing and retirement homes. 2. Many leisure and tourism businesses make money as retired people spend money on holiday and leisure pursuits. 3. Elderly people require treatmentmedicalwhich puts pressure on the health service and costs more to fund. 4. Childcare workers worry about losing their jobs.
• Population over 60 years rose from 10 million to 212.4 million. 15.5% of the population!
IsLifeDevelopmentAsiaExpectancy
(The number GDP ($) (A measure GDP per (GDP/person, Literacy (% of ServicesEmployment(%EmploymentAgricultureEmploymentpeopleofpeople Urban 1. localbyenvironmentto5.jobs.CreationDamagetheignoringlaws. 9. Working verysometimesareconditionspoor. What
5. Fewer people of working age - so higher taxes to pay for old people’s healthcare and pensions.
7. In the future, more children will reach child-bearing age, putting more pressure on the health service. 8. Provides a large future tax base for the county. 9. People may have to migrate to find work.
1. Provides a growing market for manufactured products. 2. Young people need to be educated, providing schools and teachers and resources are expensive. 3. Large numbers of young children may be abandoned as parents can’t afford to look after them.
• Increase retirement age, people work longer = more tax payers
GEOGRAPHY
• Prevented 400 million births.
Possible solutions to a youthful population e.g. China
• Encourage people to have children as they are the future workers and tax payers.
• Encourage migration of people of economically active age = more tax payers.
Advantages Disadvantage Consequences of an Ageing Population
Consequences of a Youthful Population
Is Asia Advancing?
6. Everyone over 40 has to pay £20 a month to help pay for the care of the elderly.
12. Many grandparentsretiredare able to provide childcare for their families.
30 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
7. Rise in the retirement age to pay for pensions from 60 to 65. 8. Lack of young workforce to fill important job roles.
4. Young children need health care e.g. immunisations. This is expensive for a country to provide. 5. Unemployment is high as there are not enough jobs for young people. 6. Provides a large and cheap future workforce.
9. Childcare for children is expensive. 10. An increase in the cost of pensions for the government and individuals. 11. Many people are choosing to marry at a later age, which means they have children later or not at all.
Possible solutions to a ageing population e.g. Japan
31YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust childcarelosingworkerstheirroles.ablefor young abandonedlookcheapmigrate Advancing? Is Asia Advancing? Development Indicator Japan China Life Expectancy (The number of years a person can expect to live) 85 years 77 years GDP ($) Gross Domestic Product (A measure of the value of goods and services a county produces) £5 Trillion £14 Trillion GDP per capita (GDP/person, divided by population) $39,029 $7,794 Literacy Rate (% of people who can read and write aged 15 years or older) 99% 96.8% Employment Structure: Primary Industry: Agriculture (% of people who work in farming) 3.38% 26.1% Employment Structure: Secondary Industry: (% of people who work in manufacturing) 24.38% 27.6% Employment Structure: Tertiary Industry: Services (% of people who work in providing services) 72.24% 46.3% Urban Population 91.8% 60.8% 1. Creation of jobs. 2. Local workers poorlysometimesarepaid. 3. Factories are footlooseoften and jobs insecure. If labour costs increase, elsewhere.maycompanythemove 4. exploited.beingresourcesNaturalover5. Damage to localbyenvironmenttheignoringlaws. 6. Investment in education.(roads)infrastructurelocaland 7. Much of the profit goesgeneratedabroad 8. effect.multipliertheTriggerspositive 9. Working verysometimesareconditionspoor. 10. industry)(primarythanmoreincomeStablearereliablefarming 11. theinvestedhaveTNCsattractspentMoneytocouldbeenintocountry. 12. them.cangovernmentandareexportValuabletaxesearnedthereinvest Advantages Disadvantage What are the advantages and disadvantages of TNCs locating in NEEs? Factors That GlobalisationEncouraged How SEZs attracted foreign investment and business • Labour (cheap and young) • Tax incentives • Good infrastructure GEOGRAPHY
Open Door Policy (China) – To attract foreign investment from Western nations. Special Economic Zones (SEZs) – E.g. Shenzhen, home to 10 million people. An original SEZ, had tax incentives to get foreign investment and business to help grow the economy.
Incentives – A thing that motivates or encourages someone to do something. Consequence – A result or effect.
Opening the door to foreign companies has seen a change in traditional Chinese diets. The presence of western fast-food brands and changing diets has seen obesity triple in the last 30 years.
GEOGRAPHY
What are the advantages and disadvantages of China’s Open Door policy?
Development – Is a country’s level of economic and technological growth.
More than 850 million people have been moved out of poverty in China in the last 40 years due to more employment, better wages and improved living standards.
China’s greenhouse gas emissions significantly increased since the Open Door Policy was introduced in 1978 due to increased manufacturing.
The Open Door Policy led to a backlash against foreigners in China from those who felt foreign ideals and cultures were being forced upon them.
The policy internationalimprovedrelations between China and other foreign nations such as America.
The Open Door Policy helped move China to second place when it comes to the World’s largest economies.
32 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
The Open Door Policy is one of the main reasons behind China’s rapid economic growth.
Export – Something that is sent to another country to be sold. Trade Deficit – Importing more than exporting. Trade Surplus – Exporting more than importing.
Chinese culture began to erode as the influence of Western and European brands and business grew with the Open Door Policy.
The Open Door Policy was criticized for creating ‘dependence’ both on manufacturing (secondary industry) as an economic activity on dependence on foreign firms for investment.
Key Words
Climate – Is the average weather conditions over years 30. Tundra – Cold -20°C, <300mm+ rainfall , two seasons: short cold summers, long freezing winters Tropical Rainforest – Hot 25-30°C, 2000mm+ rainfall, no distinct seasons Taiga (boreal forest) – Coniferous forest found below the tundra. Short wet summers, long cold winters. World’s largest taiga is in Russia.
Youthful population – More young than old people in the population, high birth rate. Ageing population – More old than young people in the population, low birth rate.
DisadvantageAdvantages
Poverty – Extremely poor. Exploited – Take advantage off. Taxes – Money paid to the government.
NEEs – Newly Emerging Economy HICs – High Income Country LICs – Low Income Country Import – Bring goods into a country.
Birth rate – Number of births per 1,000 people each year. Death rate – Number of deaths per 1,000 people each year.
EarthWhy
Biome – Large-scale ecosystems. These biomes are usually defined by the main type of vegetation (plants and trees) that grows there. Weather – The day-to-day conditions e.g. temperature and rainfall.
Infrastructure – Basic structures needed for a country to operate e.g. road, rail, ports.
Population pyramid – Population pyramids are graphs (histograms) that show population structures, i.e. how many males and females of different age groups Infant mortality rate – Number of infant deaths for every 1,000 live births.
Globalisation – Increasing connection between people and places through trade and cultural exchange.
Some Chinese workers were, and still are, exploited with long working hours, unsafe working conditions and low wages.
Culture – The ideas, customs and social behaviour of particular people or society. Transnational Company (TNC) – Large company that operates in several countries. Footloose – Industry that is not tied to a particular location.
Positive multiplier effect – The ‘snowballing’ of economic activity, e.g. If new jobs are created, people who take them have money to spend in the local area.
Is Asia Advancing?
China has become so powerful that the country will introduce huge taxes for certain goods going to certain countries.
The Open Door Policy was actually first written in 1899 by the American Secretary of State: John Hay. It is claimed that the biggest ‘winner’ of the policy is America and China.
The presence of foreign firms (particularly America) began to spread western clothing, music, food and other elements of culture across China.
The Open Door Policy has contributed to increased tensions with other Asian nations and China.
Why Is Our Earth Restless? GEOGRAPHY
Constructive plate boundary: • Plates move apart. • Crust created. • EQs/(normally) shield volcanoes.
3. When the built up pressure is eventually overcome the plates slip past in a sudden movement.
Destructive plate boundary: • Plates move together. • Dense oceanic crust subducts under continental crust.
2. As the waves reach shallower water e.g. near the coast, the wave height can increase by several metres. 1. Plates move due to convection currents in the mantle.
Collision plate boundary:
2. Friction is created.
3. The process repeats over and over again with layers of cooled lava and fallen ash creating steep sides.
Conservative (transform) plate boundary: • Plates slide past each other. • EQs. TsunamiVolcano Prediction, Protection,EarthquakePlanning
4. The ancreatedshockwavesproduce earthquake (a sudden shaking of the ground which releases energy and results from underground movement along a fault plane).
1. The displaced water forms the start of the tsunami.
33YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
Advancing?
to ofbrands thefast-foodforeignthechangediets.Thedietshaslasthelpedplace World’s country.to than moreoff.thanattract Western (SEZs) –structuresincentivespeople.E.g.tobusinessoperatee.g.motivatesdoeffect.
• Continental plates move together. • No subduction.
1. Heat from the core causes convection currents (a movement within the Earth's mantle caused by the heat of the core) in the mantle. Plates either move towards or apart due to convection currents in the mantle.
2. Friction causes melting of the plates and may trigger powerful earthquakes. Magma rises up through cracks and erupts onto the surface.
• EQs/Composite volcanoes.
Jökulhlaup – Flooding from glacial melting. Lahar – Ash mixes with water, sticky mud that can slide down the side of a volcano.
Risk – Probability of a hazard event causing harmful consequences.
Constructive plate boundary – Plates move apart. Destructive plate boundary – Plates move together. Conservative (transform) plate boundary – Plates slide past each other.
Outer core – Liquid metal, creates the magnetic field.
Hazard mapping – Guide land-use planning decisions so building can be prevented or advised against in high-risk areas. NEEs, InfrastructureEvacuation power HDI (Human literacy may EnvironmentalEconomicSocialGeothermalGNI Destructive plate platetowards HDI: 0.915 Life expectancy: Mean GNI (average 52,358130,927 Protection and CostEarthquaketsunami Take 11.1.2012Japan
WhyTrust Is Our Earth Restless?
Tilt meters – Detect when the volcano swells up with magma. Bore holes – Drilled into the side of volcanoes to measure the temperature of underground water.
Volcano – Opening in the Earth's crust. It allows hot magma, ash and gases to escape from below the surface. Composite (strato) volcano – Narrow base, steep sided. Andesitic, viscous (sticky) lava. Shield volcano – Wide base, shallow sloping sides. Basaltic, non-viscous (runny) lava.
Continental crust – Lighter, granite rock. Mantle – Thickest layer, molten rock.
Fault – Fracture in the Earth’s crust.
Magma – Hot semi-fluid material below the Earth's crust. Subduction zone – Dense oceanic rock sinks under continental rock at destructive plate boundaries. Ash cloud – Volcano ejects ash into the atmosphere. Pyroclastic flow – Cloud of gas and ash that travels up to 450mph, 1000°C+.
Crust – Thinnest layer, varies from 5km to 70km thick.
Richter scale – Measures the strength of an earthquake, 0-9, logarithmic scale.
Focus – Point within the Earth’s crust where an earthquake starts. Epicentre – Point directly above the focus on the Earth’s surface. Seismic waves – Transmit energy from the focus.
Vulnerable – The extent to which a community, structure, service or geographical area is likely to be damaged or disrupted, due to the hazard or location.
Protection – Actions taken before the hazard to reduce impacts e.g. building design.
Hazard – A naturally occurring event that pose a risk to human life and property.
Oceanic crust – Dense, basalt rock.
Planning – Actions taken to enable communities to respond to and recover from natural disasters e.g. evacuation plans, warning systems.
Earthquake – A sudden shaking of the ground which releases energy and results from underground movement along a fault plane.
Event – No danger to life or property. Capacity to cope – How well countries can prepare and respond to a hazard.
EarthWhyGEOGRAPHY
Inner core – Solid, inner most layer of the earth. Plate boundary – The region where two or more plates meet.
VEI – Volcano Explosivity Index.
Collision plate boundary – Continental plates move together.
34 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies
Aseismic building – Earthquake proof building e.g. cross-bracing. Seismometers – Measures the strength of earthquakes.
DevelopmentConvection
Tsunami – A long, high sea wave, produced by a disturbance, such as a volcanic eruption, submarine earthquake or coastal landslide.
Mitigate – Reduce the direct impacts. Prediction – Forecast when and where the hazard is likely to occur through monitoring.
Lava – Solid rock resulting from cooling of molten magma.
35YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
Convection currents – A current in a fluid that results from a heat source.
Infrastructure – Basic physical structures needed for society to function e.g. roads, power lines.
Case Studies
Restless?Our Earth's thatfocus.onancanthe hazard hazard volcanoescommunitiestodisastersbuildinguptowater.
Geothermal energy – Energy created and stored in the Earth.
HDI (Human development Index) 0-1, measures 3 factors, life expectancy, literacy rate, average wage. Life expectancy – average period that a person may expect to live.
Development – How wealth and quality of life varies between countries. HICs, NEEs, LICs.
Evacuation – Moving people from a vulnerable place.
Social – Interaction of people. Economic – Money. Environmental – Plants and animals. Destructive plate boundary Philippine plate & the Pacific plate are moving towards the Eurasian / North American plate roughly 9cm/yr. 9.0 magnitude / 6 mins long Focus: 20 miles, Epicentre: 43 miles east of Tohoko HDI: 0.915 Life expectancy: 84 Mean years of schooling: 15 yrs GNI (average wage): $46,880 Prediction: 30 mins for the tsunami to arrive at the coast. Warnings and sirens used. Seabed near the epicentre shifted by 24m 130,927 displaced 52,358 temporary houses 20,352 killed 5,314 injured Protection: Billions spent on earthquake and tsunami defences: 5 metre levee. Earthquake proof (aseismic) buildings Planning: National Disaster Prevention Day - on 1st September, evacuation centres, emergency kits. People knew how to react. Cost $235 billion 23 trillion Yen made available for rebuilding. Over the next 10 years. Sendai airport was rebuilt, new buildings have to conform to high standards & must be earthquake proof. Houses are not to be made of wood. Tsunami barriers -18m high deepest in the world Take 10 Japan
11.1.2012Earthquake14:46
GNI (Gross National Income) per capita – Average wage per person.
Case study knowledge is important. Learn these 10 facts and apply them to your quizzes and tests.
Why Is Our Earth Restless? GEOGRAPHY
Planning: Evacuation routes / guides / checklist. Rescue teams check the areas to determine if safe to stay. Texts, Website Cost $5 billion world economy 100,000 flights cancelled, people stranded, during Easter holidays, perishable foods wasted as could not be transported. Take 10 Haiti Earthquake - 12.1.2010 Take 10 Nyiragongo Volcano - 17.1.2002 Take 10 Ejafjallajökull - Iceland 14.4.2010
HDI: 0.503 Life expectancy: 63.7 Mean years of schooling: 5.4 GNI (average wage): $668 300,000+ killed 300,000 injured 1.3 million homeless 250,000 homes, 8 hospitals and 60% of government buildings destroyed. Cholera outbreaks as dead bodies piled up on the streets. 1 in 5 people lost their job because so many buildings were destroyed, including the port and airport.
ironWoodensupports Cross
GEOGRAPHY
Case study knowledge is important. Learn these 10 facts and apply them to your quizzes and tests. Case study knowledge is important. Learn these 10 facts and apply them to your quizzes and tests.
VEI 3 Stratovolcano Lava flow 60 km/hour Lava lake 260m Earthquake tremors HDI: 0.495 Life expectancy: 60.4 Mean years of schooling: 9.7 GNI (average wage): $800 147 killed Lava flow split the city into 3, 30% of city covered in lava. 3 health centres & 1 hospitals destroyed. People lost their businesses and jobs. Petrol station caught fire. Aviation fuel stores exploded as the lava flow damaged Goma airport. 400,000 evacuated. 200,000 homeless. 350,000 fled to Rwanda Cholera outbreaks in temporary camps. 350,000 depended on aid, UN provided 260 tonnes of food70,000 people for week. Also blankets, household utensils, temporary shelter, clean water, sanitation healthcareand Cost $35 million (after the eruption) Goma Volcano EducationPractiseObservatorydrills
Constructive plate 182333movingandNorthboundary.AmericanEurasianplatesapart2-4cm/yr.activevolcanoes,lasteruption.
Why Is Our Earth Restless?
Cost $8.5 billion International rescue: Red Cross, USA, United National. Donated food, water, medicine, shelter
Constructive plate boundary: North African Rift Valley on the African plate.
9.1: Whythedid Tensions building neededHowever,started. the fight MilitarismLong-term (military) Alliances Onwartwocountriessidesbiggermap: Imperialism and askedaroundcountry.biggertheir Nationalism it.countryThismeant empires. AssassinationShort-term Hungary was working their independence Empire. of moreThisHungarySerbiathencountries
HDI: 0.935 Life expectancy: 82 Mean years of schooling: 18.6 yrs GNI (average wage): $32,250 Prediction: 80+ seismometers 120 GPS sensors Iceland Met Office FutureVoic (EU funded)
36 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
Farmland flooded, heavy ash ruined some agricultural land & animals poisoned by ash fall.
Conservative plate boundary: Caribbean and North American. 7.0 magnitude Focus: 13km, Epicentre: 25km west of capital 100s of aftershocks
Lava flows Ash cloud (8-15 km) Flooding from glacial 200meltingmetres ice melted - jökulhlaup
0 Staykilledindoors to stop getting problemsbreathing Protection oftoHousesalongEmbankments:river.arestrengthenedwithstandtheweighttheash.
Case study knowledge is important. Learn these 10 facts and apply them to your quizzes and tests.
Nationalism – A strong belief where people think their country is the best and are willing to fight and die for it. This meant people began fighting back against empires.
9.1: How significant was the First World War? HISTORY
Short-term Assassinationcause:–
The heir to the throne of AustroHungary was shot by Gavrilo Princip. Princip said he was working to help Serbian people get and keep their independence from the Austro-Hungarian Empire. In response, Austro-Hungary demanded all of Serbia join their empire. This was refused so AustroHungary declared war on Serbia. This then triggered the alliances and got more and more countries involved.
37YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust funded) checklist.the cancelled, perishableduringcould 10factsfacts
Tensions between the main countries had been building for around 20 years before World War I started. These are called the Long-Term causes. However, they did not necessarily start the war, they needed a short-term cause–an assassination to spark the fight between the countries.
Long-term causes (MAIN): Militarism – A race to build up the armed forces (military) of a country to see who had the best.
Why did WWI start?
Why did the soldiers dig trenches?
When the German plan to defeat France (the Schlieffen Plan) failed both sides tried to out-flanked each other (go around the opposition army). The opposition army then moved to block them. This spread the battles out from the areas that the Germans first attacked through.
Alliances – Where countries team up with other countries (allies) for better protection. This created the two sides needed for a war to happen and made the war bigger when it started.
On map: Triple Entente Triple Alliance Imperialism – Where countries were building bigger and bigger empires to prove who was the better country. This had the effect of spreading the war around the world once it had started as the countries asked their colonies for help.
New advances in technology meant more powerful weapons including very powerful artillery (big guns) that could destroy any building, including forts, very quickly. Therefore, the best way of protecting themselves was by digging into the ground. As these became bigger and stretched across the new battle areas, they connected up to form 1,500 miles of trenches from the English Channel to Switzerland! Wooden or iron
supports Fire step Mud & waterDuck boards Sandbags Parapet rifleLeeperiscopeWoodenEnfield Dug-out Cross section of trenches Restless?Our
• The British developed the Vickers machine gun which could fire 450-600 rounds per minute. The Germans had the MG08 which averaged 500 rounds per minute.
2. Tactics – creeping barrage
• Gas was used from 1915 onwards. Mustard gas led to severe swellings and blistering inside/outside the body. It was so toxic that it could cause leather gloves to shrink. Gas masks were difficult to use and often ineffective.
New Irrigationtreatments:–Continually cleaning a wound with salt water. Thomas Splint – Kept a broken leg still and lowered death rate from 80% to 20%.
HISTORY
• Machine guns were used by both sides which meant it was incredibly dangerous for soldiers and horses.
Amputation – Cutting off an infected or damaged arm or leg. Plastic Surgery – repairing of facial injuries in particular to try to help an injured solider to lead a normal life. How did • By continue.the remembrancestopped • The Germany.havefollowing • Land Denmark. • Army countries.U-boats • Money • Blame • Many wanted Why was 1. Housing • The homesheroes’.government • This did for these 2. Attitudes • independent.fromattitudes.Some • torepresentingwealthyTherewrite 3. Work • The government per struggledday. munitions. • In 1923, workforce. could(like to cover • The war 2 tomillionreduce industry 9.1: the
38 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
• The British used heavy artillery to shell along the German line / barbed wire for 7 days before the attack the Germans were used to this tactic and saw it as a warning that they would be attacked which meant they hid in support trenches until the attack was over.
• Haig chose to spread the forces thinly over a very long front (16 miles).
• This tactic had been used throughout the war with little success but was still repeatedly used at the Battle of the Somme.
• Haig repeatedly used the creeping barrage tactic in the hope of a major breakthrough, but this did not happen.
9.1: How significant was the First World War? were there so many casualties during the Battle of the 1.Somme?Technology
Improvements included: RAMC and nurses – The Royal Army Medical Corps was not new but it got significantly bigger in the war to help cope with the vast amount of casualties. Professional nurses supported the work of doctors – these were called Queen Alexandra Nurses. Volunteer nurses also supported in cleaning and caring roles. These nurses were called FANY.
• The British army then walked towards the German front line en masse which meant many were killed by German machine gun fire.
Chain of Evacuation – With the vast amount of casualties, the treatment needed to be organised. The Chain of Evacuation was developed. Its main aim was to get the soldiers back fighting at every stage. If they couldn’t they were sent onto the next stage for more technical treatment. The stages were: Stretcher Bearer, Regimental Aid Post, Casualty Clearing Station and Base Hospital.
• He was slow to embrace new technology he had been trained as a cavalry soldier and fought on horseback during the Boer War. Did medicine improve in an attempt to save lives? Medicine improved as medical professionals reacted to the horrible conditions in the trenches. The mud, rats and bodies all increased the number of bacteria in the trenches and made the illnesses including infection worse than it would have been. New illnesses and wounds included symptoms of gas attacks, more severe infection and shrapnel wounds. These were on top of other wounds and injuries that soldiers usually sustained.
3. Leadership – Haig
Why
• Land – Germany lost 13% of its land to countries around it like Poland, France and Denmark. It also lost all of its colonies.
HISTORY
39YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
• The government wanted to improve housing and provide ‘homes for heroes’. A series of Housing Acts meant that by 1921, 214,000 new homes had been built and by 1933 another 500,000.
• This did not help the poorest in society who could not afford the rents for these houses meaning those living in slum housing did not benefit.
2. Attitudes in society
was War?to infectionreactedmud,ratsintheandseveretopofsustained.Corpswas to help organised.ProfessionalwerealsonursesThe aimtheywas saltandmoreBearer,Basewater. lowered damagedparticulararmto
1. Housing
• Money – Germany had to pay £6.6 Billion for the damage they caused in the war.
• By the end of 1918, Germany and her allies had become so devastated by war they could not continue. They asked for an Armistice (an agreement to stop fighting). This was accepted and fighting stopped at 11 o’clock on the 11th of November (the 11th day of the 11th month). This is why we have remembrance ceremonies at this time each year.
• Many Germans thought this was very harsh and very unfair and some Germans wanted revenge for the Treaty of Versailles.
• The following year, Britain, France and the USA (and all their allies) agreed on what Germany should have to accept as they lost the war. If they did not accept, they would resume the war and invade Germany. This was known as the Treaty of Versailles. It had four main parts:
• Army – Germany’s army was limited to 100,000 men and 6 battleships. No planes, U-boats or tanks were allowed. This was so they could not invade any other countries.
How did World War I end?
•
• The war was followed by a trade slump around the world. By 1921, 2 million people were unemployed in Britain and employers began to reduce wages. There were particular problems in the coal mining industry which led to a General Strike in 1926. How significant was the First World War?
• There was anger towards the ‘established elites’ (typically older, wealthy white males) who had misled the people during the war e.g. representing the Battle of the Somme as a victory. Journalists began to write more critically about these people.
Why was British society changed by the First World War?
• Some historians believe the war brought about changes in people’s attitudes. Young people seemed to be less willing to listen to advice from older generations as the war had made them feel more independent.
3. Work
The government reduced working hours to a maximum of 8 hours per day. But there was high unemployment as the British economy struggled to readjust to producing commercial goods instead of munitions. In 1921, unemployment was over 20%.
9.1:
• Blame – Germany had to take the blame for starting the war.
• In 1923, the government extended National Insurance to 60% of the workforce. This meant most workers were making regular contributions (like a tax) to National Insurance so that if they lost their jobs, they could be provided with payments out of the National Insurance pot to cover part of their wages until they found work.
• 40,000 French troops were captured and imprisoned by the Germans.
• During the operation to evacuate Dunkirk, 68,111 British soldiers were killed, wounded or captured.
• 338,000 British and French troops had to be evacuated. Successes: • By the time the Germans did advance on Dunkirk with tanks, the Allies had managed to strengthen their defences on the Dunkirk beaches which allowed them to put up good resistance to the German tanks.
• The photographs and newspaper accounts of the ‘Little Ships’ proved to be an inspiration to the British public.
Failures:Dunkirk
• The German Luftwaffe (air force) was now able to launch the first part of operation Sealion. This was the Nazi plan to invade Britain. This first part involved the Luftwaffe bombing British targets in what became know as the Battle of Britain.
• The allies lost 2,472 guns, 63,879 vehicles, 76,097 tons of ammunition and 416,940 tonnes of stores.
9.2: What were the major turning points of the Second World War?
• The German Army were now able to attack Russia. A force of 3 million invaded Russia. The Russians were forced back and the Germans took 1 million prisoners.
• The contribution of civilian vessels made to the Dunkirk evacuation gave rise to the term ‘Dunkirk Spirit’, an expression still used to describe the British ability to rally together in the face of adversity.
• In February 1941, the USA started providing weapons, equipment and supplies to Britain on credit. They were sympathetic to the Allies following Dunkirk.
The Battle • The Nazis • The British • On 15 daylight • Churchill 14,000 Significance • Britain • theChurchillfield • The postponement ofAlliedWestern The Battle • The Germans the French • In April say ‘The • menthatHowever, Significance • The control Germany’s • The German • Control Secondturning9.2:HISTORY
40 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
• The control of the Atlantic allowed the US to help supply Britain and mainland Europe to slow Germany’s advance.
41YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
• Britain delivered Hitler’s first military defeat, which checked German progress across Europe.
• The British RAF had modern fighter planes, which were directed by radar.
• Control of the Atlantic made the D-Day invasions possible in 1944.
Significance
• The Germans were looking to exploit Britain’s reliance on its sea supply lines. They used their bases on the French Atlantic coast to launch U-boats.
The Battle of Britain, 1940
The Battle of the Atlantic, 1941–1943
• The German Navy lost 783 submarines during the battle.
• On 15 September 1940, 56 German planes were shot down and Goering had to abandon the daylight bombing.
• In April 1941 alone, the British lost over 700,000 tonnes of shipping and cargo. Later, Churchill would say ‘The only thing that ever really frightened me during the war was the U-boat peril.’
• However, with the help of US warships, better radar for detecting the U-boats and long-range aircraft that could spot the U-boats, this menace was effectively defeated by the end of 1943. Around 90% of men who served in U-boats were killed in action.
• The postponement of Hitler’s invasion plans meant that Britain could become a stronghold for the Allied forces as the War continued and would eventually become the base from which the liberation of Western Europe was launched, in 1944.
• Churchill considered the RAF’s role in the war effort to have been vital, famously declaring: “Never in the field of human conflict was so much owed by so many to so few.”
majortheWar?
• Churchill said of the British pilots: ‘Never was so much owed by so many to so few.’ However almost 14,000 Londoners died in 1940 as a result of the bombings.
9.2: What were the major turning points of the Second World War? HISTORY
Significance
• The Nazis wanted to bomb Britain into surrender.
Significance
• The Allies now had a foothold back in Europe where they were welcomed by the French. This gave them the opportunity to push back German troops.
• The Allies had outmanned and outmanoeuvred the German commanders. The Allied strategy was far more effective and exposed the weaknesses in the thinking of the German commanders.
Autumn Life in one, countriessomecitizensoften 9.2: What were the major
D-Day, 6 June 1944
• France was eventually freed from German control and the Allied forces could advance into Germany.
• Eventually the German Army was comprehensively defeated.
• Hitler’s army was now split between the Eastern and Western fronts. turning
42 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
• 20 million people in the USSR died during the German attack.
Significance
• A bitter struggle took place but eventually the German army was surrounded and cut off from help as winter set in.
• Hitler orders the mighty 6th army to take the city of Stalingrad. This was a vital city for Russia, of great strategic importance.
• German armies again moved towards the Soviet Union (Russia).
• Over 90,000 German soldiers surrendered.
• Around 400,000 German troops died.
points of the Second World War? HISTORY
• After Stalingrad, the Russian army was able to push the Germans into retreat. The German advance had finally been stopped and even reversed.
• Churchill commented that the Russians ‘tore the heart out of the German army’.
• Britain and the USA began an intense bombing campaign of German cities and strategic locations such as armaments factories and air force bases.
• The time it took Germany to attack Russia allowed Britain and the USA to strengthen their forces and plan their attack.
• Of the troops landing, 2,500 of the Allies were killed and a further 8,500 wounded. The Allies though, secured a foothold on the French coast.
• It allowed the Allies to begin their attack on the Germans which eventually led to their surrender in 1945.
• 4,000 ships carried 176,000 troops across the channel to the coast of northern France (Normandy).
• By the end of the day, significant ground had been taken by some troops (though landings at other beaches were less successful).
Stalingrad, September 1942–February 1943
43YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust (Normandy).other though, gavewas Germany.far
Autumn Life SMSC
Democracy
Life in other countries is not always as it is in this one, often in countries around the world it’s citizens don’t have the same rights as us. Spend some time researching the ways in which other countries treat people in their country. MonarchyAnarchy Dictatorship
majortheWar?
44 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
Define: Familial Relationship A relationships with someone who has a blood, kinship or legal tie to you. Parents, siblings etc.
• Make new friends: Moving on can be scary, but you deserve people in your life who support you and make you feel good about yourself. See our guide to making new friends for help.
Unexplained
• If they apologise, give them another chance: If they mean it, they’ll change their behaviour and stop making you feel bad. However, sometimes frenemies might apologise insincerely, and their behaviour afterwards won’t change. If they’re still making you feel bad despite what you’ve told them, it’s time to move on.
•
• Remember: the problem isn’t you: Hold on to that thought. Their behaviour might make you feel bad, but they need to change, not you.
Good friends make you feel good Good friends say and do things that make you feel good, giving compliments and congratulations and being happy for you. Good friends listen A good friend allows you to talk and doesn’t interrupt you. They’re interested in what you have to say.
• Take the “banter” too far • Share things about you online • Make you feel bad about yourself
• Don’t retaliate: It can be tempting to encourage others to exclude your former frenemy, or to put them down behind their back. Don’t do this: you’re only showing the same behaviour you found difficult in them.
•
Who Can turn to and Support Injuries Black Busted Red Sprained Bruises It’s also to cover clothing. Wearing the Wearing makeup Wearing
•
•
•
• Put you down • Laugh at you, or encourage others to laugh at you • Talk about you behind your back
• Put pressure on you to do things you don’t want to do • Be manipulative (e.g. ‘If you were my friend you would…’)
• Deliberately exclude you from group chat and activities
Sometimes people who claim to be your friends can show bullying behaviour. This is sometimes called a ‘frenemy’ but is a type of toxic relationship. You can spot them by:
Define: Platonic Relationship
A friendship or relationship where there is no romantic, intimate or sexual feelings. Friends and colleagues.
Define: Toxic Relationship A relationship that has a negative impact on your mental health and self esteem. Signs of a Toxic Friendship
•
What to do if you are in a toxic friendship
•
Define: Intimate Relationship A relationship which can include a sexual attraction and sexual activity. Boyfriend. Girlfriend, married couples
Friends followersnot In the digital world you can feel under pressure to have a lot of friends and Rememberfollowers. that you only need a small circle of friends to be happy. Good friendships go both ways
Good supportfriendseach other If you’re feeling down, a good friend will support you. If you need help, a good friend will try to help you out.
Good friends are trustworthy If you tell a good friend something private, they won’t share it. You can trust a good friend not to be judgemental.
AbusivePSHE Define: oraabuseDomesticdomesticcohabitation
What makes a good friend?
•
Friendships
• They might say “brutally honest” things to you which are unkind or hurtful
• Talk to them about how their behaviour makes you feel: Explain calmly and without accusation. Be specific, tell them what you’d like to happen moving forward. Their response will tell you a lot, sometimes our behaviour hurts others without us realising.
Good friends handle conflict respectfully and respect boundaries A good friend will tell you if you’ve done something to hurt them. If you tell a good friend they’ve hurt you, they’ll be sorry and won’t do it again.
The Statistics 16 to 19 had relationships.abuseformreported13anphysicalexperiencedold’s13thedomesticexperiencedpastto17whointimateto17of
•
Types of Abuse
•
Physical Abuse: Hitting, slapping, shoving, grabbing, pinching, biting, hair pulling, etc. are types of physical abuse. This type of abuse also includes denying a partner medical care or forcing alcohol and/or drug use upon him or her.
Women’s Aid - Helpline: 0808 2000 247 24hr / www.womensaid.org.uk Men’s Advice Line - Helpline: 0808 801 0327 Monday - Friday 9am - 5pm / www.mensadviceline.org.uk
Define: Domestic Abuse
Unexplained and an increase in Injuries such as: Black eyes Busted lips Red or purple marks on the neck Sprained wrists Bruises on the arms
It’s also common for someone to try to cover up the physical signs with clothing. For example: • Wearing long sleeves or scarves in the hot summer. Wearing heavier than normal makeup Wearing sunglasses inside Domestic abuse, of course, can take a serious emotional toll, creating a sense of helplessness, hopelessness, or Otherdespair.emotional signs of abuse Low self esteem Extremely apologetic or meek Seeming fearful Changes in sleep habits Agitation, anxiety, or constant apprehension Developing a drug or alcohol problem Symptoms of depression Loss of interest in daily activities Talking about or attempting suicide
•
Emotional Abuse: Undermining an individual’s sense of self worth and/or self esteem is abusive. This may include, but is not limited to constant criticism, diminishing one’s abilities, name calling, or damaging one’s relationship with his or her children.
NSPCC - Helpline: 0808 800 5000 (24 hours, every day) / www.nspcc.org.uk Childline - Helpline: 0800 1111(24 hours, every day) / www.childline.org.uk
Physical Emotional Social
•
•
•
The Statistics 16 to 19 year old’s had relationships.abuseformreported13anphysicalexperiencedold’s13thedomesticexperiencedabuseinpastyear(2015)to17yearwhohadabusefromintimatepartnerto17yearoldssomeofsexualwithintheir 6.6% 12.9% 18% 25% 16% 31%
Sexual Abuse: Coercing or attempting to coerce any sexual contact or behaviour without consent. Sexual abuse includes, but is certainly not limited to, marital rape, attacks on sexual parts of the body, forcing sex after physical violence has occurred, or treating one in a sexually demeaning manner.
45YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust friendship thatbad, but you feel: specific, tell forward. behaviourTheir they frenemies you makingyoutomake others showingdown
•
Abusive Relationships
If you notice that someone who was once outgoing and cheerful has gradually become quiet and withdrawn, it could be a sign of domestic abuse. You may notice that the person: • Is reserved and distant • Drops out of activities they would usually enjoy.
• Cancels appointments or meetings with you at the last minute.
Signs
•
Economic Abuse: Is defined as making or attempting to make an individual financially dependent by maintaining total control over financial resources, withholding one’s access to money, or forbidding one’s attendance at school or employment.
• Is often late to work or other appointments.
•
Friendships make interestedandyou.in private,will donegood good sorry and under small
•
•
•
•
PSHE
Domestic abuse is violence or other abuse by one person against another in a domestic setting, such as in marriage or cohabitation or between siblings.
•include:
Who Can you turn to for help and Support
•
Parents or trusted family members and Friends. The Police / Community support officers. School Safe Guarding Team or any member of staff.
• Exhibits excessive privacy concerning their personal life or the person with whom they’re in a relationship.
• Begins isolating themselves by cutting off contacts with friends and family members of Abuse
•
Psychological Abuse: Elements of psychological abuse include but are not limited to causing fear by intimidation; threatening physical harm to self, partner, children, or partner’s family or friends; destruction of pets and property; and forcing isolation from family, friends, or school and/or work.
Define: Veganism A diet where a person does not eat or use animal products.
Define: Obesity Obesity has been defined by the National Institutes of Health (the NIH) as a BMI of 30 and above.
Define: Vegetarianism A diet where a person does not eat meat or fish.
The Eat Well Plate andHealthyWhat • 80g • 30g • sugary150ml • Just • A Impacts Short term: • Stress • Tiredness • Limit • Jogging • Racewalking • Hiking • hourCycling • Swimming • stepAerobic • SinglesforWhoHowCanhelp PSHE
HealthyTrust Diet and Exercise
46 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies
Define: Calories Calories refer to the energy people get from the food and drink they consume.
Define: Nutrition The process of providing or obtaining the food necessary for health and growth.
Define: BMI This is a numerical value of your weight in relation to your height. A BMI between 18.5 and 25 kg/m² indicates a normal weight. BMI is a person’s weight in kilograms (kg) divided by his or her height in meters squared.
Who Can you turn to for help and Support Parents and trusted family / School Staff and Wellbeing Team NHS Eat Well: www.nhs.uk/live-well/eat well/ British Nutrition Foundation: www.nutrition.org.uk/healthyliving/lifestages/teenagers.html
- 5-12 years - 60 minutes of moderate to vigorous intensity physical activity every day
Young People 13-17 years 60 minutes of moderate to vigorous intensity physical activity every day Adult - 18-64 years - 60 minutes 150 to 300 minutes (2½ to 5 hours) of moderate intensity physical activity 75 to 150 minutes (1¼ to 2½ hours) of vigorous intensity physical activity OR or an equivalent combination of both moderate and vigorous activities, each week
PSHE
47YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust ExerciseDiet Healthy Diet and Exercise What does 1 portion of your 5 a day look like? • 80g of fresh, canned or frozen fruit and vegetables • 30g of dried fruit which should be kept to mealtimes • 150ml glass of fruit juice or smoothie but do not have more than 1 portion a day as these drinks are sugary and can damage teeth • Just 1 apple, banana, pear or similar sized fruit is 1 portion each. • A slice of pineapple or melon is also 1 portion, 3 heaped tablespoons of vegetables is another Impacts of poor Nutrition Short term: • Stress • Tiredness • Limit capacity to work Long term it can contribute to the risk of developing some illnesses and other health problems such as: • Being overweight or obese • Tooth decay • High blood pressure • High cholesterol • Heart disease and stroke • Type 2 diabetes • Osteoporosis • Some cancers • Depression • Eating disorders • Jogging or running • Racewalking • Hiking uphill • Cycling more than 10 miles per hour or steeply uphill • Swimming fast or lap swimming • Aerobic dancing, fast dancing, step aerobics • Singles tennis • Heavy gardening with digging, hoeing, shovelling heavy snow, moving or pushing heavy objects, carrying loads of 50 pounds on level ground or 25 pounds or more upstairs. • Martial arts • Playing sports with lots of running such as basketball, hockey, soccer • Singles tennis • Court sports such as handball, racquetball, squash
How much exercise should youChildrendo?
Kids Health: www.kidshealth.org/en/teens/dieting.html
48 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
Sleep
Define: Sleep Disorders These are medical conditions which affect our sleep. They can only be diagnosed by a Doctor and can require medicinal intervention. Define: REM Sleep
CycleSleepStage1Light sleep, awakenedeasily 10% Stage 2 Brain slowingwavesdown 50% Stage 3 Deltaappearwaves 10% Stage 4 Deep sleep, difficult to wake up 10% REM Sleep movementDreamingand 20% SleepWhatConsequencesEmotional • Irritability • Mood • Fatigue • Lack • Depression Top 1. Routines 2. Tech or 3. Clutter room 4. impactReduce 5. Temperature PSHE
A kind of sleep that occurs at intervals during the night and is characterized by rapid eye movements, more dreaming and bodily movement, and faster pulse and breathing. Define: Sleep Apnoea Sleep apnoea occurs when the upper airway becomes completely or partially blocked, interrupting regular breathing for short periods of time which then wakes you up. Define: Insomnia Trouble falling asleep or may wake up frequently during the night or early in the morning. Acute Insomnia is when this occurs infrequently. Chronic is when it occurs regularly. Define: Sleep Deprivation Sleep deprivation means you’re not getting enough sleep. This can be caused intentionally or not. It can be either chronic or acute and may vary widely in severity.
Mental health issues can have a variety of impacts on sleep, such as anxiety making it hard to settle due to racing thoughts, PTSD can lead to nightmares and night terrors, depression can lead to over sleeping.
Mental Health Issues
Clutter and Messy Rooms
The blue light emitted by screens restrain the production of melatonin, the hormone that controls your sleep/wake cycle or circadian rhythm. Reducing melatonin makes it harder to fall and stay asleep. Stress causes hyperarousal, which can upset the balance between sleep and wakefulness. Your Bed
a Good nights sleep
problems with our sleep?
49YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust Sleep SleepWhatcancause
5. Temperature the suggested bedroom temperature should be around 18 degrees
Past research shows that sleeping on an uncomfortable mattress can rob you of up to an hour’s vital, restful sleep.
1. Routines set a routine which your body can recognize is a wind down for sleep.
3. Clutter free bedrooms Keeping your bedroom clutter free and tidy and help make the room feel calmer and more relaxing.
They are 89 recognised sleep disorders and the most common are Insomnia, Sleep apnoea, Restless limb syndrome. Hunger It is not recommended to eat a big meal before bedtime, a small bedtime snack helpful. If you go to bed hungry, you’re likely to wake up with hunger pangs.
2. Tech free bedrooms stop using technology such as tablets and phones 2 hours before bed or use a blue light filter.
Consequences of Sleep Deprivation Emotional effects • Irritability • Mood Swings • Fatigue / Tiredness • Lack of Motivation • Depression Physical effects • High Blood Pressure • Reduced Sex Drive • Lower Immune system • Disrupt hormone regulation • Higher risk of type 2 diabetes Cognitive effects • Forgetfulness • Clumsiness • Difficulty focusing Top
4. Reduce stimulant food intake foods and drinks which contain a lot of sugar and caffeine can impact your sleep so try not to consume too much after 3pm.
Technology
Napping and Lie Ins:
PSHECelsius.
Trying to make up for lack of sleep with extra time in bed the following morning, or even a few days later, throws off your internal body clock. Naps of under 30 minutes can be refreshing any longer throws out your body clock. Tips for
A cluttered bedroom makes for a cluttered mind. Don’t use it as a dumping ground for the rest of the house. Your bedroom should be a sanctuary, somewhere you can go to turn off and relax.
Medical Issues
2. Use a different password for each of your social media accounts.
6. Be careful about what you share. Don’t reveal sensitive personal information i.e. : home address, financial information, phone number.
7. Become familiar with the privacy policies of the social media channels you use and customize your privacy settings to control who sees what. 8. Remember to log off when you’re done. 9. Report any inappropriate behaviour to the site.
5. Click links with caution. Social media accounts are regularly hacked.
1. Use a strong password. The longer it is, the more secure it will be.
50 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies SocialTrust Media
PSHE
SocialAgeSocial legalandTheseconditionsrestrictions. Define: Websites networking.create Define: WhatsAppWhatsApp toimages,text theWhatsAppcost than texting. Define: Createvideos.watch,YouTube videos organizeYouTubeYouTube Define: orfeeds.connectionsaittheyconsistshasTwitterbeenwritebepolitics,messageorganisation
4. Be selective with friend requests. If you don’t know the person, don’t accept their request. It could be a fake account.
Top tips for staying safe on Social media
3. If you have social media apps on your phone, be sure to password protect your device.
Social media sites or apps used by children (12-15) in the UK in 2018
Define: Instagram At its most basic, Instagram is a social networking app which allows its users to share pictures and videos with their friends. Once a user snaps a picture, Instagram filters of which there are dozens can transform images in a manner reminiscent of old fashioned Polaroid prints.
Define: Snapchat
Define: TikTok (formally Musical.ly) TikTok is an app for creating, sharing and discovering short music videos (15 think Karaoke for the digital age. It used by young people as an outlet to express themselves through singing, dancing, comedy, and lip
Define: WhatsApp WhatsApp is a messenger app for smartphones. WhatsApp uses the internet to send messages, images, audio or video. The service is very similar to text messaging services, however, because WhatsApp uses the internet to send messages, the cost of using WhatsApp is significantly less than texting.
Define: Facebook Facebook is a website which allows users, who sign up for free profiles, to connect with friends, work colleagues or people they don’t know, online. It allows users to share pictures, music,videos, and articles, as well as their own thoughts and opinions with however many people they like.
51YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust Media be a your Social Media
Define: Social Media Websites and applications that enable users to create and share content or to participate in social networking.
Age restrictions on Social Media These are in the websites terms and conditions and are not legal restrictions.
Define: YouTube YouTube is a video sharing service where users can watch, like, share, comment and upload their own videos. Users can search for and watch videos, Create a personal YouTube channel, Upload videos to your channel, Like/Comment/share other YouTube videos, Users can subscribe/follow other YouTube channels and users, Create playlists to organize videos and group videos together. Define: Twitter Twitter is known as a micro blogging site. Blogging has been around for some time. Usually blogging consists of people setting up basic websites where they write about whatever they want, whether it be politics, sport, cooking, fashion etc. Posting a message is known as a tweet. People make connections by following other people’s twitter feeds. Once you click follow, anything that person or organisation says will appear on your timeline.
Snapchat is a mobile messaging application used to share photos, videos, text, and drawings. It’s free to download the app and free to send messages using it.
PSHEsyncing.
Define: TBH Short for To Be Honest is a polling app that lets your friends answer questions anonymously. Essentially it is a big popularity contest, where people received “gems” when they are picked in a poll.
People experience low mood, loss of interest or pleasure, feelings of guilt or low self-worth, disturbed sleep or appetite, low energy, and poor concentration.
A condition characterized by 6 months or more of chronic, exaggerated worry and tension that is unfounded or much more severe than the normal anxiety most people experience.
Symptoms of Chronic Stress
Define: Depression
Define: Chronic Stress
Also called social phobia, is intense anxiety or fear of being judged, negatively evaluated, or rejected in a social or performance situation.
Define: Stress
Chronic stress affects the whole body. It can have several physical or psychological symptoms, which can make functioning on a daily basis more challenging. The type and severity of symptoms vary considerably from person to person. Signs and symptoms of chronic stress can include: which can be worsehasinterruptfeelingsButstopped,ofandreleasingcortisolanxiety.ifsomeonegone.
Stress and Anxiety
Some stress is good as it can motivate people however too much can be detrimental, especially if over a long period of time.
Define: Social Anxiety Disorder
extreme • Fatigue • Headaches • Difficulty concentrating, • Rapid, thoughtsdisorganized • Difficulty sleeping / insomnia • Digestive problems and changes in appetite • Feeling helpless • A perceived loss of control • Low self esteem • Loss of sexual desire • Nervousness • Frequent infections or illnesses Stress Anxiety which The brain by
Define: General Anxiety Disorder
ThingsTreatmentsSymptomsAnxiety •••MentalRacingUncontrollable Difficulties • Feelings ‘impending • Feeling • Heightened • Problems • Changes • Wanting situation • Feeling and • Therapy • Medications • pointsEveryone • disorder.canOnly More Parents Stem4YoungMIND PSHE
• Irritability,
52 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
The response to emotional pressure suffered for a prolonged period of time in which an individual perceives they have little or no control.
A state of mental or emotional strain or tension resulting from adverse or demanding circumstances.
• Sweating • Heavy
Treatments for Chronic
Anxiety SymptomsDisordersofGeneral
More Information & Support
normalispoor Anxiety can considerablycontrol Stress and Anxiety
Physical symptoms of anxiety can include: and fast breathing flushes or blushing mouth loss heartbeat tiredness or lack of energy and fainting, and Stomach aches and sickness. and counselling Self Care including mindfulness, meditation and journaling (keeping a diary). Alternative therapies such as acupuncture. Everyone experiences stress and anxiety at points in their lives. Only a doctor or mental health professional can diagnose chronic stress or an anxiety disorder. There are treatments available and coping mechanisms. Having a stress or anxiety disorder is not a sign of weakness and is more common than people think.
•
• Extreme
Anxiety Disorder Stress symptoms of anxiety thoughts in appetite to escape from the situation you are disconnected from yourself and world
and Anxiety Things to Remember Mental
Young
• Medications •
Anxiety is an evolutionary and survival mechanism which is often linked to the flight or fight response. The brain responds to a perceived threat or danger by releasing stress hormones such as adrenaline and cortisol which cause the physical symptoms of anxiety. Once the threatening situation has stopped, the body will usually return to normal. But if someone has an anxiety disorder these feelings of fear and danger can be ongoing and interrupt their daily routine long after the threat has gone. They can make them feel like things are worse than they actually are.
•
the
•
• Dizziness
•
• Therapy
Parents and trusted family / School Staff and Wellbeing Team / GP or Practice Nurse.
• Wanting
• Uncontrollable over thinking • Difficulties concentrating • Feelings of dread, panic or ‘impending • Feeling irritable • Heightened alertness • Problems with sleep • Changes
can include: • Racing
• Fast
PSHE
• Dry
53YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust morethat
General Anxiety Disorder is a long term condition that causes a person to feel anxious about a wide range of situations and issues, rather than a specific event. People with GAD feel anxious most days and often struggle to remember the last time they felt relaxed. As soon as 1 anxious thought is resolved, another may appear about a different issue. Social Anxiety Disorder, also called social phobia, is a long lasting and overwhelming fear of social situations. Social Anxiety is more than shyness. It’s an intense fear that does not go away and affects everyday activities, self confidence, relationships and work or school life.
in • Feeling
• Hot
•
MIND www.mind.org.uk / Help line 0300 123 3393 open 9am to 7pm, Monday to Friday or Text: 86463 Minds www.youngminds.org.uk / Text: 85258 or Parents Helpline: 0808 802 5544 Stem4 www.stem4.org.uk
• Shaking • Hair
•
•
•
Define: Primary Emotions
•
Define: Emotional Literacy
Define: Mental Illness
Define: Mental Wellbeing
•
Mental wellbeing describes your mental state how you are feeling and how well you can cope with day to day life. Our mental wellbeing is dynamic. It can change from moment to moment, day to day, month to month or year to year.
•
54 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust
•
•
•
•
Things
•
•
•
There are 5 primary emotions but over 600 words in the English language for different emotions. The primary emotion groups are: 1. Joy, 2. Anger, 3. Sadness, 4. Disgust, 5. Fear
•
Mental Wellbeing
• Feeling relatively confident in yourself and have positive self esteem Feeling and express a range of emotions Building and maintaining good relationships with others Feel engaged with the world around you Live and work productively Cope with the stresses of daily life Adapt and manage in times of change and uncertainty
•
Mental • Erratic • Distancing • Loss to • Excessive • Increased • distractedPoor Signs At times on •••careandthemselves.cantechniquesMindfulnessDoingRelaxation • Get • Exercise The Importance feelingsConnecting • Make face, • Join local your • Talk listened • Use experiences The MoreImportance Parents Stem4YoungMIND PSHE
Everyone is different and what affects someone’s mental wellbeing won’t necessarily affect others in the same way. Everyone will have times when they have low mental wellbeing, where they feel stressed, upset or find it difficult to cope. Common life events that can affect your mental wellbeing include: Loss or bereavement Loneliness Relationship problems Issues at work Worry about money However there are times when there is no discernable reason for the way a person feels which can be extremely frustrating.
The ability to understand and express feelings. Emotional Literacy involves having self awareness and recognition of one’s own feelings and knowing how to manage them.
•
•
•
•
There are some factors that may make people more vulnerable to experiencing a period of poor mental wellbeing. These may have happened in the past or might still be happening now: Childhood abuse, trauma, violence or neglect Social isolation or discrimination Homelessness or poor housing A long term physical health condition Social disadvantage, poverty or debt Unemployment Caring for a family member or friend Significant trauma as an adult, such as military combat, being involved in a serious accident or violent crime that can affect our mental wellbeing
Mental illnesses comprise of a broad range of problems, with different symptoms. However, they are generally characterized by some combination of abnormal thoughts, emotions, behaviour and relationships with others. They can only be diagnosed by a Doctor or Mental Health Professional Signs of good mental wellbeing
55YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust neglectpoorin military accident or Mental Wellbeing • Erratic changes in mood and behaviour • Distancing from friends and family • Loss of interest in things that they used to be interested in. • Excessive sleeping or not sleeping. • Increased alcohol consumption. • Poor concentration and being easily distracted • Finding it hard to make decisions • Feeling overwhelmed by things & tearfulness • Finding it difficult to control your emotions • Irritability and short temper or aggression
Signs of poor mental wellbeing
•
• Talk about the way you feel. Opening up to a trusted friend or family member can help you to feel listened to and supported. Just acknowledging your feelings by saying them out loud can help.
• Use peer support. If you’re finding things difficult, talking to people who have similar feelings or experiences can help you to feel accepted.
More
Parents and trusted family / School Staff and Wellbeing Team / Your Doctor or Practice Nurse MIND www.mind.org.uk / Help line 0300 123 3393 open 9am to 7pm, Monday to Friday or Text: 86463 Young Minds www.youngminds.org.uk / Text: 85258 or Parents Helpline: 0808 802 5544 Stem4 www.stem4.org.uk
PSHE
•
•
•
At times people may feel guilty for spending time on themselves. But it’s essential for mental wellbeing and can help people to be more resilient. Some self care techniques include Mindfulness Doing something you enjoy Relaxation techniques Get outdoors and fresh air Exercise If someone is living with a mental health problem, taking steps to look after their mental health can help you improve your wellbeing. Strategies can include:
• Join a group. Think of the things you like to do, such as drawing, gardening or sport and look for local groups. Meeting others with a shared interest can increase your confidence and build your support network.
•
• Talking to someone • Knowing triggers and warning signs Keeping a mood diary Building your self esteem.
The Importance of Self Care
•
The Importance of Positive Relationships Information & Support
•
• Make time for the people you love. Keeping regular contact with friends and family, whether it’s face to face, on the phone or by text, can strengthen your relationships.
Connecting with others can help us to feel a greater sense of belonging and can help to challenge feelings of loneliness
56 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust Did you know?Term1 Think Ultimate Frisbee Tennis lacks easily accessible courts reducing popularity There are lots of facilities for football therefore popularity is increased • Participation • Provision • Environment • Spectatorship • Media Coverage • Success for both teams/ individuals • Role models • Acceptability Studies show that recreational walking, fishing/ angling, cycling and swimming are some of the most popular sports and activities in the UK! Emerging Sports (new) These can affect popularity in a positive OR negative way Sports Example (Provision) Factors Impacting Popularity of Sport TermPE Retired Families Unemployed/ Working
role models Disabled No disabled access
Unemployed/ of disposable single people/ restrictions- lack of
time
disadvantagedeconomically Lack
income Working
couples Work
Retired people/ people level of adapted provision (suitable activities) with young commitments/ lack of time of disposable of role models, lack of of awareness of activities/
57YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust know?Term1 Term 1 PE User Group Barriers Solution Ethnic minorities Lack of role models PProgrammingProvisionofsessionsP-PromotionTargetedpromotionRolemodelsA-AccessAccesstofacilities/equipment
over 50 Low
children Family
Families
income/ family commitments Children Lack
Single parents Lack
money Teenagers Lack
58 YEAR 9 KNOWLEDGE ORGANISER AUTUMN I Delta Academies Trust Notes:
HOW TO USE GRAPHIC ORGANISERS USING ‘LOOK, COVER, WRITE, CHECK’ HOW TO USE MNEMONICS FOR REVISION HOW TO SELF TEST WITH KNOWLEDGE ORGANISERS
Look, Cover,CheckGraphic Organisers
Keyword Mnemonics
Write,
Make up a sentence where each word begins with the same letter as the word you need to remember. e.g: Colours of the rainbow: ‘Richard Of York Gave Battle In Vain’ (Red, Orange, Yellow, Green, Blue, Indigo, Violet) e.g: The order of the planets: ‘My Very Enthusiastic Mother Just Served Us Noodles’ (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune) This strategy is commonly used by primary schools, it is a proven effective method of practising the spelling of key terminology found in your knowledge organiser.
Start by carefully looking at the keyword you need to spell, cover it up, write it down, check it against your knowledge organiser and correct it if necessary. Make sure to practise the words you get incorrect several times as practice makes perfect! Try to come up with different ways to represent the information visually, from your knowledge organiser for example: an infographic, a timeline, a cartoon strip, a Venn diagram, or a diagram of parts that work together. Work your way up from drawing what you know from memory. By presenting your work in a different format the information is more likely to transfer to your long-term memory.
9 Academies Tr us t Education House, Spawd Bone Lane, Knottingley, WF11 OEP T: 0345 196 0033 I info@deltatrust.org.uk I www.deltatrust.org.uk